EVERGREEN/MCKENZIE TIME LINE for 10/11/148:30 a.m……Call time at CHS Band Room
9:30…………Depart CHS
10:30…….…Arrive at Evergreen H.S.
11:25……….Warm-up
11:55……….Walk to gate
12:05 p.m....Gate time
12:15……….CANBY PRELIMINARY PERFORMANCE
12:30……….To truck for debrief
12:45……....Lunch
1:00…….….To stadium to watch other bands (sit together)
3:15………...Preliminary Awards
4:10…………Finals Warm-up (Finals times are approximate depending on Preliminary score)
4:40…………Walk to gate
4:50…………Gate Time
5:00…………CANBY FINALS PERFORMANCE
5:15………….To truck for debrief
5:30………….Dinner
6:00………….To Stadium to watch other bands
9:15………….Final Awards
10:00………….Load to buses
10:15………….Depart for Canby
11:15………….Arrive at Canby
Tommy Igoe's Groove Essentials for Drum Set
Here's the link from the Vic Firth web site:

Tommy Igoe's Groove Essentials

PLAYATHON 2014Canby High School bands will be hosting their first entertainment fundraiser of the year, Playathon 2014. The event, 12 continuous hours of performance by the CHS bands, will be held on Oct. 4th in the CHS Fine Arts Auditorium and stadium; performance time is 8:00 a.m. to 8:00 p.m.

This year the Playathon, sponsored by the Canby Music Boosters, is focused on raising funds for the funding both clinicians to provide advanced instruction to the CHS bands as well as the purchase of new instruments. The Music Boosters have always been a significant source of financial support for the band program, and are especially important in the face of recent budget short-falls in education throughout Oregon. The goal of this year’s Playathon is to raise $5,000. The band is asking individual community members to sponsor a student to play for an hour or more. Any size donation is appreciated.

During the Playathon, the CHS Jazz Band, Concert Band, and Marching Band will be rehearsing for a total of 12 consecutive hours of music. The first to play will be the Concert Band from 8:00 a.m to Noon (auditorium), followed by the Jazz Band from Noon to 4:00 p.m. (auditorium), & ending with the Marching Band from 4:00 to 8:00 p.m. (at the CHS Stadium). As a bonus, spectators will have a chance to conduct a song for a minimum donation of $25 during the Marching Band’s time.
If you are interested in sponsoring a student, or would like any additional information about the Playathon, please feel free to call the Canby High School band director, Rob Rayfield at 503-263-7200, ext.5855 or check his blog at: http://blogs.canby.k12.or.us/rayfielr & look in the All Bands catagory.
THINGS TO KNOW: Week of 9/14/14
-Monday evening rehearsal from 6 - 9:00 p.m.

-Playing test on "Johnny" on Wednesday

-Friday evening rehearsal from 6 - 9:00 p.m.

The goal this week is to get "Boogie Woogie Bugle Boy" memorized and on the field, and to clean "Johnny".
MUSIC THEORY OUTLINECHARACTERISTICS OF SOUND
A. Pitch.....The number of sound waves per second produced by a sounding body is called “frequency”. When the frequency of vibration is regular, it is called “pitch”.
B. Intensity.....The magnitude of force or energy of regular or irregular vibration. Intensity, musically, is referred to as volume.
C. Duration.....The length of time of the vibration of sound waves.
D. Timbre.....The distinctive tone or quality of a singing voice or musical instrument. Also known as tone quality.

NOTATION
A. Grand Staff
B. Clefs
.....G: Treble
.....F: Bass
.....C: Alto, Tenor
C. Chromatic Symbols.....Sharp, double sharp, flat, double flat, natural
D. Enharmonic Equivalents.....the same pitch, written with a different name (e.g. C-sharp can be written as D-flat)
E. Note and Rest Values
.....Whole note.....4 beats in 4/4 time
.....Half note........2 beats in 4/4
.....Quarter note..1 beat in 4/4 1 2 3 4
.....Eight note......2 notes/beat in 4/4 1 & 2 & 3 & 4 &
.....Sixteenth note..4 notes/beat in 4/4 1 e & a 2 e & a 3 e & a 4 e & a
.....Thirty-second note..8 notes/beat
.....Sixty-fourth note..16 notes/beat

METER
A. Groupings

.....Duple.....metrical pulse establishes groups of two (e.g. 2/4, 2/2)
.....Triple.....metrical pulse establishes groups of three (e.g. 3/8, 3/4)
.....Quadruple.....metrical pulse establishes groups of four (e.g. 4/4)
B. Divisions
.....Simple.....beat is divisible by two (e.g. 2/4 or 3/4)
.....Compound.....beat is divisible by three (e.g. 6/8 or 9/8)
.....Composite.....beats are of unequal length (e.g. 5/4 or 7/8)

RHYTHM
A. Types

.....Regular.....when long notes coincide with strong beats and shorter notes occur as non-syncopated divisions of weak beats
.....Irregular.....when long notes coincide with weak beats or weak parts of beats. Syncopation occurs when notes alter the normal or expected pattern of rhythm, accent, or meter by appearing on weak beats or weak parts of beats.
B. Altered Values
.....Dots.....Adds half the value of the note it follows
.....Staccato.....Shortens the note by half
.....Tenuto.....Full note value-no space between notes
.....Vertical Accent (inverted V).....Staccato plus accent

SCALE STRUCTURE
A. Chromatic (Formula in steps = ½, ½, ½, ½, etc.)
B. Major (Formula in steps = 1, 1, ½, 1, 1, 1, ½)
.....Circle of 5ths (4ths)
C. Minor
.....Natural (Formula = 1, ½, 1, 1, ½, 1, 1)
.....Harmonic (Formula = 1, ½, 1, 1, ½, 1 ½, ½)
.....Melodic (Formula Up = 1, ½, 1, 1, 1, 1, ½ Down = Natural minor)
D. Modes (Formula: assume an “all white key” scale starting on notes as shown)
.....Ionian starting on “C”
.....Dorian starting on “D”
.....Phrygian starting on “E”
.....Lydian starting on “F”
.....Mixolydian starting on “G”
.....Aeolian starting on “A”
.....Locrian starting on “B”
E. Pentatonic (Formula = 1, 1, 1 ½, 1, 1 ½)
F. Wholetone (Formula = 1, 1, 1, 1, 1, 1)

INTERVALS
A. Perfect 4th, 5th, Octave e.g. C-F, C-G, C-C
B. Major 2nd, 3rd, 6th, 7th e.g. C-D, C-E, C-A, C-B
C. Minor 2nd, 3rd, 6th, 7th e.g. C-D flat, C-E flat, C-A flat, C-B flat
D. Augmented 4th, 5th e.g. C-F sharp, C-G sharp
E. Diminished 4th, 5th e.g. C-F flat, C-G flat

CHORDS are a combination of three or more different tones.
A. Construction
.....Triad: three tones spelled in thirds, e.g. Notes 1,3, and 5 in any scale
.....Extensions 6th, 7th, 9th, etc.
B. Quality
.....Consonant: Major & Minor
.....Dissonant: Augmented & Diminished

PHYSICS OF SOUND
A sound source vibrates as a whole unit, in halves, thirds, fourths, fifths, sixths, etc., continuing on indefinitely by fractions. The sounds these fractional vibrations produce are called overtones.
A. Overtone Series: begin on a fundamental pitch
B. Partials: the fundamental is also referred to as the 1st partial. It has the lowest frequency (pitch) and, commonly, the greatest amplitude (intensity)
C. Intonation: the 2nd and 5th overtones are slightly sharp; the 4th and 6th , overtones are 14 cents flat. The 10th overtone is very sharp.
D. Timbre: Because the physical nature of a musical instrument affects timbre, the relative prominence of overtones varies with different instruments and is a major factor in producing the timbre of a particular instrument. Usually, overtones are not heard as individual pitches, but as variations in the tone quality of the most prominent pitch, the fundamental.

TRANSPOSITION
A. By Scale Degree
B. By Interval
C. By Change of Key
D. Normal keys of instruments
.....Key of C: If one of the following instruments reads “C”, it sounds as “C”. (Flute, Piccolo, Piano, Marimba, Xylophone, Bells, Chimes, Bass clef instruments (trombone, baritone, tuba, timpani)
.....Key of B-flat If one of the following instruments reads “C”, it sounds as B-flat. (Clarinet, Bass Clarinet, Tenor Sax, Trumpet, treble clef Baritone)
.....Key of E-flat If one of the following instruments reads “C”, it sounds as E-flat. (Alto Sax, Baritone Sax)
.....Key of F If one of the following instruments reads “C”, it sounds as “F”. (French Horn, English Horn)

MUSIC TERMS
The Elements of Music:

o Beat
o Dynamics
o Form
o Harmony
o Melody
o Rhythm
o Texture
o Tempo
o Timbre



Words which define form:
o ABA
o Canon
o Da capo al fine
o Coda
o Fine
o Fugue
o Phrase
o Rondo
o Round
o Sonata
o 12-Bar Blues

Words which define Style:
o Accent
o Cantabile
o Dolce
o Legato
o Marcato
o Rubato
o Staccato



Words referring to Tempo:
o Accelerando
o Allegro
o Largo
o Ritardando

Words referring to Loud and Soft:
o Crescendo
o Diminuendo
o Forte
o Fortissimo
o Piano
o Pianissimo
o Mezzo forte
o Mezzo piano

Other Technical Terms:
o Articulation
o Chord
o Ensemble
o Fermata
o Improvisation
o Instrument Families
o Interval
o Meter
o Meter Signature
o Notation
o Note
o Pitch
o Range
o Scale
o Tonality

CONCERT BAND SYLLABUS 2014-15COURSE NAME.....CHS CONCERT BAND (0.5 credits)
TRIMESTER..........1st Trimester only, 1st period, 2014-15
TEACHER.............Rob Rayfield
CONTACT INFO...Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
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 2014 on October 4th 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.
Performance at scheduled concerts and festivals is required, and part of the student's grade. Unexcused absence from a required performance cannot be made up, and will result in a "0" grade.

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

LATE WORK GUIDELINES
Students are expected be part of all required performances, and to complete and turn in work on time. Per CHS policy late work (including make-up work for excused absences from performances) will be accepted up to the final deadline specified at the time of assignment.

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
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, not as an indicator of a student’s academic performance. Behavior can no longer be a factor in determining students’ academic grades and will be reported out separately in the “Comments” section of the report card.

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

Student grades will be determined by the scores earned from the following:
• Formative Assessments will represent 20% of a student's grade. Summative assessments will represent 80% of a student's grade.
• Student's performance at required band performances (summative)
o Unexcused absence from a performance cannot be made up
• Performance evaluations and/or written tests on:
o Required Scales (formative)
• Concert scales: Major scales in C (and A minor), F , B-flat, E-flat, G, D, and A
o Basic Music Theory including the structure of scales and musical terms (formative)
o Various Basic Rhythms (formative)
Practice: Documentation of practice is not required, but the results of practice will be measured in formative and summative 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


MUSIC THEORY SYLLABUS 2014-15COURSE NAME.....MUSIC THEORY (0.5 credits)
TRIMESTER..........1st Trimester, 4th period, 2014-15
TEACHER.............Rob Rayfield
CONTACT INFO...Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
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: Music Theory)
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
This class will include the study of basic and intermediate music theory as well as ear training. We will explore the structures of Western music in detail, including the characteristics of sound, notation, meter, rhythm, scale structure, intervals, chords, physics of sound, and transposition. The second half of the trimester will explore exercises leading to the final project which is a short composition written by each student.

CLASS RULES & EXPECTATIONS
• In your seat and ready for class at the bell
• 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 will provide a pencil and a three ring binder with page protectors.

LATE WORK GUIDELINES
Students are expected be part of all required performances, and to complete and turn in work on time. Per CHS policy late work (including make-up work for excused absences from performances) will be accepted up to the final deadline specified at the time of assignment.

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.

OPPORTUNITY FOR EXTENDED APPLICATION
It is possible to create and extended application based on work extending the learning and content of this class. Please see Mr. Rayfield before midterm 1st Trimester if you are interested in an EA in this class.

GRADING
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, not as an indicator of a student’s academic performance. Behavior can no longer be a factor in determining students’ academic grades and will be reported out separately in the “Comments” section of the report card.

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

Student grades will be determined by the scores earned from the following:
• Formative Assessments will represent 20% of a student's grade. Summative assessments will represent 80% of a student's grade.

CURRICULUM MATERIALS USED
• Theory Outlines
• Music Computer Lab
• Finale program
• Finale Worksheets
• Practica Musica program
• Band in a Box
• Garage Band


MARCHING BAND SYLLABUS 2014-15COURSE NAME.....CHS MARCHING BAND (0.5 credits)
TRIMESTER
..........1st Trimester, 2nd period, 2013-14
TEACHER.............Rob Rayfield
CONTACT INFO.......Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
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: Marching 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 Marching Band is composed of CHS wind and percussion students from grades 9-12. This ensemble will focus on the performance of marching, pep band and light concert music. Required performances include all home football games (4), marching competitions (3), Playathon 2014, the Albany Veteran’s Day Parade, and the Macy's Parade; see attached schedule for dates.
There will be mandatory extra rehearsals (9) held on Monday evenings during marching season from 6:00 to 9:00 p.m., plus rehearsals on Friday evenings (3) to learn the marching show; see the attached schedule. To improve our performance level, the band will periodically be divided into various sub-groups for sectional rehearsals (required) to concentrate on improving instrumental technique and accomplish testing.
This class may be used as one of your two required PE classes. See your counselor for details.
Performance at scheduled concerts and festivals is required, and part of the student's grade. Unexcused absence from a required performance cannot be made up, and will result in a "0" grade.


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, a t-shirt & gym shorts, marching shoes, and black socks.

LATE WORK GUIDELINES
Students are expected be part of all required performances, and to complete and turn in work on time. Per CHS policy late work (including make-up work for excused absences from performances) will be accepted up to the final deadline specified at the time of assignment.

OPPORTUNITY FOR EXTENDED APPLICATION
It is possible to create and extended application based on work extending the learning and content of this class. Please see Mr. Rayfield before midterm 1st Trimester if you are interested in an EA in this class.

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, and
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
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, not as an indicator of a student’s academic performance. Behavior can no longer be a factor in determining students’ academic grades and will be reported out separately in the “Comments” section of the report card.

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

Student grades will be determined by the scores earned from the following:
• Formative Assessments will represent 20% of a student's grade. Summative assessments will represent 80% of a student's grade.
• Student's performance at required band performances (summative)
o Unexcused absence from a performance cannot be made up
• Performance evaluations and/or written tests on:
o Required Scales (formative)
• Concert scales: Major scales in C (and A minor), F , B-flat, E-flat, G, D, and A
o Basic Music Theory including the structure of scales and musical terms (formative)
o Marching Show Music (formative)
o Marching Basics (formative)
o Various Basic Rhythms (formative)
Practice: Documentation of practice is not required, but the results of practice will be measured in formative and summative assessments.

CURRICULUM MATERIALS USED
• “Foundations for Superior Performance” by Richard Williams & Jeff King
• “66 Festive and Famous Chorales for Band” arranged by Frank Erickson
• Music for the “TRIBUTE" show
• Pep band selections in various styles contained in the CHS Pep Band List
• Music Theory booklet (handout)
• SmartMusic software
• Concert music to be selected
JAZZ SYLLABUS 1st, 2nd & 3rd Trimesters, 2014-15COURSE NAME.....CHS JAZZ BAND
TRIMESTER
.........1st Trimester, "0" period, 2014-15
TEACHER............Rob Rayfield
CONTACT INFO.....Email: rayfielr@canby.k12.or.us Phone: 503-263-7200 x 5855
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: Jazz 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 jazz ensemble is a group of advanced musicians, which concentrates on the study, the Historical and Cultural Perspectives of jazz music, and work on mastering the various styles necessary to Create, Present and Perform jazz music at the high school level and beyond. The group performs at concerts, provides entertainment for community groups, and competes in regional contests. The group meets before school and occasionally has Saturday rehearsals. All members (except piano, guitar and bass) are required to be in another band class for the entire year. Jazz Ensemble is a year-long course; due to the nature of the group, withdrawal before the completion of the full three trimesters will negatively affect the ensemble, and will, therefore, result in a lower grade. Performances will include the Fall Playathon (10/4), Holiday Pops Concert (12/18), Winter Showcase (February 28, 2015), the Spring Concert (May 21, 2015), Jimmy Mak's (TBD), and the CHS Jazz Festival (TBD).
Performance at scheduled concerts and festivals is required, and part of the student's grade. Unexcused absence from a required performance cannot be made up, and will result in a "0" grade.


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.

LATE WORK GUIDELINES
Students are expected be part of all required performances, and to complete and turn in work on time. Per CHS policy late work (including make-up work for excused absences from performances) will be accepted up to the final deadline specified at the time of assignment.

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.

OPPORTUNITY FOR EXTENDED APPLICATION
It is possible to create and extended application based on work extending the learning and content of this class. Please see Mr. Rayfield before midterm 1st Trimester if you are interested in an EA in this class.

GRADING
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, not as an indicator of a student’s academic performance. Behavior can no longer be a factor in determining students’ academic grades and will be reported out separately in the “Comments” section of the report card.

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

Student grades will be determined by the scores earned from the following:
• Formative Assessments will represent 20% of a student's grade. Summative assessments will represent 80% of a student's grade.
• Student's performance at required band performances (summative)
o Unexcused absence from a performance cannot be made up
• Performance evaluations and/or written tests on:
o Required Scales (formative)
• Concert scales: Major scales in C (and A minor), F , B-flat, E-flat, G, D, and A
o Basic Music Theory including the structure of scales and musical terms (formative)
o Various Basic Rhythms (formative)
Practice: Documentation of practice is not required, but the results of practice will be measured in formative and summative assessments.

CURRICULUM MATERIALS USED
• Essential Elements for Jazz Ensemble (for new jazz students)
• Jamey Abersold Book #1 (for new jazz students)
• Swing Classics for Jazz Ensemble
• Dixieland Beat
• Original Big Band Sounds
• Jazz Band selections in various styles
• Jamey Abersold Improvisation Books (advanced students may select one book to work on for the year)
• SmartMusic software
• Concert music to be selected
CHS PERFORMANCE SCHEDULE for 2014-15This is a tentative schedule of performances for the school year. Changes & updates will be posted as they become available.
A first trimester Marching specific schedule is posted in the "Marching Band" category.

SEPTEMBER
12……………….North Medford game …………………..Marching Band
27……………….PCI Competition………………………...Marching Band

OCTOBER
3………………...Lake Oswego Game…………………….Marching Band
4…………………Playathon………………………………...All bands
10……………….Tualatin game…………………………..Marching Band
11……………….Evergreen competition………………..Marching Band
15……………….PSAT Day
24……………….HOMECOMING/Sherwood…………….Marching Band
25……………….Homecoming Dance
31……………….Halloween

NOVEMBER
1………………...NWAPA Finals competition…………...Marching Band
11……………….Albany Veterans Day parade…………Marching Band
18……………….TRL Jazz Festival………………………..Jazz Band
21……………….1st Trimester ends
28……………….Macy's Parade…………………………...Marching Band

DECEMBER
TBD……………..Small group performances for Retirement Centers
18……………….Holiday Pops Concert………………….All bands

JANUARY
TBD……………..Basketball Games……………………...Pep Band

FEBRUARY
TBD……………..Basketball Games……………………...Pep Band
28……………….Winter Showcase Concert…………….All bands

MARCH
6………………...2nd Trimester last day
6-7, 12-14…...CHS Spring Musical…………………….Pit orchestra
TBD……………..CCC Band Festival……………………...Wind Ensemble
TBD……………..CCC Jazz Festival……………………….Jazz Band

APRIL
7………………...TRL Choir Festival
14……………….TRL Band Festival……………………….Wind Ensemble
TBD……………..District 13 Band Festival………………Symphonic Band
TBD……………..Jimmy Mak's……………………………..Jazz Band

MAY
9………………...State Choir Festival
16……………….State Band Festival
21……………….Spring Band Concert…………………...All Bands
26……………….Memorial Assembly…………………….Wind Ensemble
30……………….Starlight Parade………………………….Marching Band

JUNE
5…………………Graduation……………………………….Symphonic Band & Wind Ensemble
11……………….3rd Trimester last day