Grading: Procedures and Expectations

In order to help you be successful in our musical ensembles, here is an outline of grading procedures and expectations of participation and behavior in the classroom. Please read the following carefully.

I. Respect

All students are required to respect themselves, others, and property. Examples of respect would include the following:

• Being quiet when you are not playing
• Listening to others when they are speaking
• Raising your hand when you have a comment or question
• Setting your books and cases to the side of the ensemble instead of in the seating arrangement or on percussion instruments
• Caring for your instrument before and after rehearsal
• Keeping only music and instruments in the storage areas
• Picking up trash and throwing it away, even if it isn’t yours
• Resetting the chairs and stands at the end of rehearsal

Any signs of disrespect in the classroom will result first in a discussion with the teacher, second with a phone call home, and third with an administrator.

II. Participation

Participation is a very large part of our daily rehearsal. There are many ways that you can participate inside and outside of the classroom. The following are minimal expectations of all members of performing ensembles:

• Coming to rehearsal with instrument, music, pencil, and supplies
• Practicing at home 20 minutes per day
• Progress in areas of rhythm, pitch, intonation, articulation, and tone quality through the quarter, semester, and year
• Attendance at all evening rehearsals and performances for the year

Other ways that you can participate further include auditioning for All County and All State Ensembles, Solo and Ensemble Festival, private lessons, community ensembles, and attending concerts in the area. These experiences will help you grow as a musician personally, as well as benefit the entire ensemble.

III. Grading

It is always fun to play your instrument. At the high school level, in addition to being fun and enjoyable, there are many other goals of the performing ensemble. Some of these goals include becoming a better player technically (notes, speed, rhythm and articulation) and musically (phrasing, expression, dynamics, musical understanding, history, experience, and observation); striving toward better musical performance; learning how to better play in an ensemble and what your role in that ensemble is; and expanding on your musical experience by going out into the music world. In order to make sure that everyone is moving together toward those goals, there is a need for measuring how well you are progressing and meeting them. Here is where your grade comes in!!!!!!!!!

Please click here to see the Grading Rubric for all performance classes. On this rubric you will find exactly what you need to do to earn whatever grade you want. It is your choice as to whether you meet these goals or not. If you need any clarification on what these goals mean or if you are meeting them, please come talk to me. We can clear up any questions you may have. Hopefully, you want to be as successful as possible in your ensemble. I know that’s what I want! 

If you or your parents have any other questions (that means I missed something!), please contact me as soon as possible. I want to be very clear about expectations for the class so we can move on and make some music!