Cadet Band

The focus of the first quarter will be technique development 

using our band book and 

assembling a band notebook with theory worksheets.

Special information for clarinet players

Students will be trying out mouthpieces during class, in early October - Why?  See below 

The most important items of equipment (in order of importance) for a clarinetist are:
1.    Reed (I recommend Van Doran  - either 2.5 or 3 strength)
2.    Ligature (I recommend a Luyben - it is the best set up for allowing reed vibration and is inexpensive ($10-12)
3.    Mouthpiece - beginner mouthpieces have a more shallow and narrow opening than an intermediate/professional mouthpiece.  The change in tone is actually quite striking.  The three that I like kids to try are the M15 and M30 by Van Doran (about $85-95) and the Johnson (about $30) which is a good alternative to the professional Van Doran mouthpieces.  I will be ordering a Johnson for my collection and then have students try the mouthpieces in class beginning next week.  They will also be able to try a Luyben ligature at the same time.

The Band Notebook should contain the following when turned in at the beginning of 2nd quarter:

1.              All eight theory worksheets (fully completed)

2.              Your name in rhythm (given in class – remember time signature, bar lines and double bar at finish) and then make a melody out of your name rhythm using Note Flight (see webpage)

3.              Direction to a location (ie. your house or WMS) using “b” and “#” instead of left and right

4.              A review of a “classical” style concert (see sample on back)

a.     Answering – WHO, WHAT, WHEN, WHERE and HOW

b.     The review should read like a review out of a newspaper

c.     Focus on two or three selections and highlight the strengths or weaknesses of the pieces or how they were performed

5.              A decorated cover with your name on it.

Some concerts you could attend from which to write your review:

WMS Symphonic Band with Griffin Symphonic Band - Thursday, October 19, 7:00 PM, Washington MS

WMS Concert Band "Cookie Concert" - Tuesday, October 24, 7:07 PM, WMS Band Room

Olympia Symphony

Olympia HS Orchestra

Olympia Chamber Orchestra

Olympia HS Band

SOGO Fall Concert - Sunday, November 5, 4:00 PM, Washington Center for the Performing Arts

Below you will find a sample review for a fictional concert.  You may find it humorous - or not :-()

The Daily Moment Thursday, Oct. 20, 2011


Fantabulows Stun Crowd

Ino Itol, staff reporter

Last night’s program at the Onalaska Theater brought out a near capacity crowd for the first stop of the Fantabulows Southwestern Eastern Washington tour.  The concert began promptly at 7:00 p.m. with the Fantabulows signature opener, Opener.  It was a good, although short, introduction to a probably too long program.  Elise and Elsie Fanta performed on their tabulows (a close cousin to the tubula).

The hall was filled with great skill and musical beauty, unfortunately neither was attributed to the duo, I refer to the new ceiling frescoes.  The crowd applauded wildly whenever the two paused hoping that the program was concluding.  The bulk of the program (truly bulk) was filled with semi-original works by the duo including: I Duo, Duo You?, Two Is More Than Enough, Two in a Tutu and their ever mediocre I Duet Right.  The highlight of the show was Elsie’s sustained high A that broke two of the Onalaska Theater’s stained glass windows provided by local philanthropist, Yul Holdum.  Yul was not able to be at the concert and was not returning phone calls as of the printing of today’s Daily Moments.  Elsie seemed a bit out of sorts with all of the broken glass on the stage and it seemed the concert would have an abrupt ending.  Not to be shortchanged, however, the audience clapped long enough to receive two quite undeserved encores.

The group will wow them in Pe Ell on Saturday at the Emporium, 7:30 p.m.

The Year in Overview:

6th Grade – Cadet Band

Develop a good, characteristic tone for the instrument played including and utilizing:

  • Long tone studies
  • Lip slurs
  • Multiple tonguing
  • Vibrato (as appropriate)
  • Phrasing
  • Style (Song vs. Dance)

Complete the assigned text – Accent on Achievement, Book 2

Know, understand and perform necessary rhythms for the text

Know, understand and apply terms from the glossary of the text

Complete a band notebook including:

  • 8 basic theory worksheets
  • Putting your name to rhythm
  • Give directions to a location using b’s (left) and #’s (right)
  • Concert review

Demonstrate a thorough knowledge of:

  • Key signatures (all twelve majors)
  • Note names
  • Time signatures
  • Basic tempi, articulation and style markings/ designations

Know and demonstrate a basic understanding of:

  • Minor scales and their permutations (natural, melodic, harmonic)
  • Parallel/Relative minors and their relation to major keys/scales
  • Modes (esp. Dorian, Mixolydian and Aeolian)
  • All of the above are taught through solfege relationships (Dorian=”re” to “re”; Aeolian (minor)=”la” to “la”; etc

Know and demonstrate:

  • All 12 major scales
  • Apply those twelve scales to simple melodies using movable “Do” solfege
  • Rhythmic dictation up through 1/16 note/rest patterns
  • Simple melodic dictation (“do” to “sol” using whole/half/quarter and dotted note/rest patterns)

Perform a solo (learned as a class) for the class demonstrating:

  • Good stage presence/presentation – announcing, performing, bowing
  • Understanding of changes of style (song vs. dance), tempi and articulations
  • Vibrato (as appropriate)

Through history worksheets/recorded examples and youtube performances:

  • Know and understand the basic, historical music time periods or renaissance, baroque, classical, romantic and modern
  • Know and relate composers from each of those historical time periods
  • Learn that opera can actually be liked (Watch The Magic Flute-Mozart/Met Opera)

Perform (at a high competency/artistry level) at least 12 full band “sheet music” pieces (3 from the text)

Performance opportunities include:

· Almost Winter Concert – Evening performance – 6-8 grades (December)

· Solo and Ensemble Festival – Late March – highly encouraged (usually about 70% participation rate)

· Band Festival (grades 5-6) – late March

· Spring Concert - for school/parents/family/friends – during school (June)