The Silver Spring
International
Middle School
Music Department
Handbook
Mrs. Katelyn Furr, Chorus Director
Katelyn_M_Chiles@mcpsmd.org
Mr. Timothy Dawson, Instrumental Music Director
Timothy_M_Dawson@mcpsmd.org
301-650-6544
1
Ensembles
Advanced Band:
For students with at least one year of experience in the Middle School Band Program. This group
plays more difficult literature setting the expectations for performers very high. Mr. Dawson will
recommend students to join this class based on the instrumental needs of the ensemble.
Intermediate Band:
For students with previous musical experience. Students who have played in elementary school
join other experienced SSI musicians in this ensemble.
The group focuses on further development of musical skills and plays moderately difficult
literature.
Beginning (Concert) Band:
For students with little or no previous instrumental music experience. This beginning level group
is open to any student, 6th – 8th grade, who wishes to learn a woodwind or brass instrument
ONLY. Percussion will be offered in a separate class.
Percussion Ensemble I (listed as Winds and Percussion):
For students with little or no prior instrumental music experience. Students develop basic
instrumental skills by performing on a variety of percussion instruments, including rudimental
snare drum, mallets, timpani and drum set. Students will have the opportunity to audition for a
limited number of percussion slots in the Intermediate, Advanced and Jazz Ensembles at the end
of the school year. This is a NON-PERFORMING CLASS
Percussion Ensemble II (listed as Winds and Percussion):
For students who have successfully completed Percussion Ensemble I and have a
recommendation from Mr. Dawson. Students further develop their basic skills by performing
solos and participating in mixed percussion ensembles. This class will perform in both concerts
and Music in the Parks.
6th Grade Chorus:
This group is open to 6th grade students at The Silver Spring International Middle School. The
group focuses on the basics of building proper choral techniques and skills through performance.
This class will perform in both concerts and Music in the Parks.
General Chorus:
This group is open to all students at The Silver Spring International Middle School. The group
focuses on the basics of building proper choral techniques and skills through performance. This
class will perform in both concerts and Music in the Parks.
Advanced Chorus:
This group is for select students at The Silver Spring International Middle School. The group
focuses on using advanced choral techniques and skills through performance of primarily three
part music. This class will perform in both concerts and Music in the Parks.
String Orchestra:
For Students with at least one year experience in the Middle School Orchestra Program orwith 2
or more years of private instruction. This ensemble is a combined group consisting of the
IntermediateandAdvanced Orchestras. They play more difficult music in a variety of styles.
Skills acquired in previous classes (or through private instruction) are a necessity for the literature
played in this ensemble. As in Advanced Band, based on the instrumental needs of the
ensemble, Mr. Dawson will recommend students to join this class.
Beginning Strings:
For Students with no previous string instrument experience. This beginning level group is open to
any 6th – 8th grade student who wishes to learn how to play a stringed instrument. This class is
only offered every-other year at SSI.
Jazz Ensemble:
The Jazz Ensemble is the Silver Spring International Middle School’s premier performing
ensemble. Auditions for new students are held in early June or early September. Students with
prior experience in the jazz ensemble may be invited to return without having to re-audition. The
regular rehearsal schedule is Tuesday, Wednesday and Thursday mornings from 7:00 until 7:35.
Students should be seated and ready to play by 7:10 am
2
CHORAL MUSICOBJECTIVES
The student should be able to:
 Actively engage in improving their performance level according to specific
objectives each class period.
 Assess their music making as it affects their section and the ensemble.
 Make modifications to the performance of music as directed. (style, tempo,
diction,...etc.)
 Read and perform appropriate MENC grade level music.
 Follow concert procedures and meet performance obligations on the
school music calendar.
 Demonstrate mastery of musical skills and concepts outlined in the
National Standards for Music Education.
 Work to improve individual technique including posture, breathing, and
tone production.
 Progress in the areas of matching pitch, singing with a free and healthy
tone, intonation, balance, diction, tall and round vowel shaping, style, and
dynamics.
INSTRUMENTAL MUSIC OBJECTIVES
The student should be able to:
 Follow classroom rehearsal procedures and respect the property of
others.
 Meet individual responsibilities for care and preventive maintenance of a
musical instrument.
 Follow concert procedures and meet performance obligations on the
school music calendar.
 Demonstrate mastery of musical skills and concepts outlined in the
National Standards for Music Education.
 Read and perform appropriate MENC (Music Educator’s National
Conference) grade level music.
 Sight-read appropriate MENC grade level music.
(From MCPS Program of Studies, Instrumental Music, Grades 6-8, p.2)
3
CLASSROOM REHEARSAL PROCEDURES
The student will:
 Arrive to class on time, listen, and be respectful of others.
 Positively encourage others in the ensemble.
 Be prepared for class with a working instrument (instrumental music only)
music, pencil, and necessary supplies (reeds, valve oil, rosin, etc.)
 Bring a note to the director from a parent/guardian if he/she cannot sing or
play because of illness or dental work. An alternate assignment will be
given to students unable to rehearse.
 Raise his/her hand to be recognized to ask a question and not talk when
others are talking or playing.
 Not chew gum or food during class or performances. Drinks are not
permitted in the band or chorus room except for bottled water only.
Trips to the water fountain during rehearsals may be limited.
 Never handle an instrument that does not belong to them.
 Learn how to keep their voice or instrument in good working condition and
protect it from damage.
CONCERT PROCEDURES
1. Attendance and Grading: Performing in public concerts is a vital part of the music
course objectives. Students not present for a performance will not have an opportunity to make
up the grade since the due date and deadline are the same.
2. Concert Dress is required. Students should look as professional as they
sound!







White dress shirt or blouse with sleeves (no t-shirts)
Black Tie (gentlemen)
Black dress pants. NO JEANS! Dark belt (gentlemen)
Black slacks or long black skirts (plain). NO SHORT SKIRTS! (ladies)
Black socks or stockings
Black dress shoes (no sneakers!)
Black sport coat (Jazz Ensemble)
3. Arrival times
Students should arrive at Blair High School NO LATER THAN 6:15.
4
Concert Dates for School Year 2013/2014
The 2013 Winter Concert:
Chorus and String Orchestras – Tuesday, December 17th
Jazz Ensemble and Bands – Wednesday, December 18th
The 2014 Spring Concert:
Chorus and String Orchestras – Tuesday, May 27th
Jazz Ensemble and Bands – Wednesday, May 28th
2013 DCC Orchestra “Cluster Concert” at Blair HS:
Tuesday, October 20th 7:00 p.m.
2013 DCC Chorus“Cluster Concert” at Northwood HS:
Thursday, October 22nd 7:00 p.m.
Advanced Chorus only
2013 DCC BandFall “Cluster Concert”at Blair HS:
Date:TBA
*PLEASE NOTE: Additional performances will be added throughout the
school year for various ensembles
-----------------------------------------------------------------------------------------------GRADING POLICY
Students in choral and instrumental music will learn many aspects of music as
outlined in the Essential Learner Outcomes for Maryland and the voluntary state
music curriculum. These detailed objectives are based on the nine National
Standards for Music Education.
National Standards for Music Education:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of
music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
5
Arts in the MYP*
*This information is from the guide intended for use from January or September 2009, depending on the
start of the school year, and for first use in final assessment in December 2009 (southern hemisphere) and
June 2010 (northern hemisphere).
Aims
The aims of any MYP subject and of the personal project state in a general way what the teacher
may expect to teach and what the student may expect to experience or learn. In addition, they
suggest how the student may be changed by the learning experience.
The aims of the teaching and study of MYP arts are for students to:








understand how the arts play a role in developing and expressing personal and cultural
identities
appreciate how the arts innovate and communicate across time and culture
become informed and reflective practitioners of the arts
experience the process of making art in a variety of situations
explore, express and communicate ideas
become more effective learners, inquirers
and thinkers
develop self-confidence and
self-awareness through art experiences
appreciate lifelong learning in and
enjoyment of the arts.
Objectives
The objectives of any MYP subject and of the
personal project state the specific targets that
are set for learning in the subject. They define
what the student will be able to accomplish as a
result of studying the subject.
As shown in figure 1, the arts objectives
interrelate with each other and form the basis of
the student’s experience in the arts. Personal
engagement surrounds the student at the
centre and connects directly with each of the
other objectives.
Figure 1
MYP arts objectives
These objectives relate directly to the
assessment criteria found in the “Arts
assessment criteria” section.
Each objective is elaborated by several bullet-pointed strands. All strands in each objective
should be met in each year of the programme, at the appropriate level.
6
A: Knowledge and understanding: 30%
This objective focuses on building knowledge and understanding of both the art form and artistic
processes. It should inform the student’s practice as a young artist and allow him or her to
appraise other artworks. The learning a student experiences will impact on his or her own
art-making and expression of personal interpretations in objective B.
At the end of the course, students should be able to:



demonstrate knowledge and understanding of the art form studied in relation to societal,
cultural, historical and personal contexts
demonstrate knowledge and understanding of the elements of the art form studied,
including specialized language, concepts and processes
communicate a critical understanding of the art form studied in the context of their own
artwork.
B: Application: 30%
This objective focuses on the practical application of the student’s skills to the creation of artwork.
This should be strongly informed by knowledge and understanding developed in relation to
objective A.
The student should investigate and experiment with his or her artistic processes through the
planning, creation, performance and presentation of artwork, developing an initial idea or theme
to a point of realization.
These processes should allow the student to develop and experiment with skills and techniques,
as well as explore, express and communicate artistic intentions. These intentions should involve
the investigation of alternative ways of using their knowledge, understanding and skills, and may
evolve during the course of the student’s work.
At the end of the course, students should be able to:


develop an idea, theme or personal interpretation to a point of realization, expressing
and communicating their artistic intentions
apply skills, techniques and processes to create, perform and/or present art.
C: Reflection and evaluation: 20%
This objective focuses on the way that a student gradually comes to feel and think like an artist.
Ongoing reflection should be more than just a record of what was done. Reflecting critically
requires the student to question and justify the choices that he or she has made and to develop
an objective evaluation of his or her own work. The student should show a growing insight into his
or her own artistic development.
The student is encouraged to seek feedback from others and to consider how this feedback might
inform his or her work as it develops. Constructive feedback can help a student to confirm, clarify
or modify his or her artistic process or intent.
7
Objective C is concerned solely with the student’s reflections and evaluations in relation to his or
her own work. Appraisal of the work of others is addressed in objective A, although this may lead
a student to reflect on his or her own work subsequently.
At the end of the course, students should be able to:



reflect critically on their own artistic development and processes at different stages of
their work
evaluate their work
use feedback to inform their own artistic development and processes.
D: Personal engagement: 15% (choral); 10% (instrumental)
The main focus of this objective is the development of the attitudes essential to engage with the
artistic processes and the art form studied.
The student should develop the personal and interpersonal skills that will enable him or her to
initiate, to explore, to negotiate with others and to take informed risks during his or her artistic
experience.
The student should develop his or her ability to interact with other students in a supportive and
sensitive way.
It is also anticipated that students will become increasingly mindful of their own and other cultures
and use their experiences to advance their artistic development.
At the end of the course, students should be able to:




show commitment in using their own artistic processes
demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks
support, encourage and work with their peers in a positive way
be receptive to art practices and artworks from various cultures, including their own.
Spring Trip
Each spring, the Silver Spring International MS Music Department
participates in a “Music in the Parks” festival, competing against other
Middle Schools from the Northeastern United States. To ensure that the
ensembles’ diligent efforts are fully realized, students must demonstrate
their commitment to excellence in the classroom and through performance
by maintaining an 80% average or above through 3 quarters in order to
compete in the festival.
The Hershey Park trip will take place on Saturday, May 31st, 2014
8
*************INSTRUMENTAL MUSIC ONLY*************
MIDDLE SCHOOL INSTRUMENTS AND EQUIPMENT
(Should be obtained by Monday, September 9th)
 Student planner! Everyday!
 Pencils with erasers and SSI Ensemble Folder
Tuner – required for Orchestra students
o (recommended for all other students)
 Instrument and Music Folder (with method books)
 Metronome – HIGHLY recommended for practice at
home!
Instruments
Equipment Needed
Flute
Oboe
Cleaning rod and cloth (handkerchief, not fraying cotton)
Cleaning Swab, cork grease, 3 medium-soft reeds
Cleaning Swab, cork grease, 4 reeds*
(Beg &Int - Mitchell Lurie 2,2.5; Advanced - Vandoren 2.5, 3)
Bb Clarinet
Alto/Bass
Clarinet
Alto/Tenor/Bari
Sax
Bassoon
Trumpet
French horn
Trombone
Baritone/Tuba
Cleaning Swab, cork grease, 4 reeds* (see above)
Neck Strap, cork grease, cleaning swab, 4 reeds*
(Beginning & Intermediate - 2; Advanced – 2, 2.5, 3)
3 medium soft reeds, cork grease, cleaning swab
Valve oil, tuning slide grease, mouthpiece brush, snake
Rotary valve oil, tuning slide grease
Slide cream, spray water bottle
Valve oil, tuning slide grease
Concert Band - snare sticks (Vic Firth SD1 or 5A models, xylophone/bell
mallets, stick bag.
Percussion
Intermediate/Advanced Band - snare sticks (Vic Firth SD1 or 5A models),
xylophone/bell mallets, timpani mallets (general), stick bag.
Rosin, shoulder rest, cleaning cloth (not chemically treated)
Violin/Viola
1 spare set of strings (Dominant or equivalent)
Cello/Bass
Rosin, Rock Stop or Strap for cello
^ Silver Spring International has a limited number of instruments which are distributed on a first-come,
first-served basis and the instrumental needs of the program.
* The SSIMS school store now carries a limited supply of clarinet and saxophone reeds.
9
Method Books:
Advanced Band
Advanced Orchestra
Standards of Excellence Book 2
No Method Book
Intermediate Band
Intermediate Orchestra
Standards of Excellence Book 1
No Method Book
Concert Band (Beginning Band)
Beginning Strings
Accent on Achievement – Book 1
Essential Elements 2000 For Strings Book 1
Percussion ensembles
Jazz Ensemble
No Method Book
TBA
Practicing (Instrumental Music)
Students are expected to practice their instruments outside of class in order to improve their
musicianship and learn their assigned parts. Quarterly practice logs will be maintained by each
student and collected twice each quarter for a homework grade. Each time they are collected, two
random weeks will be selected for a grade. The practice logs must be signed each week by a parent
or legal guardian to get credit. Students will be given four days to hand in their practice records after
the due date but PRACTICE RECORDS WILL NOT BE ACCEPTED AFTER THE DEADLINE!
Students are responsible for learning their parts and improving their musicianship. Regular playing
tests will be assigned. Occasionally, these playing tests will be digitally recorded for purposes of
analysis and grading. In order to be re-assessed on a playing test, students MUST show evidence of
practice with their practice logs. The reassessment grade will replace the original grade. No re-tests
will be given without proof of practice. This is a school-wide policy.
Weekly practice goals:
Advanced Band / Orchestra:
Intermediate Band / Orchestra:
Percussion Ensemble II:
Percussion Ensemble I:
Beginning Band / Strings:
150 minutes
120 minutes
120 minutes
90 minutes
90 minutes
*Practice Records will account for 10% of your grade. If you do not hand in practice
records it will drop your grade by a letter.
10
I have read and fully understand my responsibilities to the Music Department of the
Silver Spring International Middle School:
Student Name ____________________________
Please Print
Student Signature _____________________________ Date ________
Parent/Guardian Name _______________________
Please Print
Parent/Guardian Signature _______________________ Date _______
Parent E-mail ____________________________________
(Music Dept. information only - PLEASE print clearly. )
Please return this information page to Mr. Dawson or Mrs. Furr by Friday September 13th.
This handbook can be downloaded at:
http://www.montgomeryschoolsmd.org/schools/ssims/departments/music
It is highly recommended that you keep
this handbook for reference throughout the
year!
11