WRITING ASSIGNMENTS INFO
In an effort to support the CHS commitment to improving the ability of our students to effectively express themselves in writing, part of the requirement for this class is to complete two writing assignments of one paragraph each. The details are below:

1) Write one paragraph discussing your reason(s) for taking this class, and whether or not the class validated those reasons.

2) Write one paragraph discussing your favorite music style or group, and tell why.

In each paragraph, you will be evaluated on the following:
a) capitalization,
b) punctuation,
c) support for points made.

Paragraph #1 is due on Monday, 11/18/13.
Paragraph #2 is due at the beginning of the finals day for this class.

NOTE: If you are taking more than one class from Mr. Rayfield, you are only required to complete this assignment for one class.
CONCERT BAND SYLLABUS 2013-14COURSE NAME.....CHS CONCERT BAND (0.5 credits)
TRIMESTER..........1st Trimester only, 1st period, 2013-14
TEACHER.............Rob Rayfield
CONTACT INFO...Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
CLASS INFO.........Classroom Expectations, Performance information, Assignments, Scope and Sequence and other class information can be found on my blog: http://blogs.canby.k12.or.us/rayfielr (Category: Concert Band)
OFFICE HOURS.....I am in my room at lunch and after school until 4:00 p.m. almost every day. Don’t hesitate to come in and ask for help, practice, or just work on your assignments.

COURSE DESCRIPTION
The Concert Band is composed of CHS wind and percussion students from all grades who prefer concert work during the 1st trimester. This ensemble will focus on the performance of light concert and pep band music of various styles. The required performances for this trimester are Playathon 2013 on October 5th and pep band at two home football games. To improve the performance level of all band members, the band will periodically be divided into various sub-groups for sectional rehearsals to concentrate on improving their instrumental technique and for testing. It is the student’s responsibility to learn their assigned parts.

CLASS RULES & EXPECTATIONS
• In your seat with your instrument ready to play at the bell
• Maintain good rehearsal etiquette at all times
• No electronic devices at any time for any reason unless required by instructor
• No food or drink except water
• Disruptive behavior will result in disciplinary action

STUDENT SUPPLIED MATERIALS
Student instruments (including mouthpieces & functional reeds) must be in class every day for rehearsal. District rental instruments are available for some low woodwinds, low brass and percussion instruments. The rental fee is $50.00 per school year (3 trimesters), and $25.00 for summer.
You must also provide a pencil, a three ring binder with page protectors, and concert attire (tuxes are provided by the school).

ATTENDANCE
Attendance is essential for success. The following will apply for an unexcused tardy or absence:
1) Verbal warning to student
2) Communication with parent(s) & student (documented in grade book)
3) Communication with parent(s), student, & counselor (documented in grade book,
may include classroom discipline)
4) Referral to Student Center
Each student is responsible for all material covered in class whether the student was present or not.

GRADING
In response to HB 2220, Canby School District has moved to standards-based grading. For many students and parents this marks a new approach to reporting student academic progress. Standards-based grading communicates how students perform on a set of clearly defined learning targets called standards. The purpose of standards-based grading is to identify what students know and are able to do in relation to pre-established learning targets. The traditional averaging of grades can mask what students have learned, or not learned, in a specific course.
Students are graded based on acquired knowledge of the Oregon Content Standards and Common Core State Standards. Students will be graded under two categories: formative and summative assessments. Formative assessments are used for learning. Examples might be quizzes, exit slips, homework, etc. They let students, parents and teachers know how a student is progressing in his/her learning. Summative assessments are assessments of learning. Examples might be unit exams, essays, etc. They let students, parents and teachers know what a student has learned when instruction is over.

Standards-based report cards separate academic performance from work habits and behavior in order to provide parents a more accurate view of a student’s progress in both academic and behavioral areas. Variables such as effort, participation, timeliness, cooperation, attitude, and attendance are reported separately (using the Personal Management standards in the Career Related Learning Standards),
not as an indicator of a student’s academic performance. Behavior will be reported out separately.

Grading Scale
A+ 99 - 100%.....B+ 89%............C+ 79%...........D+ 69%
A 92 - 98%.........B 82 - 88%.......C 72 - 78%.....D 62 - 68%
A- 90 - 91%.......B- 80 - 81%.....C- 70-71%......D- 60 - 61%
F Below 60%

Student grades will be determined by scores earned for the following:
• Student's performance at required band performances
o Unexcused absence from a performance cannot be made up
• Performance evaluations and/or written tests on:
o Required Scales
• Concert scales: Major scales in C, F , B-flat, E-flat, G, D, and A
o Basic Music Theory including the structure of scales and musical terms
o Concert Music
o Various Basic Rhythms

Practice: Documentation of practice is not required, but the results of practice will be measured in formative (10% of final grade) and summative (90% of final grade) assessments.

CURRICULUM MATERIALS USED
• “Foundations for Superior Performance” by Richard Williams & Jeff King
• “66 Festive and Famous Chorales for Band” arranged by Frank Erickson
• Pep band selections in various styles contained in the CHS Pep Band List
• Music Theory booklet (handout)
• SmartMusic software
• Concert music to be selected

PERSONAL MANAGEMENT STANDARDS:
Exhibit appropriate work ethic and behaviors in school, community and workplace.
1. Identify tasks that need to be done and initiate action to complete the tasks.
2. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
3. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
4. Maintain regular attendance and be on time.
5. Maintain appropriate interactions with colleagues.
CONCERT BAND: SCOPE & SEQUENCECourse Name.....Concert Band
Teacher..................Rob Rayfield
Trimester..............1st Trimester
Period.....................1st

Course Description

The Concert Band is composed of CHS wind and percussion students from all grades who prefer concert work. This ensemble will focus on the performance of light concert and pep band music of various styles. The only required performance is Playathon 2010. To improve the performance level of all band members, the band will periodically be divided into various sub-groups for sectional rehearsals to concentrate on improving their instrumental technique and for testing. The student’s grade will be based primarily on the percentage of points earned from the following:
• Class work
• Attendance at all required performances
• Performance test on required scales:
• On your instrument: Major scales in C, F , B-flat, E-flat, G, D, and A
• Concert scales: A-flat maj., C maj. & A min., G and A min.
• Basic Music Theory including the structure of scales
• Performance tests on chosen music
Note: extra credit is available for playing in the stands at football games & in parades.

State & National Content Standards taught in this class
State Standards

• Aesthetics and Art Criticism
• Historical and Cultural Perspectives
• Create, Present, and Perform
• National Standards
• Perform on instruments a varied repertoire of music
• Reading and notating music
• Listening to, analyzing and describing music
• Evaluating music and music performances
• Understanding relationships between music, the other arts, and disciplines outside the arts
• Understanding music in relation to history and culture

State Performance Standards used for assessment in this class
• Historical and Cultural Perspectives
• Create, Present, and Perform

Curriculum Materials Used
• “Foundations for Superior Performance” by Richard Williams & Jeff King
• “66 Festive and Famous Chorales for Band” arranged by Frank Erickson
• Pep band selections in various styles contained in the CHS Pep Band Folder
• Music Theory booklet (handout)
• Concert music to be selected

Sequence of Activities:
-Unit 1: Reviewing the Basics (September)
• Review scale structure
• Work on both Tone and Intonation using the “Chorales” books above (tested)
• Increase Technical Ability using the “Foundations” book above (tested)
• Begin Music Theory Booklet
• Review pep band play book
-Unit 2: Focus on Performance (October)
• Expand repertoire adding new pep band arrangements to the play book
• Continue work on Tone and Intonation (tested)
• Continue work on Technique (tested)
• Continue work on Music Theory Booklet
• Review Parade Marching technique
• Begin preparation for Holiday Pop’s Concert
• Perform at Playathon 2009 (see schedule)
-Unit 3: Transition to Concert Season (November)
• Perform at Albany Veteran’s Day Parade (voluntary)
• Continue work on Tone and Intonation (tested)
• Continue work on Technique (tested)
• Continue work on Music Theory Booklet
• Continue work on Holiday Pop’s Concert

Communication
➢ Mr. Rayfield’s email: rayfielr@canby.k12.or.us
➢ Mr. Rayfield’s CHS phone: 503-263-7200 x 5855
➢ Mr. Rayfield’s cell phone: 503-516-2594
➢ Mr. Rayfield’s blog: http://blogs.canby.k12.or.us/rayfielr