Introduction
Imagine passing by the Music room on a hot day in September. You hear a horrendous racket which can best be described as a cross between an unearthly howl, and a shrieking squeal. Then, a cacophonous crash assaults yours ears. You enter the room and find a large group of junior high students armed with instruments! A half-crazed woman is frantically waving her arms, attempting to bring the mob to attention. Welcome to Junior High Band! How will this unruly bunch ever come together and perform Music in a few short months? You probably have a lot of questions- so let me help. Remember to bring your instrument and a can-do attitude. That's all you need!
Being part of a Band is exactly like being part of a team. To create a winning team everyone has to do their job and try to do it well. We all need to work on our individual skills and learn how to work together as a team.
In this Band Quest you will have a chance to participate in some teambuilding activities and develop your individual musical skills. The team building activities are to be done by the group and the skill section can be done by you at any time. So choose a BandQuest path and go!!
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The tasks in this section are designed to help the group become a team that knows how to work well together and accomplish a common goal. There are four team tasks that lead you to a goal. Follow the directions carefully for each of the tasks. The team tasks will take place over several class meetings. When you have completed all four team tasks, your performance will be assessed using the collaboration rubric. Be sure to include a copy of the rubric in your Band portfolio.
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Task I: Getting to know you...
Before we can work together, we have to introduce ourselves.
Divide the Band into six sections: Flute, Clarinet, Trumpet, Saxophone, Low Brass/Low Woodwinds, and Percussion.
With your section, gather in a circle. Write your name on a small piece of paper, fold it and place it in the center of the circle. Each person in the circle states their name and tells one interesting fact about themselves. When the introductions are complete, each section member takes a turn retrieving a piece of paper with a name on it. Locate that person in the section and retell the fact about that person.
Now gather together with the other sections as a whole Band. Have each section decide on one or two interesting facts without revealing names. Make the other sections try to guess who that person might be.
Divide the band into small mixed groups of 5-7 members. Each group will receive a composer's name. The task is for the group to find a picture of their composer and to find out as many interesting facts about their composer that they can. On the second day, each section reports back what they have found. The section that been most successful in finding a variety of facts about their composer earns the key that will open the treasure chest. The treasure inside is theirs!
Check out these sites to help you with the task:
John Phillip Sousa
American Composer
In order to work well together, every group need some rules. Here you will have the opportunity to develop some Band rules. Be sure you find rules that are reasonable for everyone.
Divide the Band into 6 mixed groups. This can be done by having each section member take turns at choosing a number. Alternate between sections. Using the brainstorming advice below, meet in your section and come up with 3-5 general rules that everyone can follow.
1. Select a leader and a recorder (they may be the same person)
2. Define the idea to be brainstormed. In this case, Band rules!
3. Set up rules for the session. They should include:
letting the leader have control
5. Once you have finished brainstorming, go through the results and begin evaluating the responses. Some initial qualities to look for when examining the responses, include:
In most Bands there are students who serve as Band leaders. Some leaders are appointed, others are elected.
Section Leaders are assigned by director guided by criteria including musical acumen, experience, personal responsibility, efficiency, and ability to lead.
Band Officers are selected by a nomination process followed by election by majority.
Hold a brief session prior to nomination/election discussing these leadership positions.
What are the job responsibilities of each?
What qualities should candidates for these positions possess?
Does a person's popularity determine how effective an officer they would be?
How could these elected officers impact the success of the group?
In the next session, briefly present feedback on Officer job descriptions. For each officer position nominate individuals for that position. When nominations are closed, those nominated leave the room while a hand vote is taken. Whoever receives the majority of the vote is elected to that position.
Students use computers, telecommunications and other tolls of technology to research, to gather information and ideas, and to represent information and ideas accurately and appropriately. (Information Technology-research 1.18 Vt. Standards)
Students perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions e.g., by consensus building and cooperation to work toward group decisions. (Relationships-teamwork 3.10 Vt. Standards)
Students participate in democratic processes. (Civic/Social Responsibility 4.2)
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When you have completed the team tasks you should have met people in the Band that you didn't know before. You also should know what section you're in and who your section leader is. You have elected your Band officers as a group and have discussed the responsibilities that each position requires. Being part of of great team means you must work together and take personal responsibility. The individual BandQuest will help you develop some of your own musical skills. Go to Individual BandQuest now.
BandQuest
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To have a great team everyone on the team needs to build their individual skills. Remember, even though their are different roles on this team, everyone is important. The stronger all of the players are, the better the team! Over a period of the semester you will have an opportunity to explore and develop your musical skills.
There are a series of tasks that you will complete on your own. Follow the directions for each and be sure to include copies of your work in your Band portfolio. You may work at your own pace and you may get outside help. Have fun and good luck!
This section is designed so you can work on your individual skills. Here is some basic music theory that anyone can do. You may work at your own pace throughout the semester. All work will be due at The end of the semester.
Complete Lesson 1-6. Follow each lesson step by step. Do the quiz for that section and print it out for inclusion in your Band portfolio. Check your answers with the answer sheet provided. If you would like to work at a more advanced level you may continue through Lesson 10.
To start go to Gary Ewer's Easy Music Theory.
Using some of these instrument links, find some information on your instrument. Copy or draw a picture of your instrument and write a one page paper based on your research. You may want to include historical facts, description of instrument technique, or information on famous musicians that have played that instrument. Include the picture and report in your Band Portfolio.
General
Information
Percussion 
Woodwinds
Brass
Students use the elements of vocal and instrumental music including rhythm, pitch, timbre, and articulation. (Arts, Language and Literature- Music 5.31 Vt. Standards)
Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. (Reading and Notating Music- National Music Standards)
1 2 3 4 Lesson 1-6 incomplete with no
worksheets in portfolio Lesson 1-6 complete with some
worksheets in portfolio Lesson 1-6 complete, Band
Quizzes are in portfolio Lesson 1-6 complete with
Quizzes in Band portfolio, has explored lesson 7-10 and
other Music theory sites Can demonstrate and write 1
major scale Can demonstrate and write 2-4
major scales Can demonstrate and write 5-8
major scales Can demonstrate and write all
15 major scales Has visited 1 instrumental
site with no written evidence Has visited 2 instrumental
sites with some written evidence Has visited 2 or more sites,
written evidence complete Has accomplished task, has
located additional sites and developed additional project
based on research.
At this point you should have a good knowledge of Basic Music Theory, be able to write and play scales and have some information about your instrument. If you weren't satisfied with your performance, you can always go back and try again. You know, "practice makes perfect".
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