LHS Wind Ensemble Handbook page 2 of 4

•	Be in class by the late bell. In your seat, set up, ready to play when class begins.
•	LHS attendance policy is in effect.
•	Every unexcused absence drops grade one full level (from B to C). Excused absences are defined by school policy.

Instrument and Music

•	Instrument in good working order with working reeds, valve oil, mouthpiece, neck strap, mutes, etc.
•	Bring all music to class every day. Each student will have their own folder with personal copies of music. Section leaders are responsible for distributing new music; go to them first.
•	Have a pencil on the stand for every rehearsal. (Keep one in your folder!)

Rehearsal Technique

• Actively involved in all facets of rehearsal, obviously trying.

• Demonstrates proper playing technique

	1)	Good posture
	2)	Proper instrument and hand position
	3)	NO GUM CHEWING

• No talking or other disruptive behavior during rehearsal

Home Practice

• Evidence of practice for performance at the Honors level expected

• Learning appropriate scales, chords, and music for class (see below Assessments)

Participation in all Scheduled Performances

•	Illness, death in the family, or religious holiday observance are the only permissible excuses. Unexcused absence from a performance will result in a maximum grade of C for that quarter

Grading Policy

Grade of A	Meets and exceeds course expectations, assessment audition at the end of each quarter, independent project each quarter
Grade of B	Meets course expectations, assessment audition at the end of each quarter
Grade of C	Some course expectations not met
Grade of D	Many course expectations not met
Grade of F	Fails to meet any course expectations

The five course expectations are equally weighted when determining grade. For those not choosing the audition option, evaluation will take place as a part of the regular rehearsal process. Assessment auditions will take place during the quarter, (hopefully prior to the concert), after school and during C, E, F, and G Blocks.

Assessment auditions may include:

•	Scales and arpeggios. (See below).
•	Chromatic scale over the working range of the instrument
•	Any section of the band music of the directors' choosing
	AND/OR
•	A 1 - 2 minute excerpt from solo or etude being worked on outside of class (required to receive an A)
•	Aural skills testing
•	Sight reading

This grading policy is not ability biased. All players are expected to show progress on their instruments. Not all players are expected to play at the same level but all are expected to play to their individual ability level.

Requirements by Grade

9	Freshmen	Majors, 4 sharps and 4 flats
10	Sophmores	All Majors (12 scales)
11	Juniors	All Majors + Minors, 4 sharps and 4 flats
12	Seniors	All Majors + Minots
Minors= Harmonic minor scale
Knowing all scales means knowing them through the range of your instrument AND arpeggios

For Major and Minor Scales and Their Arpeggios
• Slur up, tongue down (for trombones, legato up, staccato down)
• Scales should be played slowly (no faster than 1/4note=100). They are intended to show beauty of sound and intonation (how well you can play in tune with yourself)

Chromatic Scale
• Slur up, tongue down
• The chromatic scale should be played through the range of the instrument as fast as possible (meaning as fast as you can play it WELL). The chromatic scale shows the director your technical facility on the instrument.

Independent Project

Students striving to achieve an A in Wind Ensemble will be required to do an independent project each quarter. Projects must be completed by the last day of the quarter to receive full credit. Students must email the project proposal to Mr. Leonard one week prior to the end of each quarter for approval. Be specific in proposals for compositions, arrangements, and music theory projects. Possible projects may include:

1.	Concert Review Attend a wind or percussion concert (permission may be granted to review a concert outside the wind/percussion realm) of your choosing and discuss it critically in an essay format. Consider what you liked and didn’t like, and give specific examples to corroborate your opinions. Compare the performance you attended with your perception of the LHS wind ensemble’s performances. Analyze how the two are alike and/or different.
2.	Composer Biography Select and research a composer (preferably, but not limited to one whose work we have been playing) and write a biography about him/her. The biography must show a substantial amount of work and cannot be simply copy-and-pasted from a website.
3.	Composition Project Write an original musical composition or arrangement for a solo instrument or group of instruments. The composition project is intended to show that the student thinks about and pursues active musical engagement outside the classroom.
4.	Music Theory Project Chose a specific area(s) of music theory that you are interested in studying and develop an independent study schedule for yourself throughout the quarter. Work with the Practica Musica software available on the music media lab computers and print an evaluation report (directly from the software) after completing each section. At the end of the quarter, hand in your evaluation reports to Mr. Leonard.
5.	Public Performance Project Work on a piece and perform it in front of a live audience. Participation in the MICCA Solo & Ensemble competition in May is highly recommended (will count as your fourth quarter project).
6.	Mentorship project Mentor a student (of your same instrument) in the Symphonic band. This involves working weekly with the student on his/her band music, warm-up techniques, other etudes, or additional exercises of your choosing
7.	Other pre-approved project of your design

Papers and reviews must be at least 2 full pages, double-spaced.

a note from the director - page 1

course offerings, course expectations, grading policy, indep.project - page 2

concert and parade dress, - page 3

private lessons, band officers, Graduation, MICCA, pracitice rooms - page 4

performance schedules