leadership & curriculum program · 2019-10-06 · 11 qr # type task date term authorization 1...

Successful Sousa

Leadership & Curriculum Program

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Purpose

The purpose of the Successful Sousa program is to ensure a comprehensive, instrumental curriculum in the form of student-friendly, goal-based, promotion system.

The basic skills covered in the Successful Sousa program are vital to the growth of not only the gener-al band program, but also to the well-rounded individual musician.

You can choose the best way to implement this system into your existing leadership and instructional curriculum. However, if you wish to use Successful Sousa to its full advantage, begin with the ma-terials in the first level (Private), and allow the students to progress at an acceptable speed with your program’s goals.

Students will enter your program with different ability levels. Some students will achieve promotions quickly, while others will work diligently all year for their requirements.

Even advanced students can benefit from the responsibility of achieving their promotions, and you can be sure that the material is covered.

Each rank corresponds to a grade level. “Private” and “Corporal” correspond to the 1st and 2nd semes-ters of 6th grade band. Each rank above that is attainable during the next year of musical study without the stigma of, “I’m in 10th grade but I’m only at a 7th grade level.” Grade levels are never mentioned, but it is segmented with the assumption that band begins in the 6th grade.

Your state or district scale patterns and music requirements can be used easily within the Successful Sousa program.

Some requirements are completed by a simple quiz, while others require “homework”. Another bene-fit of the Successful Sousa program is that depending on your instructional time frame and resources, you can implement it as an “out-of-class” system, or devote instructional time to rank completion.

Each task has a “QR#” attached to it. This Quick Reference number allows you to find the required sheet and copy it as needed.

Some ranks have repeated requirements. Most requirements are formatted to increase in difficulty as the student grows. However, the repeated requirements will create a sense or familiarity and provide success at each rank level. Students may complete “the easier” requirements quickly while they work on the more difficult requirements. The consistency with which you insist on proper format and orga-nization will determine how much of a role the Successful Sousa program can play in improving your instrumental program.

Visit www.successfulsousa.com for helpful videos, smart phone applications, posters, portfolio fold-ers, teaching ideas, supplies, testimonials, and a subscription-based forum through which you may upload audio recording of your ensembles and receive feedback fro

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2nd Lieutenant - Gold Bar (O-1)

Perform with consistent, proper tone quality.

Understand and demonstrate proper tuning procedures.

Perform eight (8) major scales 2 octaves by memory.

Perform one (1) minor scale 2 octaves or more by memory.

Perform a chromatic scale 2 octaves or more by memory.

Perform a grade three (3) solo at Solo & Ensemble festival.

Perform a grade three (3) ensemble at Solo & Ensemble festival.

Audition for the All- ‐District Honor Band.

Understand and perform advanced maintenance functions on instrument.

Constantly demonstrate proper rehearsal procedures.

Conduct three (3) sectionals.

Recognize instruments by sound and understand specific

instrument responsibilities within the ensemble.

Develop a “playlist” of characteristic tone models for specific instrument

and ensembles.

Encouraged to take private lessons using the list of available

private instructors.

Practice outside of class at least five (5) hours per week.

Be actively involved in the program at least 3 years.

Honors & Duties:1. May not perform certain labor tasks or sanitation duties, but supervises

and makes sure they are carried out.2. Reports any problems to the Lieutenant or Captain.3. Sees that P.T. is carried out for the Lieutenant or Captain.4. Leads section through physical exercise if requested.5. Can go ahead of lower ranking band members.

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QR # Type Task Date Term Authorization1 Perform with consistent, proper tone quality. 12 Understand and demonstrate proper tuning procedures. 13 Perform eight (8) major scales 2 octaves or more by mem-

ory.2

4 Perform one (1) minor scale 2 octaves or more by memory. 25 Perform a chromatic scale 2 octaves or more by memory. 26 Perform a grade three (3) solo at Solo & Ensemble

festival.7 Perform a grade three (3) ensemble at Solo & En-

semble festival.8 Audition for the All- -District Honor Band.

10 Understand and perform advanced maintenance functions on instrument.

4

11 Constantly demonstrate proper rehearsal proce-dures.

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12 Recognize instruments by sound and understand specific instrument responsibilities within the ensemble.

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13 Conduct three (3) sectionals. 215 Develop a “playlist” of characteristic tone models

for specific instrument and ensembles. 1

16 Encouraged to take private lessons using the list of available private instructors.

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17 Practice outside of class at least five (5) hours per week.

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18 Be actively involved in the program at least 3 years.

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Name: ________________________________________ 2nd Lieutenant

Promoted on: ___________ / ____________ / _____________

Authorization: _____________________________________

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Intonation FormName Instrument Rank Application

Signature of Applicant: _________________________________________

Date: ______________________

Signature of Band Director: ___________________________________________

Date: ______________________ Received and Filed:

Mouthpiece Fundamental Pitch

E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Time Required (Seconds)

12 18 25 32 36 40 48 60

Week 1st Quarter 2nd Quarter 3rd Quarter 4th Quarter123456789

I have completed the tuning procedures assessment at a 95% or higher. The form is attached.

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Tuning Assessment Form

Name Instrument Rank Application

Mouthpiece Fundamental Pitch

E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Time Required (Seconds)

12 18 25 32 36 40 48 60

E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Level 1 *Level 2 *Level 3 *Level 4 *Level 5 Brass

Over-tones

Level 6 Chords

Level 7 W.W. Over-tones

Level 8 “Fix-It” Band

Level 1 = Severe / Very Out of Tune Pitches

Level 2 = Moderately Out of Tune Pitches

Level 3 = Slightly Out of Tune Pitches

Level 4 = All Pitches in Range of Instrument

Level 5 = From Handout



Level 8 = Rehearsal in Class

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Date: ______________________





Level 1The following notes are very out of tune on my instrument.

Solutions for Flat Pitches Solutions for Sharp Pitches

Very Sharp Pitches = Very Flat Pitches =

V

V

2

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Date: ______________________





Level 2The following notes are moderately out of tune on my instrument.


Very Sharp Pitches = Very Flat Pitches =

M

M

2

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Level 3The following notes are slightly out of tune on my instrument.


Moderately Sharp Pitches = Moderately Flat Pitches =

S

S


Date: ______________________



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Level 4The following notes are all out of tune on my instrument.


Moderately Sharp Pitches = Moderately Flat Pitches =

V, M, S

V, M, S


Date: ______________________



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Level 5 Tuning Study Sheet

The following notes are out of tune on brass instruments because of the overtone series.


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Major Scale AssessmentName Instrument Rank Application

I have completed the MSA at a 95% or high-er.

1 2 3 4 5 6 7 8 9 10 11 12Concert ScaleInstrument ScaleSpecific Pitches in Key Signa-ture# of Octaves


Date: ______________________



The assessment is on the reverse side.

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No. Pitches1 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 12 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 13 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 14 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 15 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 16 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 17 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 18 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 19 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 110 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 111 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 112 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 1

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Minor Scale AssessmentName Instrument Rank Application

I have completed the MISA at a 95% or higher.

1 2 3 4 5 6 7 8 9 10 11 12Concert ScaleInstrument ScaleSpecific Pitches in Key Signa-ture# of Octaves

The assessment is on the reverse side.


Date: ______________________



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No. Pitches1 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 12 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 13 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 14 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 15 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 16 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 17 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 18 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 19 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 110 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 111 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 112 1 2 3 4 5 6 7 8 7 6 5 4 3 2 1 3 5 8 5 3 1 / 1 2 3 4 5 6 7 8 7

6 5 4 3 2 1 3 5 8 5 3 1

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Chromatic Scale Assessment

I have completed the CSA at a 95% or higher.


Staring Pitch Ending Pitch

*The assessment is below.

No. Pitches1 1 2 3 4 5 6 7 8 9 10 11 12 13 12 11 10 9 8 7 6 5 4 3 2 1 / 1

2 3 4 5 6 7 8 9 10 11 12 13 12 11 10 9 8 7 6 5 4 3 2 1


Date: ______________________



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Solo & Ensemble AssessmentName Instrument Rank Application

I performed my: solo / ensemble at Solo & Ensemble Festival. The judge’s sheet is attached.


Date: ______________________



6&7

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All-District AuditionName Instrument Rank Application

I auditioned for the All-District Honor

Band on: _______ / ________ / ________.

The audition roster is attached.


Date: ______________________



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Instrument Maintenance & Repair Assessment


E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Basic Diagram * All All *S’I *SI *SI *TI *TILevel 1 M&R * *SI *TILevel 2 M&R * *SI *TILevel 3 M&R * *SI *TI

Secondary Instrument(Out of Family)

Tertiary Instrument(Out of Family)

I have completed the M&R at a 95% or higher. The form is attached.


Date: ______________________



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Basic Instrumental DiagramsBrass

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Basic Instrumental DiagramsWoodwinds

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Basic Instrumental DiagramsPercussion

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Basic Instrumental DiagramsStrings

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TrumpetUsing the diagram provided as a guide, provide the correct

the name for each numbered piece of the instrument.

No. Name


Date: ______________________



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French HornUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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TromboneUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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TromboneUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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Euphonium / TubaUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________


Date: ______________________ Received and Filed:10

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FluteUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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OboeUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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ClarinetUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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SaxophoneUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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BassoonUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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DrumUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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MalletsUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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TimpaniUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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DrumsetUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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Acoustic GuitarUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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Electric GuitarUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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Upright BassUsing the diagram provided as a guide, provide the correct


No. Name


Date: ______________________



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Level 1 M&Rà I can name each separate segment / part of my equipment

according to the basic diagram.

à I can describe the function of each separate segment / part of my equipment according to the basic diagram.

à I can take my instrument of out the case and assemble my in-strument for performance correctly in less than sixty seconds without damaging any equipment.

à I can disassemble my equipment and place it in its case cor-rectly in less than sixty seconds without damaging any equip-ment.

à I can clean my equipment, and polish it properly. I can oil valves, grease slides and corks, and diagnose minor problems such as misplaced springs, backward valves, leaks, and faulty equipment.

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Level 2 M&R• I can make minor repairs on my instrument properly without damaging any equipment. (stuck valves, mouthpiec-es, slides, torn drum head, misplaced springs, damaged reed, wet pads, etc.)

• I can completely disassemble my instrument into its smaller components and re-assemble them into performance readiness.

• I can remove, replace, and tune a drum head, remove, and replace a damaged cork or pad or a spring from a brass instrument.

• I can diagnose minor repair problems from the sound of the instrument.

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Rehearsal Procedures Assessment

E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Rules All All All All All All All AllMission & Philosophy

1 1-2 1-3 1-4 1-5 1-5 1-5 1-5

Beliefs 1 1-2 1-3 1-4 1-7 1-9 1-10 1-11Rehearsal Tips

1-10 1-20 1-25 1-30 1-40 1-45 1-50 1-60

I have completed the RPA at a 100%. The form is attached.


Date: ______________________



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SUCCEsSFUL SOUSA

1.) WHEN THE DIRECTOR’S ARMS STOP DIRECTING STOP PLAYING.

2.) WHEN I AM TALKING BE QUIET AND LOOK AT ME.

3.) DO NOT EAT OR DRINK INSIDE THE BAND ROOM.

4.) RESPECT EACH OTHER BY NOT RUNNING, HORSE-PLAYING, OR USING FOUL LANGUAGE.

5.) ONLY PLAY WHEN OR WHERE THE DIRECTOR ASKS YOU TO PLAY.

6.) ONLY THE DIRECTOR CAN TALK OUT OF TURN.

7.) LEAVE THE BAND ROOM CLEANER THAN YOU FOUND IT.

8.) NO CELL-PHONES OR UNAPPROVED DEVICES IN

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SUCCEsSFUL SOUSAMission1. To provide a positive educational atmosphere for students.2. To provide positive reinforcement that is predicated on truth and hon-esty.3. To provide myself to the students as a teacher and as an adult mentor.4. To set high moral and educational standards through language and action

and to provide my students with the tools to achieve those high standards.5. To demonstrate genuine interest not only in the performance of the students, but also in the stu-dents themselves.

Philosophy1. Every student can be successful in music if he or she practices the skills learned in class. 2. Students can be successful only if they accept personal accountability for their actions.3. Every teacher must continue to seek out and implement improved techniques to provide students

with the tools to be successful4. Everyone involved in the music program must accept responsibility for the success of the pro-

gram.5. The primary ownership of the music program must belong to the students. Teachers, parents, and

administrators serve only as advocates of the students.

Beliefs1. Music is for everyone.

2. Music involves all aspects of the student: academic, musical, social, and personal.

3. Music performance is a skill, not a talent; it can be learned, practiced, and refined by everyone.

4. Proper music education increases academic performance and motivation and decreases the likelihood of student misconduct.

5. Parents are the students’ most influential musical advocates.

6. Students must be interested and motivated.

7. Musical performance is a physical activity, and therefore requires commitment to physical fitness and conditioning.

8. Public performance is a privilege, not a right. It must be earned by demonstrating commitment to high educational, moral, social, and musical standards.

9. Learning is part of growth as a human being.

10. Music is a foreign language as well as an art form that consists of verbal, aural, kinesthetic, written, non-verbal, and emotional aspects.

11. Music is language, mathematics, science, and history.

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SUCCEsSFUL SOUSA1.) Tone quality is your primary responsibility

2.) You are responsible for your tone quality.

3.) Maintain proper posture at all times.

4.) Correct notes and rhythms must be understood.

5.) If you do not understand something, you must ask.

6.) When you ask a question be very specific.

7.) You must have all rehearsal supplies at every rehearsal.

8.) You are responsible for listening at all three levels.

9.) When you have a written dynamic, drop it one level unless you have the melody.

10.) Every note or phrase you play must have shape and direction.

11.) When you have repeated patterns each one must be slightly different.

12.) Balance deals with volume.

13.) Blend deals with tone quality.

14.) Understand your role in every note you play.

15.) Everyone is a soloist.

16.) Maintain your equipment.

17.) After proper tone quality, tuning and tempo must be addressed.

18.) Always subdivide at least one level lower than written.

19.) Know your instrument tendencies.

20.) Style is 90% about note length.

21.) Not all notes are created equal.

22.) Understand all musical markings on your page.

23.) Singing & counting lead to better performance.

24.) You are always performing.

25.) Technique is the ability to play something fast that you can play slow.

26.) Fingers must move faster than tongues.

27.) Anticipate the next musical decision.

28.) Every note needs a thoughtful dynamic.

29.) Scales are the alphabet of the musical language.

30.) A phrase is simply a musical sentence.

31.) Soft is NOT a dynamic level.

32.) Speed and volume are not directly related.

33.) Mistakes are the way we learn; however, don’t learn to make mistakes.

34.) Stands must be offset.

35.) Air will solve 80% of all wind instrumental problems.

36.) Everything the band does must be done together including breathe.

37.) Play through the instrument.

38.) Know where to listen.

39.) Concern yourself with the initiation, sustain, and release of each note.

40.) Initiate a note by creating vibration. (release the air/stick with the proper embouchure/grip)

41.) Sustain a note by maintaining vibration (constant air speed or stick motion)

42.) Stop a note by eliminating vibration. (breathing in or lifting the stick)

43.) Air speed controls pitch, air quantity controls volume.

44.) Grip controls articulation and resonance; stick height controls volume.

45.) The less movement there is, the greater chance for success.

46.) Someone in the ensemble is learning.

47.) Your fellow musicians depend on your to be musically prepared.

48.) Someone is always listening to you perform.

49.) Time is relevant; thirty minutes at the dentist is not thirty mines of Star Wars.

50.) Players practice until they get it right; musicians practice until they can’t get it wrong.

51.) Practice what needs the work; play what you’re good at. Soon you will need more to practice.

52.) Never practice something faster than you can play it perfectly.

53.) Notes are the words; the meaning comes with the way you perform the notes.

54.) Overtones will produce more musicians.

55.) Little details make great bands.

56.) Little details make terrible bands.

57.) You must have the physical strength to produce the desired sound.

58.) It takes more energy to play quiet than it does to play loud.

59.) Don’t make excuses; create musical solutions.

60.) If you play musically, then everyone else will play musically.

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1 1-2 1-3 1-4 1-5 1-5 1-5 1-5


1-10 1-20 1-25 1-30 1-40 1-45 1-50 1-60

RulesNo. Statement1.2.3.4.5.6.7.8.

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1 1-2 1-3 1-4 1-5 1-5 1-5 1-5


1-10 1-20 1-25 1-30 1-40 1-45 1-50 1-60

MissionNo. Statement1.2.3.4.5.

PhilosophyNo. Statement1.2.3.4.5.

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BeliefsNo. Statement1.2.3.4.5.6.7.8.9.10.11


1 1-2 1-3 1-4 1-5 1-5 1-5 1-5


1-10 1-20 1-25 1-30 1-40 1-45 1-50 1-60

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1 1-2 1-3 1-4 1-5 1-5 1-5 1-5


1-10 1-20 1-25 1-30 1-40 1-45 1-50 1-60

Rehearsal TipsNo. Statement1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21.

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No. Statement22.23.24.25.26.27.28.29.30.31.32.33.34.35.36.37.38.39.40.41.42.43.44.45.46.47.48.49.50.

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No. Statement51.52.53.54.55.56.57.58.59.50.


Date: ______________________



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Instrument Recognition & Role Assessment


I have completed the IRRA at a 95% or higher. The form is attached.


Date: ______________________



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Listening and Role Study Sheet

Rules Followed &

Classroom Organized

TubaBaritone Saxophone

Bass ClarinetTimpani

Melody

Students Ready for Class with

Supplies

EuphoniumTromboneBassoon

Tenor Sax-phone

Harmony

Musical Readi-

ness

French Horn

Alto Sax-ophone

Rhythm

Learning Environment Attacks, Crescendo, Balance Musical Responsibilty

FluteOboe

ClarinetTrumpet Bass Line

Independent Musical Judgment

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Listening and Role Assessment

Learning Environment Attacks, Crescendo, Balance Musical Responsibilty

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Sectional RehearsalName Instrument Rank Application

I completed my sectional rehearsals as listed below. The evaluations are attached.

Notice Given Dates Music / Skills Rehearsed Members Present


Date: ______________________



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60-Minute Sectional Rehearsal JournalName Instrument Rank Application


Date: ______________________



Date Music / Skills Rehearsed Members Present

Segment Time Problems to solve

Solutions

General Goal 60 minutes#1#2#3#4#5#6

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Model PlaylistName Instrument Rank Application

E-2 E-4 E-6 E-8 O-1 O-2 O-3 O-4Instrument Similar

EnsembleFamily Ensemble

Major Orchestral Principals

Major Military En-sembles

Major Collegiate Marching Band

Major Collegiate Wind Band

Major Or-chestra

ElementsGenreDefining Char-acteristicsCurrent Con-ductor*Five Major AlbumsWebsite

^At least two different genres must be represented.^Applicant is expected to obtain recordings and actively listen to recordings weekly to develop an aural understanding * Ensembles only


Date: ______________________



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Date: ______________________




Private Instructor Awareness Contract

• I have received the list of approved private instructors.

• I have contacted each instructor of my instrument to inquire about rates and available lesson times.

• If rates and times are agreeable, I will pursue private instruc-tion.

• I understand that private instruction is encouraged, and weekly private instruction will promote dedication, accountability, and musical progress.

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Practice ChartName Instrument Rank Application


Date: ______________________



Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Practice Methods #

Selections

Number of minutes

Total Number of Minutes = __________________

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Time Chart

Name Instrument Rank Application Date Started in Band Current Date


Date: ______________________



Total Number of Years (.25 increments) = __________________

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Successful Sousa

Score Name Description Situation5.0 Sousa I have surpassed the techni-

cal concerns of the written music so that the listener is aware only of the compos-

er’s message through my in-dividual style and emotional

performance.

Auditions & Performance

4.5 Colonel I can perform my music at such a high level of

technical proficiency that I communicate the compos-er’s emotional message to

the audience.

Ready for group rehearsal

4.0 Major I can play my music for a 90% or higher for a graded

assignment.

Ready for small ensemble

3.5 Captain I can play the correct pitches and rhythms inde-pendently while keeping a

steady tempo.

Individual practice

3.0 1st Lieu-tenant

I can play the correct pitches and rhythms with a metronome or a recording.

Individual practice

2.5 2nd Lieu-tenant

I can play the correct pitch-es and rhythms with a slow,

but steady tempo.

Individual practice

2.0 Master Ser-geant

I can play the correct pitch-es and rhythms, but the tempo is not yet steady.

Individual practice

1.5 Staff Ser-geant

I can play most of the pitch-es and rhythms correctly if I take the music in section

pieces.

Individual practice

1.0 Corporal I can play most of the pitch-es and rhythms correctly

if I take the music in small pieces.

Individual practice

0.5 Private I can follow along with my music while I listen to the performance without

getting lost.

Introduced to new music

leadership & curriculum program · 2019-10-06 · 11 qr # type task date term authorization 1...

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