SIHS Drum Major Auditions 2016
I. Qualifications
The position of Drum Major of the South Iredell High School Marching Band is open to all
upcoming second, third, and fourth year wind and percussion members. Because the position
requires a great deal of musical knowledge, it is not typical for an auxiliary member to audition.
He/she must demonstrate to Mrs. Parker’s satisfaction an acceptable level of musical knowledge.
Leadership experience in either the band or another organization is highly recommended.
Candidates must meet and maintain ISS standards for academic eligibility in extracurricular
activities.
The student and parent agreement form must be returned to Mrs. Parker by the appropriate
deadline date. Students will not be included in the selection process after this date.
II. Requirements/Audition Process
Auditions for the position of Drum Major will consist of three phases:
PHASE ONE.
All candidates must answer the 3 questions on the leadership application to the best of their abilities.
These answers must be written on the application and must be submitted with the essay.
All candidates must write an essay explaining his/her reasons for wanting to become Drum Major This
essay should be a least one page, typed, double spaced with 12 point font in Times New Roman, and reflect
the candidate’s leadership skills, his/her definition of a true leader, the goals he/she will set, and why
he/she is best suited for this job. The essay must be typed and should conform to the rules of basic
grammar and composition. The essays will be given to the selection committee for review and
consideration.
All candidates must have 2 teachers fill out the attached letters of recommendation and returned to Mrs.
Parker in a sealed envelope by the same deadline as the essays.
All candidates must fill out and sign the attached leadership contract.
PHASE TWO
The second phase will consist of an interview with the selection committee. The candidate’s qualifications
will be reviewed at this time and various questions typical of a job interview will be asked.
PHASE THREE
The final phase will be the actual conducting audition in front of the selection committee. All candidates
will be given a marching band recorded piece to conduct. He/she will also call and demonstrate
commands.. Once the phases are complete, Mrs. Parker will meet with the selection committee to choose
the drum major.
Commands to be called and demonstrated
Ready, Attention, Mark Time, forward march, halt
III. Deadlines & Audition Dates*
Application and Questions/Essay Due/Teacher Recommendations/Leadership Contract:
APRIL 4TH 2016
Auditions will be APRIL 21ST 2016 After school 4:00pm-6:30PM.
*Ms. Parker reserves the right to change any of the above dates if an emergency situation arises.
THERE WILL BE NO DEADLINE EXTENSIONS OR MAKE-UP DATES!!!
IV. Guidelines and Other Stuff
1. It is very important to understand that this audition process will not be decided based solely on
conducting. This process should be treated like a job interview and not a competition where the
person with the highest score wins. The finalist(s) will be selected by a majority vote of the
selection committee. Based on the information in the essay, interview, and audition, these people
will do their best to make an unbiased decision when selecting the drum major (s).
2. There are no assistant positions. If more than one Drum Major is chosen they will share the
responsibilities equally as partners. In the event that the new drum major (s) cannot fulfill their
duties, Mrs. Parker will select any replacements or successors. Everyone needs to prepare him or
herself for the possibility of defeat. This is not meant to sound cruel it is simply the truth of the
matter.
3. It is recommended the candidates seek the assistance of former Drum Majors from SIHS and
other schools in preparing for the conducting audition.
4. It is important to understand that you are auditioning for the top student leadership position in
the band. This is not a position to be taken lightly; we pride ourselves on the tradition and spirit
that this band represents. You must be prepared to make this job your FIRST priority. The drum
major (s) cannot miss rehearsals or performances, nor can they adopt sloppy etiquette and poor
attitudes. All appointments, meetings, and athletic events must be scheduled around band
activities. If you do not think you can handle this, drop out of the audition now!
5. It is important to realize that conducting is only a small portion of the Drum Major’s duties. In
fact, this job consists of about 90% leadership and 10% conducting. Do not audition just because
you want to wear a flashier outfit and conduct the band! This is a very small portion of the job.
6. All deadlines and audition dates have been set. There will be NO make-up dates or deadline
extensions. You must work around other conflicts to be at these functions. Plan accordingly.
7. If you do not feel that this selection process is fair, or if you do not feel that Mrs. Parker and
the selection committee can make an honest, justifiable decision on the finalists, please do not
audition for this position. Please remember that we cannot have a band of 50 Drum Majors.
8. NOTE TO ALL PARENTS OF DRUM MAJOR CANDIDATES: In order to be fair and
unbiased to all of the candidates involved in the audition process, I will not discuss the audition
process or the final outcome with any parent or student at any time. I ask that everyone please
respect this policy. Parents or other students will not be allowed to watch the auditions.
Good luck to all!!!
South Iredell High School
Band Leadership Application
A complete application will include: 1) Answers to the questions and essay
2) Two teacher recommendations
3) Student leadership contract
Submit this application to Mrs. Parker by __________________________
and thank you for your interest!
A student leader is someone who believes in the values of striving for musical
excellence, discipline, persistence, responsibility, commitment, maturity, and
respectfulness; and is committed to sharing these ideals with their peers. We are
striving to make the South Iredell High School Band the best it can possibly be by
setting high goals and encouraging students to do their personal best in all
endeavors. Our program flourishes through hard-working, dedicated students
who are committed to these goals.
Student Name: _____________________________________________
Leadership position: __________________________________________
We ask that you please answer the following questions honestly in order to
better understand your intentions and leadership ability.
1. Why are you applying for this leadership position?
2. Explain the importance of music in your life:
3. Describe why you would make a good candidate for a student leader:
What particular talents or interests do you think you can contribute to the band?
South Iredell High School
Band Leadership Application
Teacher Recommendation Form
A. This portion is to be completed by the applicant:
Complete section A and give this form to a teacher who has observed you in
an academic setting for a reasonable period of time. Your recommendations
need to be received by ___________________________________
__________________________
Applicant name
_______________
Current grade
B. This portion needs to be completed by your current or recent instructor:
The above named student is applying to be a member of the student leadership
in the South Iredell Band program in the upcoming year. Please include any
information that you feel is pertinent, and remember your prompt appraisal of the
candidate will help to ensure full consideration. Thank you for taking time to
complete this form!
1. Please relate the applicant in each of the following areas, where as 1 is
below average and 5 is superior.
Creativity
1
2
3
4
5
Critical Thinking
1
2
3
4
5
Motivation/Initiative
1
2
3
4
5
Reliability
1
2
3
4
5
Communication Skills
1
2
3
4
5
Overall Evaluation
1
2
3
4
5
2. Please include any additional comments, if desired, to expand or qualify
your appraisal of this applicant:
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________
_________________________
Teacher’s Name (Print)
Teacher’s Signature
South Iredell High School
Band Leadership Application
Teacher Recommendation Form
A. This portion is to be completed by the applicant:
Complete section A and give this form to a teacher who has observed you in
an academic setting for a reasonable period of time. Your recommendations
need to be received by ___________________________________
__________________________
Applicant name
_______________
Current grade
B. This portion needs to be completed by your current or recent instructor:
The above named student is applying to be a member of the student leadership
in the South Iredell Band program in the upcoming year. Please include any
information that you feel is pertinent, and remember your prompt appraisal of the
candidate will help to ensure full consideration. Thank you for taking time to
complete this form!
3. Please relate the applicant in each of the following areas, where as 1 is
below average and 5 is superior.
Creativity
1
2
3
4
5
Critical Thinking
1
2
3
4
5
Motivation/Initiative
1
2
3
4
5
Reliability
1
2
3
4
5
Communication Skills
1
2
3
4
5
Overall Evaluation
1
2
3
4
5
4. Please include any additional comments, if desired, to expand or qualify
your appraisal of this applicant:
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________________
_________________________
Teacher’s Name (Print)
Teacher’s Signature
South Iredell High School
Band Leadership Contract
Name: _________________________
Grade: _________
Home Phone: ___________________
Email: ___________________________
Position applying for: ____________________________________
I hereby certify that I have been informed of the requirements I must meet
and maintain to be a member of the Student Leadership of the South Iredell
High School Band.
If I am appointed to a band leadership position I will:
a) Abide by and uphold all rules and regulations set forth in the South Iredell
High School Band Handbook
b) Uphold the high standards of conduct expected of me as a band leader
c) Show an exemplary level of character, integrity, and high-moral standards
d) Demonstrate high musical and artistic standards to the best of my ability
e) Support and attend all band/leadership activities to the best of my abilities
unless excused in advance by Mrs. Parker
f) Willingly attend all leadership meeting as scheduled by Drum Majors
and/or Mrs. Parker
g) Participate in the planning/execution of all leadership activities
h) Complete all of my obligations as a student leader for the entire school
year or forfeit my right to participate in subsequent years
I understand that unwillingness to abide by this agreement contract is
sufficient cause for grounding, suspension, or impeachment from my
leadership position. I also promise to serve the students and staff of the South
Iredell Band program to the best of my ability.
Student Signature: _________________________ Date: ________________
I have read and understand all of the requirements established for the South
Iredell High School Band Leadership and give my permission for my
son/daughter to be a member of the student leadership in the upcoming year.
Parent Signature: _________________________ Date: ________________
DRUM MAJOR CONDUCTING HELP
Practice Techniques
These are some easy practice techniques which help with conducting form. Included are also some tips, tricks, hints
and interesting points of note to help the beginning conductor.
Downbeats
To refine arm movement and make sure you are correctly hitting the focal point, tape some paper to a wall. Hold a pen
in each hand and stand before the wall. Move your arms as if you were conducting the down beat. Try to keep the
strokes in relatively the same place and all hitting the focal point.
To find your focal point, stand in front of a table with a height approximately where your focal point would be. Mark
Xs on the table where your finger tips should hit. Conduct in front of the table and try to tap the Xs briefly every down
beat. (Substitute the table with a friend's open palms if your can't find a good table).
*Helpful Hint* Think of the focal point as a hot-plate. It's hot so you only want to touch it briefly. Flick the focal point
quickly, avoid slapping it.
To get the flicking motion down, get a big rubber band and loop it around your middle finger. Pull the band back to
your elbow and conduct down beats with one hand. Feel the rubber band pulling your finger back as you flick
downwards. Try to remember this feeling and copy it without the rubber band.
To check whether your hands move in towards your chest, stand in front of a mirror in the starting position. Have
someone mark on the mirror (with post-it notes or tape) the edge of your chest starting from under your arm pits. Next
conduct downbeats in front of the marked mirror, trying to keep your hands from crossing the marked line.
*Helpful hint* When conducting, think 'down'. Often one can begin to emphasize up as the beat. Severe emphasis on
the up beat turns into hitches, or little accents at the top of the patterns. Thinking 'down' helps to eliminate this. Raise
your arms, but focus on them dropping to the focal point.
Conducting two
*Helpful Hint* At the end of beat one, the hands and arms should remain in front of the body, not way out to the sides
on a plane with the body.
Be mindful that on the swing up, the hands stay out and do not come back in. (Quick check: at the end of beat one, if
your hands are anywhere closer to your body than your elbows are, your hands came in.)
Be mindful of spreading your hands too far apart in the 'out' part of the pattern. If your throw your hands way out, you
will rush to bring them in again, and the beat will not be consistent.
*Interesting note* Most marches are conducted in two. Why? Well, you have two feet right? Some songs in four can
be conducted in two. Since four can be divided into two, marching bands can play songs in four even though normal
band members have two feet.
Conducting three
A further step-by-step explanation:
Down: bring arms down, hit focal point, go back up.
Out: bring arms down hit focal point, go out.
Up: bring arms down and in, hit focal point, go straight up.
*Tip* the 'Star Spangled Banner', the national anthem of the United States, is conducted in three, NOT in four, a
common mistake.
*Interesting note* Waltzes are also conducted in three.
Conducting four
Down: bring arms down, hit focal point, go back up.
Down: bring arms down, hit focal point, go back up.
Out: bring arms down hit focal point, go out.
Up: bring arms down and in, hit focal point, go straight up.
This is a great teaching pattern since much music is in four and since it can be broken down into the three, two and one
patterns very easily. The basic four pattern works with a variety of patterns, making it the best pattern for conducting a
tempo change or for recovery when the band falls apart.
Fast tempo
Remember, the fast tempo pattern is the same but much smaller to accommodate the lack of time. Keep the upper arm
relatively still; the elbow replaces the shoulder as a pivot point, so try to eliminate extra motion in the shoulder and
upper arms to conserve energy and keep a consistent beat. Conduct with the forearms. Any extra movements in the
arms must be with the hands to keep the beat clear.
Conducting with small relaxed patterns conserves energy and prevents much frustration.
Remember: The key to conducting a tempo change is the rebound.
Slow pattern
In a slow pattern, most of the arm movement is from the shoulder. Make sure you have a straight, even rebound on beat
one, to maintain tempo consistency. Slow patterns are bigger than fast tempo patterns.
Basic Patterns
Four Rules of Conducting
1. all beats are downbeats
2. all beats rebound
3. all beats strike the same focal point
4. the size of the pattern is dependent on tempo
Somewhere between the bellow button and upper chest should be designated the student's focal plane. For beginning
conducting purposes, this is where all beats will hit and rebound. The point at which eat beat hits the plane is called the
focal point or ictus.
Learning process for starting position:
1. Fold hands back to elbow, then elbow back to shoulder.
2. Fold out, turn hands over, slightly extend and push out elbows. This is starting position.
3. Establish each student's focal plane (which looks best on them).
Our primary objective in the beginning is to establish a clear, smooth, and consistent wrist flick.
Learning process for wrist flick:
1. Finger tips up, then flat, repeat. DO NOT let them move anything but the wrist
2. Level/Up exercise (start slow and steady, then progress to sixteenth/dotted eighth rhythm)
3. Progress to adding a little more lower arm, then slightly move the elbow.
* Maintain good poise and arm position.
4. Add slight upper arm
What are we looking for?
1. Solid poise and carriage
2. Conventional foot/body position
3. Accurate placement of focal place
5. Consistent striking of ictus on the focal place
6. Good wrist flick
- fingertips stay level or above
- stay away from "petting the kitty"
7. Good follow through on rebounds
8. Minimal, but sufficient use of lower and upper arms
Preparatory Beats
always happens one beat before music starts (unless other wise called for by musical or director needs)
can give w/ prep: tempo
dynamic
style
breath
(cue)
open position vs. closed position
open position - technically is the top of the rebound of beat 3 in a 4 pattern
closed position - technically is the top of the rebound of beat 3 of a 4 pattern
*these can vary slightly depending on musical needs
one beat before music starts and determine the position of the rebound one beat before that. Never conduct 2 prep beats
- this is called a double prep which can very easily confuse band members as to where the entrance is (demonstrate).
Example: Star Spangled Banner: conducting beats 1 and 2 before the pick-up on 3. Double preps are not only full size
beats but little, hesitant beats before the actual prep as well. This is a bad habit to get into, avoid by all means.
Cutoffs
1. decide what beat the cutoff is on
2. count back 2 beats
3. down circle off starting two beats behind
anytime you cutoff on 2 in any meter, eliminate the down beat
circle through rebound
Example: Star Spangled Banner uses 2 types of cutoffs
1. Scoop-hold
2. Down-flip hold (hold on 2, down-flip on 1)
Key Things to Remember:
rebounds bigger on slow tempo
don't sweep
rebound with fingertips
always practice with mirror and metronome
always follow through so you can move onto next beats, OR, follow through at the end of a release (dictates resonant
sound)
Style
Dictating style is one of the most important things you can do with you conducting (behind tempo).
articulation - the way in which notes are begun and how they are performed
Marcatto marked and accented, hot focal point
Legato smooth and connected, brush by focal point, moving slow & smooth
Stacatto light and bouncy (short), hot focal point, light top
Key Things to Remember
Don't over-do it. Only do what requires the correct response from the group and remain consistent
use box patterns for really fast tempos
Cues and Dynamics
The purpose of a cue is to provide visual communication between the conductor and the band that will signal a certain
section (or individual) to play any specific entrance. A strong cue from the DM is usually very helpful in allowing the
musicians to perform their entrances with total confidence.
Ways give cues (prior to the entrance):
establish eye contact with people involves
simple nod or hand gesture (or you may choose to give stronger signal depending on the music)
Example:
Drop the left hand to the side prior to the entrance and leave it there while you continue conducting the pattern with the
right hand. One count before the cue, the left hand rebounds with the right to conduct the appropriate beat in the
direction of the section being cued. This must be combined with necessary eye contact.
Give a strong downbeat on the beat in which the syncope happens, let instrumentalist subdivide themselves.
Size variation and pattern
softer the music, smaller the pattern and visa versa
very big pattern, drop 2 with the left hand
pattern variations with dynamics
dynamics with left hand
facial expressions
size of pattern and prep beat
practice by: left hand only
left hand snapping with right
left hand patting with right
left hand down beats with right
Hand Positions and Facial Expressions
Hand positions can be used to express many musical ideas.
As human beings, our facial expressions tell a lot, use this to your advantage to reflect the music
Key Things to Remember:
communication is the 1st key to directing cues and dynamics
DO WHAT WORKS!!!
Pattern Variations
1. down in reverse around up
use on accent of 3
2. down over out up
use in legato passages
3. triangle three
4. double triangle
Key Things to Remember:
watch as many other conductors as possible
be concerned with basic patterns first
experiment with other styles only when in firm control of the basics
Score Study
1. instrumentation--who was it written for
2. title--sets theme
3. helps to know background of music and composer
4. style, have music dictionary to use with score
5. tempo--ALWAYS have metronome
6. aural image--how do you think it should sound?
7. meter and meter changes
8. key signature
Key Things to Remember:
use the highlighted/color-coding system to mark entrances, cues, dynamics, etc.
transpositions for all instruments
don't focus on one solo instrument
who plays the melody? countermelody?
who is doubling parts?
mark articulations and styles
look for complicated rhythms and know how to count/sing them
mark tempo/meter changes
Meter
pulse - the main subdivision within each measure of music that would determine what beat pattern to use when
conducting
2/4 = 2 Beats = 2 Pulses
3/4 = 3 Beats = 3 Pulses
4/4 = 4 Beats = 4 Pulses
6/8 = 6 Beats = 2 Pulses
9/8 = 9 Beats = 3 Pulses
3/8 = 3 Beats = 1 Pulse
Simple subdivision - a beat that can divided into two equal parts: 2/4, 3/4, 4/4
Compound subdivision - a beat that can be divided into 3 equal parts: 3/8, 6/8, 9/8, 12/8
Examples
Song # of Pulses Subdivision Time Sign. Beat Pattern
Star Spangled Banner 3 Simple 3/4 3
Pop Goes the Weasel 2 Compound 6/8 2
Good King Wenceslas 4 Simple 4/4 4
Asymmetric Meter - uneven meter; one pulse is simple, the other is compound
Examples: 5/8 (2+3 or 3+2) 7/8 (2+2+3, 3+2+2, 2+3+2)
Tempo
You must control the tempo and lead the tempo, you cannot follow the band.
How do you deal with a tempo problem?
DO NOT PANIC
Resort to the most basic patterns and emphasize beat one
Make sure you and the percussion section get on the same page quickly.
How to use and what to use the metronome for:
determine exact metronome marking for each piece of music
write down the desired tempo changes and memorize them
practice singing and conducting tempo's with and without a metronome between
rehearsals
repeat this again and again until you are perfect
During rehearsal, use metronome to check the tempo before starting each tune
think about using a PA system or long ranger behind percussion section.
Sound Delay:
The speed of light is faster than the speed of sound. Generally speaking, people outside
the 35 yard lines and behind the front/back hash should watch the conductor. Everyone
else inside, should listen back for time, particularly the pit ensemble.
To start the ensemble:
Vocal Command or Visual Command?
Demonstrate: Use both standing in front, listen for jam block in the back of the field.
One of the most important things you can do as a drum major is to spend time rehearsing
the with the percussion section, and KNOWING the percussion parts. It also may be
helpful to watch the feet of the section (center snare) in case tempo fluxes were to occur.
If they start to speed up or slow down, it may be necessary to go with them to avoid
falling apart.
Key Things to Remember:
Insist on the tempo you want in rehearsal
Be Aware of everything happening on the field
Listen and Watch for potential problems
Do not suddenly deviate in tempo unless called for in music
always have a metronome with you, AT ALL TIMES.
know the drum book!