Every new piece of music is annotated by students before we begin working. Students have a study sheet for each piece of music. One side is this checklist. The other side has space for vocabulary, symbols and class notes.
Try it with your group for one piece and see if the reading and rehearsal is improved!

1. First and Last Name printed at top of each page  
2. Number each measure (small and neat)
3. Key Signature
   1. Circle and identify notes in the key
   2. Mark all notes affected by the key as they occur in the music
      1. Flats, Sharps & Naturals are placed before the note head.
      2. Mark fingerings of these notes as needed
      3. Highlight frequently missed notes
   3. Repeat this process when the key signature changes in the selection.
4. Time Signature
   1. Draw a square around the top number of the key signature.
   2. Repeat this process when the time signature changes in the selection.
5. Accidentals
   1. Locate accidentals and mark the note if it returns in the same measure
   2. Mark fingerings of these notes as needed
   3. Highlight frequently missed notes
6. Rhythms
   1. Circle any rhythms which are new or unfamiliar to you
   2. Write as many counts in on that measure as you are able to
7. Signs & Symbols
   1. Write the English translation of all tempi and style indicators
   2. Highlight all dynamic indicators including crescendos and decrescendos
      1. mf-f-ff in warm highlighter colors
      2. mp-p-pp in cool highlighter colors
   3. Find, identify and highlight any special directions: repeats, D.C. al fine, etc.
8. General Technique
   1. Locate any notes you are not familiar with
   2. Look up the note in your fingering chart.
   3. Write the note name in and confirm the fingering
9. Star sections which you have questions about.
10. Silently practice and finger through different passages as the group works.

​"As you work toward the performance, it's not enough to tell players what the problems are, you must help them to experience the solutions, turning each into a complete muscle/memory experience."

​Occasionally a student and parent will ask about an instrument change. This is the information I share with them. It has served the program well and keeps changes to a minimum and only when it is the best decision for the student's development.
We currently do not have the resources or schedule to accommodate instrument changes after the initial Summer Band Beginner Class. It is best that students stay on the instrument they chose during instrument appointments. Usually the reason students want to switch is because they believe they have already learned how to play that instrument and now want to try a new one or they think they are "bored" with the initial choice.
Each instrument comes with it's own set of unique challenges. Learning a musical instrument is a life-long process - and one never truly masters their instrument. There are times, however, when students are needed to switch instruments for the benefit of the band and having full instrumentation: alto sax to tenor and baritone sax; baritone to tuba; oboe to bassoon; clarinet to bass clarinet, etc.
Students have, on very rare occasion, been switched at a director's discretion, due to medical conditions which warrant a change.
It is normal for students to be curious and interested in learning other instruments, but the road to improvement is a single-lane, one-way, highway. Students should stay on the instrument they chose and be committed to mastering that instrument.
Our goal is for each student to work toward mastery on the instrument they selected at Beginner Band Appointments. We are very careful and methodical in how we help students select an instrument before Beginner Band starts.
Once the instrumentation of the band is determined it is very critical that we maintain that instrumentation for the benefit of the musical integrity of the entire ensemble. Correct and balanced instrumentation is one of the most important factors in the success of the ensemble. In the same way each athletic team has players in specific positions in the correct ratio of players, a band must have the correct ratio of players on each instrument.
Students may change the instrument of study under one of the following scenarios-
1. The director advises the student to switch based upon a need for a particular instrument or more advanced "color" instruments are needed to balance the ensemble.
2. The student re-enrolls with the Beginner Band the following school year to begin study on the new instrument.
3. The student continues in band while taking private lessons with an approved private lesson teacher outside of school on the secondary instrument. If the student catches up to the level of their current group and passes a playing assessment for the directors they may enroll in their grade level band on the new instrument the following year.

​Classroom Goals and Rules are a must but it is best to keep them simple. It is also helpful to leave some things general so you do not paint yourself into a corner. Some situations demand flexibility. The classroom expectations are there to eliminate distractions from rehearsal and yet, must be simple enough that you can uphold them consistently. I have included our program information as an example to generate your own brainstorming.
Signs are posted at the front of our room with these maxims. I often just silently point to one when students need a reminder.
Excellence in everything we do.
We do things one way in this room...the RIGHT way!
Do the right thing even when you don't feel like it.
Are you helping or hurting the rehearsal?
The Program Goals and Rules are also posted on a giant poster near the front of the room. If something is an issue I simply walk to the poster and indicate which element we need to address.
(Goals) In band this year everyone will…
                 ~show respect at all times to others in the group.
                 ~play with good tone, balance, blend, and pitch.
                 ~play musically.
                 ~play with good individual technique, posture, hand position and embouchure.
                 ~improve every time we play.
                 ~keep the room, instruments and music clean and neat.
                 ~be organized.
                 ~work as a group to reach our goals.
Traughber Band Rule: Do the right thing
This will include:
                  ~Come prepared with all supplies.
                  ~Be respectful (listen-pay attention-one person speaks at a time).
                  ~Do your best.
                  ~Play only when asked to.
                  ~Improve every time we play.
                  ~Handle only the equipment that you use.
                  ~No food, candy, mints, suckers or drinks in any music rooms.
Traughber Band Consequences:
Each situation handled on an individual-as needed basis
Remember-All school rules apply to all band rehearsals and events.

One of our most important roles is that of an advocate for Arts Education. In school music programs it is critical that we develop a culture which supports performances as part of the curriculum. This support translates into an understanding that performances are a required part of program participation and may be assessed and assigned a grade.
This is the description we use for performances. This is sent out with every communication about performances,
Concerts and performances are public presentations of extended units of study and are an authentic artistic experience.  
Grading Overview
Performances are assigned 600 points each and are assessment opportunities for students to demonstrate combined mastery of all concepts studied throughout the year.
Conflict Policy
Any conflicts with performance dates must be communicated 10 business days in advance for student to receive an alternate  performance based assignment.
Excused Absences and Alternate Assessments
Students who experience a serious emergency, illness or have made advance arrangements (minimum of 10 business days) for a planned absence will be given the opportunity to complete a performance based alternate assignment. The average of the points received on the assignment will be used for the performance grade.
Unexcused Absences
Students who have not made advance arrangements for a planned absence and miss a performance will not be given the opportunity to complete a performance based alternate assignment.


This information and policy is not 100% airtight and we have had situations where we have used our (or our administration's) discretion to adjust the make-up opportunities. However, this policy has given us a strong foundation for establishing a healthy culture for successful performances.
Student Performance Rubric