Medford Public Schools

Richard Trotta, Director
rtrotta@medford.k12.ma.us
781-393-2279

• About Fine Arts
• Concert Schedule
• Etiquette at Concerts and Other Fine Arts Department Events
• Band Overview
• Choral
• Orchestra/Strings
• Donate Instruments
• Treble Makers Chorus

About Fine Arts

Musical programs are available to students in grades K – 12 and include offerings in vocal, classroom, music appreciation and instrumental music. At the elementary level, students are serviced by a music specialist in an introductory program of singing, musical history and music theory. In grades 4 and 5 students may also elect to receive instrumental training on wind or string instruments. In middle school, instrumental students may continue their studies or sing in a school choral ensemble.

The art program presents opportunities for students to explore and develop talents in a variety of art forms. At the elementary and middle school levels, weekly classes are presented by an art specialist who introduces basic concepts and nurtures developing skills. At the high school level, students have the opportunity to concentrate in specific art specialties and also broaden their command of media and technique. Offerings include Comprehensive Art, Pottery, Sculpture, Jewelry, and Fabric design. Students regularly participate in regional art festivals and local public exhibits.

Concert Schedule

• Click here to download the 2009-2010 concert schedule

Etiquette at Concerts and Other Fine Arts Department Events

• Concert Etiquette
• Museum Etiquette

Band Overview

Music educators feel, and have observed, that student involvement in school music programs has a positive impact on other areas of their lives. These educators will tell you that musical involvement improves a student’s self-discipline, dexterity, coordination, self-esteem, thinking skills, listening skills, creative abilities and personal expression.

We, as music educators, must take the lead in sharing this information with the people who can make the difference in the future; school boards, administrators, parents, and legislative representatives. We must advocate for the arts and it is vital that we become proactive in our support of the arts. By reviewing the studies involving music we have found that participation in school music has a positive impact on areas considered outside the realm of music.

Awareness is key. As more people become aware of the research in this area, we should see increased enrollments in arts classes. The use of the arts throughout the curriculum, as a tool for better learning, is an area that will expand. Educators need to combine resources and to use the tools available for a more effective method of education. The arts play a major roll in the future success of the education system. Let’s help it grow.

The purpose of this website is to provide a resource for parents and students participating in the Medford music program. Here you will find lots of information about the band, string and choral program and hopefully the answers to questions that you may have. The site is a work in progress, so please be patient.

High School Band

Elective 5 maximum credits

High school band consists of high school students in grades 9-12, participating in marching band, concert band, and various small ensembles.

Objectives of the High School Band

• To give each student an education in music that will challenge and enrich their lives.
• To develop the personal character traits of leadership and self-discipline.
• To develop cooperation and teamwork.
• To develop confidence and poise.
• To develop the skill and technical ability that leads to proficiency on an instrument.
• To acquaint the student with a wide and varied repertoire of band literature.
• To provide the foundational study which may lead to a career in music.
• To serve and represent the school in public concerts, parades, and other functions.

The Concert Band

Concert Band involves the study of literature and the rehearsal and performance techniques of the band ensemble on moderate levels of achievement. It is a performance organization for the student who might wish to elect membership in such a group. This performance organization will include extra rehearsals and performances required of all members during certain times of the school year in addition to the rehearsals and performances which take place during the school day. This class is involved primarily with the continued development and reinforcement of previously acquired musical skills. The concert band presents various concerts throughout the year. Students are provided an opportunity to experience various styles of music, including marches, classics, and contemporary music. Concert Band also participates in MHS graduation activities.

The Marching Band

Marching Band plays at all MHS home football games and the traditional Thanksgiving Day rivalry of Medford vs. Malden. All required rehearsals begin at 6:30 p.m. on Wednesday evenings throughout the school year. Marching band members will also participate in civic parades and often other communities through invitation. Marching Band is a physical, as well as musical experience! Therefore, it is necessary to wear tennis shoes (sneakers) during rehearsal. Dress shoes sandals, flip-flops, high-healed shoes, etc. should be avoided during marching band rehearsals. Be sure to have warmer clothing for the October and November outside rehearsals and games. Always have a pencil at rehearsals.

• Click here to view the football schedule

Drum Major(s) for the Medford High School Marching Band are selected, through tryouts and interviews, by the Band Director. The individuals are selected because of their experience and talent levels. They portray everything the teachers and directors would like to see on and off the field from band students representing Medford High School. The Drum Major is the highest ranking student leader, and should obtain that respect from the ensemble. The Drum Major is responsible to the Band Director and assists during rehearsals and performances. These student leaders also assume responsibility for assuring proper rehearsal etiquette that will inevitably lead to quality performances! The Drum Major will lead from the field.

Uniforms

The Medford High School Marching Band is a highly visual statement of our music program, high school and community. How we look speaks greatly about who we are and why we exist. The Medford High School Marching Band uniform was specifically designed to show off Medford High in every possible performance situation. The uniform is a symbol of pride and unity for the band and is a tangible link of students in the past to students in the present.

The Medford High School Band Uniforms are in good condition and we should all be proud to have and wear them. The following procedures and guidelines were created to help maintain the uniform’s quality and give it long life. When you look good, you will feel good and you will perform well!

• Always hang up uniforms neatly after a performance.
• Repair your uniforms and have any stains removed from them as soon as possible.
• Always hang the uniform in a dry place to allow moisture to escape properly.
• NEVER wear coats, jeans, or other outer garments under your uniforms.
• Uniforms should ONLY be professionally dry-clean to remove moisture, perspiration, and dirt.
• You will need white shoes and socks to go with your uniform. They are part of the uniform.

Middle School Band

Middle School Band meets two periods per week at both the Andrews and McGlynn Middle Schools. Students in both schools perform concerts together and independently throughout the school year.

Overview

This class is set for students who are in 6th, 7th or 8th grade. They will develop musicianship and instrumental skills. The class will focus on rehearsal skills, performance skills, and will have a heavy emphasis on technique. Performance music is chosen from our library. The following instrumental methods are chosen for each student by diagnostic evaluation: Yamaha Band Method books, Volumes 1,2 and 3 and Standard of Excellence.

Elementary School/Beginner Band

• Read basic standard notation.
• Play major scales up to 2 sharps and 2 flats.
• Play notes throughout the reasonable range of the instrument.
• Play and understand simple and complex time signatures.
• Gauge dynamics to different situations and styles.
• Understand articulation differences and sound qualities.
• Play more complex arrangements under a conductor.
• Most percussion students will be able to play single and multiple stroke rolls, flams, pariddidles, and all of the above that is applicable.

Advanced Students

These students can go as far as their talents and commitment takes them. Students in this situation can be involved in our supplementary after school private lesson program. Please contact us for information.

Beginning or Challenged Students

Students who are having difficulty or want to begin at this level are never turned away. These students may also take advantage of our supplementary after school private lesson program.

Tips for Beginning Students:

• Beginning instrumental students need lots of encouragement. Playing an instrument is a skill.
• Practice each and every day.
• Find a comfortable place in which to practice (your bed is not a good place)
• Musical instruments are not toys. They are very fragile – precision instruments.
• Do not allow others to handle them or play them. Play the instrument each day and maintain it in good working order. A damaged instrument may not play at all. Set up a consistent time each day (free from distractions) that will allow you to practice and not disturb the family. (15-20 minutes a day, to start).
• Play for parents and relatives once you learn some songs.
• Parents should sit with their students at least once a week while they practice.
• Have them show you what they are doing. Help them count.
• Write down the school lesson time and be sure to take the instrument to school.
• Be consistent with good practice habits (nobody wants to break a GOOD habit.)
• Every instrument has periods in the learning process that will be difficult. Learn the definition of the word “persevere”. Call the instrumental teacher if you need help. Woodwind instruments will need a good supply of reeds (except flute). Try to keep at least 2 reeds in your case for band rehearsals. Brasses will need oil / slide lubricant. Reed guards and cleaning clothes are good gift ideas.
• Parents should consider taking a few lessons on the instrument. It gives you better insight into what your student is going through, and it may be fun for your child as well as you.
• Their teachers want them to succeed. Please contact their teacher if you have concerns.

Embouchure – an overview:

These general principles apply to almost all embouchure set-ups of beginning wind players.

• Do not puff the cheeks or allow air to pillow underneath the lips.
• Do not bunch the chin up underneath the mouthpiece.
• Maintain a firm set to the corners of the mouth with a slight downward turn.
• Allow the air to flow strongly and freely, without obstruction.
• Too much tension is just as bad as the opposite condition.
• In the brass embouchure exact mid-placement of mouthpiece is a rarity.

Some common problems to watch for in beginning instruction:

• embouchure problems described above
• woodwinds keeping fingers in position and close to the keys
• trumpet players flattened hand position inhibits rapid key movement
• wind players not using enough air and breath support
• distorted or improper angle of mouthpiece
• more advanced players using improper mouthpieces, reeds and set-ups
• not enough emphasis on beat development and maintenance
• trombonists playing with improper slide grip and arm motion
• trombonists with improper slide positions (each is different, if in doubt check with tuner)
• damage to the instrument caused by improper maintenance and assembly
• improper practice habits (see below)

Developing good practice habits:

Set up a routine – when things become a habit they are easier to maintain.

A good routine will include:

• warm up routines and exercises
• technical studies and patterns
• melodic phrasing and musical development
• sight reading
• warm down and instrument maintenance if needed
• make sure you have clear goals to accomplish during practice
• keep records of the time you practice and your progress
• take private lessons on your instrument
• make sure you have a distraction free time and place to practice
• when starting out try to practice at a consistent time each day
• practicing each day is better than more time on fewer days
• find someone to play duets with

Care of your instrument

Flute: Swab flute out after playing. Use the cleaning rod with a piece of soft fabric through it. Never put your flute in water and DO NOT use liquid silver polish as it is messy and can lead to problems with your flute.

Clarinet: Swab clarinet out after playing. Use cork grease on the corks when needed. Pieces should go together easily. Clarinet players will go through a lot of reeds, especially at the beginning of the first year. When you buy reeds, always buy at least two. You may need to check in with your child frequently to see if they need more reeds. Buy size two to begin with, later in the year go to size two and a half.

Saxophone: Always keep your instrument in it’s case when you’re not using it. Always use your case when transporting your instrument from one location to another. Make sure you store the instrument with your case the right way up so that there’s no excess weight on the key work.

After playing your instrument use a pull through to wipe excess moisture from the inside of the instrument and carefully wipe the excess moisture from the outside of your instrument with a dry soft cloth.

Disassemble your mouthpiece and reed set up after playing and wipe them dry with a small cloth. From time to time, you’ll need to wash and clean your mouthpiece thoroughly and wipe it dry. Just use lukewarm water. If your instrument is not working properly, get your teacher to have a look at it first. If it’s something simple, the chances are that he/she will be able to fix it. Do not try to do it yourself, you could damage the instrument. Your teacher will advise you if you need to take it to a qualified repairer.

It’s a good idea to have your instrument serviced once every 12-24 months depending upon the wear it gets. The repairers will give it a good checking out, clean it up and replace springs or pads as might be necessary.

Trumpet: Gently place the mouthpiece into the receiver and twist lightly to seat it properly. DO NOT force the mouthpiece by hitting it with the palm of your hand as this can cause the mouthpiece to become stuck or “frozen”. An easy twist motion is all that is necessary to insure a firm fit. Oil the valves once a week, or when needed. Grease the tuning slides regularly. They should move in and out easily. Never use metal polish to clean your trumpet as it may damage the lacquer and expose the raw brass to air which will cause it to tarnish. Trumpets with a lacquer finish can be cleaned using a slightly damp soft cloth, and then finished with a polishing cloth. Silver plated trumpets are best polished with a polishing cloth specially treated with a silver cleaning agent. If your mouthpiece becomes stuck, DO NOT try to remove it yourself as there is a special tool used to remove stuck mouthpieces. Trying to remove a stuck mouthpiece with pliers will not free the mouthpiece and will result in costly repairs to the trumpet.

Trombone: Use oil on the slide. Keep it lubricated regularly. Slide cream can also be used on the slide, but it has to be used with water. Put the cream on first, then spray water on the slide with a water bottle. Grease the tuning slides regularly. Percussion: No cleaning necessary.

Repair

If your instrument is not working properly bring it to your teacher first. He/she can often make minor repairs. If they cannot fix it they will let your child know what needs to be done and you should take it to a repair shop as soon as possible. DON’T WAIT!!!! Your child needs the instrument back in order to keep up with the band.

Repair Shops

K & C Music Co., Inc., 273 Lenox St., Norwood, MA 02062, 781-769-6520

Sterilize your wind instrument: Sterilize flute, clarinet, saxophone, trumpet, trombone and play it safe, affordable rent-to-buy wind music instrument sterilization system at MaestoMD.

MaestroMD is a brand of Encore Etc., Inc – 100 Burtt Road – Andover, MA 01810 – 800-818-0220 – email: info@MaestroMD.com or online at: www.maestromd.com.

Music Training

Rationale Frances Rauscher, Ph.D., is an Associate Professor of Cognitive Development at the University of Wisconsin Oshkosh. Her research focuses on the relationship of music cognition to other domains of intelligence. She holds undergraduate degrees in cello performance and psychology, and completed her doctoral training in Experimental Psychology at Columbia University. Fran received the W.T. Grant Faculty Scholars Award for a five-year project exploring the effects of music on the spatial intelligence of Head Start preschoolers, and has recently secured additional funding to study the effects of instrumental instruction on cognitive, social, and academic performance in the Milwaukee Public Schools. She has provided oral and written testimony before the U.S. House of Representatives and the U. S. Senate regarding the effects of music on early cognitive and brain development. She has publications in music cognition, child development, cognitive psychology, and social psychology, and has lectured on music and intelligence in North America, Europe and Australia. The work of Dr. Rauscher concentrates on the importance of music in the early developmental stages of childhood and has been widely recognized as groundbreaking, attracting intensive media interest.

Studies indicate that children who receive music training perform 34% higher on tests measuring spatial – temporal ability than others. These findings indicate that music uniquely enhances higher brain functions required for mathematics, science and engineering. Music-making nurtures the intellect and produces long-term improvements. Dr. Rauscher’s research is based on some remarkable studies that have recently begun pouring out of neuroscience laboratories throughout the country. These studies show that early experiences determine which brain cells (neurons) will connect other brain cells, and which ones will die away. Because neural connections are responsible for all types of intelligence, a child’s brain develops to its full potential only when exposure to the necessary enriching experiences in early childhood. The studies indicate that music training generates the neural connections used for abstract reasoning, including those necessary for understanding math concepts.

Choral

Chorus

Chorus involves the study of literature and the rehearsal and performance techniques of the choral ensemble on moderate levels of achievement. It is a performance organization for the student who might wish to elect membership in such a group. This performance organization will include outside-of-school time rehearsals and performances required of all members during certain times of the school year in addition to the rehearsals and performances which take place during the school day. One unique aspect of the MHS Choral Music Program is that emphasis is placed not only on performance but also on the development of students’ musical literacy. We don’t just talk and wish we could become better sight readers — we do something about it. The chorus presents various concerts throughout the year. Students are provided an opportunity to experience various styles of music, including gospel, classics, multi-ethnic and contemporary music.

Course Objective

The objective of this program is to explore, discover, and develop quality tone, resonance, correct breathing, correct diction and performance skills for singing.

Course Description

This is a practicum, laboratory (hands-on) course offering an introduction to the singing instrument: principles of correct breathing as it applies to singing, fundamentals of tone production, diction and expression, repertoire of music, diagnosis and correction of vocal faults, development of individual voice potentials, stage presence, and interpretation./performance of musical repertoire.

Class Participation

This course is participatory in nature. All students will receive individual attention of their singing skills and will learn through the observation of others.

Syllabus, Grade, and Attendance Policy

Grades for choral ensembles will be based upon a student’s contribution to the organization as evidenced by the following:

1. Overall professional attitude, 10%
2. Subsequent growth in musicianship, 10%
3. Knowledge of music and completion of assignments, 10%
4. Punctual and regular attendance, 70%

Items one, two, and three will be determined by the conductor’s observations of the student during performances, rehearsals, and/or various examinations. Item four, which deals with attendance, is explained below.

Attendance is of utmost importance to the development of a fine musical ensemble. When a person misses a rehearsal, two things happen: he/she misses the experience associated with the learning process of the music; and, more importantly, his/her voice is missing causing the ensemble to be incomplete. Notes can be learned on one’s own time; however, the development of important intricate nuances of the choral art cannot be made up by an individual. Choral singing is a group experience and requires everyone to be present at all times.

Concert attire for the MHS Chorus will be as follows:

Women – long black skirts and white blouses

Men – standard dark trousers/pants, white shirts, tie, black shoes and socks

No jeans.

Benefits to the Student

Membership in the Choral program provides an opportunity for personal growth and development, performance opportunities, friendship and team spirit, educational opportunities, personal achievement, self-expression, stress relief, and so much more.

The chorus promotes:

• Teamwork- The ensemble coordinates individual abilities into one central effort. The ensemble gives the child the feeling of group loyalty and motivation.
• Discipline- the ensemble teaches responsibility. Emphasis is placed on following instructions and teaches the child respect for music and the group effort.
• Concentration- Attention to detail is vital in all education-related projects. Concentration built in a musical ensemble often carries over to other areas, improving study habits and increasing intellectual understanding and curiosity.
• Appreciation- Choral participation encourages respect and appreciation for aesthetic values and the beauty of the music created.
• Leadership
• Poise
• Personal achievement

We are always looking for students who love to sing! Membership is open to all. Come sit in with us on Thursday after school – sing along and maybe you will become our next new member! We welcome all voices: Soprano, Alto, Tenor, Baritone, and Bass. All are welcome.

All singing is taught in a supportive, creative and playful environment. The approach to vocal training and the art of singing is based on physical and cognitive awareness as well as a strong foundation of musical and vocal technique. The goal is to guide you toward achieving your goals, to find joy and creative expression and to integrate healthy singing techniques that free your true singing voice.

• Develop tone, pitch, breath control, intonation, emphasis, volume, posture, relaxation and general voice quality.
• Gain awareness of the physical tensions and habits that are hindering your style and develop your physical, emotional and technical capacity to sing freely.
• Enhance your enjoyment and confidence of singing and unleash your spirit!

Middle School Choral/Vocal

Middle School Chorus meets two periods per week at both the Andrews and McGlynn Middle Schools. Students in both schools perform concerts together and independently throughout the school year. Don’t be in a hurry to classify your voice. You have to learn how to sing correctly before the type of voice you have can be determiined. Some voices are obvious early on in study, others are not. In a rush to classify a voice right away, one can be sent studying the wrong music and straining the voice. Early in studying, it may even be unclear whether you are dealing with a soprano or mezzo voice, a tenor or a baritone. This is not uncommon, and it is nothing to worry about. Just concentrate on learning how to sing correctly, and the voice will expose itself.

Overview

This class is set for students who are in 6th, 7th or 8th grade. It will develop musicianship and vocal skills.

The class focus is on rehearsal skills, performance skills, and there will be a heavy emphasis on technique.

The primary educational goal in chorus is to teach children to achieve high artistic standards through choral singing and performance. Other important benefits of chorus are the nurturing and growth of discipline, responsibility, teamwork, and self-confidence. Through the National and State Music Curriculum the student will be taught fundamental elements of vocal technique and music reading. The successful learner will:

• Produce a clear and pleasant tone, while developing a supported and focused tone.
• Demonstrate correct singing posture and breathing techniques.
• Sight-read simple pitch and rhythm exercises.
• Demonstrate knowledge of solfege syllables and hand signs.
• Sing pure vowels while expanding to singing in different languages.
• Develop an understanding of terminology that is required for music reading.
• Be able to sing in phrases.
• Sing in unison, two, and eventually three part harmony.

Elementary Choral/Vocal

Treble Makers Chorus

This is an important program which prepare students for middle school choral music study. It is open to all students in grade 2,3,4, 5. Membership in the Choral program provides an opportunity for personal growth and development, performance opportunities, friendship and team spirit, educational opportunities, personal achievement, self-expression, stress relief, and so much more…..

Students Will Be Able To:

• Read basic standard notation.
• Sing in a reasonable vocal range.
• Sing and understand simple time signatures.
• Gauge dynamics to different situations and styles.
• Begin understanding articulation differences and sound qualities.
• Sing arrangements under a conductor.

Elementary Music

Elementary music classes meet once every three weeks. The program consists of a variety of concepts including: Singing, Instrument Playing, Improvisation/Movment, Reading and Notating Analysis, History and Culture.

Course Description: Students participate in a forty-five minute general music class every third week. Students perform, create, read, respond to music, and make music connections. Dalcroze methods are incorporated into each class. The Dalcroze Eurhythmics offers a unique approach to improving musical performance. It is an effective and established creative approach to musical training. It develops awareness and skill in co-ordination, musicianship, solo and ensemble performance for musicians, dancers and others. Experiencing Eurhythmics brings the benefits of concentration, artistry, ensemble skills, memory co-ordination, body awareness and creativity and is of particular value to instrumentalists, vocalists, professional performers, general music educators, coaches, teachers, pupils and therapists.

Resources: Songs and Activities

There is a growing collection of resources available for young children. Here are a few suggestions as a place to begin. Note: some of these resources are available at Music4Kids at: http://www.music4kidsonline.com.

Videos by Music Rhapsody: Babies Make Music, Kids Make Music, and Kids Make Music, Too!

The Wee Sing series on cassettes are very good and available through most book stores.

Collections of traditional children’s songs by John Feierabend:

• The Book of Bounces
• The Book of Wiggles and Tickles
• The Book of Tapping and Clapping
• The Book of Simple Songs and Circles
• The Book of Lullabies
• ‘Round and ‘Round the Garden: Music in My First Year! (CD or Cassette also available)
• ‘Ride Away on Your Horses: Music, Now I’m One! (CD or Cassette also available)
• Frog in the Meadow: Music, Now I’m Two! (CD or Cassette also available)
• Baby Massage by Peter Walker
• Exercise Program for Young Children, 4 weeks – 4 years by Suzy Prudden

Resources: Picture Books to Sing With Children

• Abiyoyo: Based on a South African Lullaby by Pete Seeger, Michael Hays (Illustrator)
• America the Beautiful by Katharine Lee Bates, Neil Waldman (Illustrator)
• The Cat Came Back by Bill Slavin
• Hush, Little Baby by Shari Halpern (Illustrator)
• I Know an Old Lady by G. Brian Karas (Illustrator)
• Inch by Inch: The Garden Song by David Mallett, Ora Eitan (Illustrator)
• It’s Raining, It’s Pouring by Kin Eagle, Rob Gilbert (Illustrator)
• The Itsy Bitsy Spider by Iza Trapani
• Mary Wore Her Red Dress, and Henry Wore His Green Sneakers by Merle Peek
• My Favorite Things by Oscar Hammerstein II, Richard Rodgers, James Warhola (Illustrator)
• Old MacDonald Had a Farm by Holly Berry (Illustrator)

Peanut Butter and Jelly: A Play Rhyme by Nadine Bernard Westcott (Illustrator)

• Roll Over! A Counting Song by Merle Peek (Illustrator)
• Row, Row, Row Your Boat by Joanne Oppenheim, Kevin O’Malley (Illustrator)
• She’ll Be Comin’ Round the Mountain by Kathleen Bullock
• The Star-Spangled Banner by Peter Spier (Illustrator)
• There Was an Old Lady Who Swallowed a Fly by Pam Adams
• What a Wonderful World by George David Weiss, Bob Thiele, Ashley Bryan (Illustrator)

Orchestra/Strings

High School Orchestra

Elective 5 maximum credits

High school orchestra consists of high school students in grades 9-12.

Objectives of the High School Orchestra

• To give each student an education in music that will challenge and enrich their lives.
• To develop the personal character traits of leadership and self-discipline.
• To develop cooperation and teamwork.
• To develop confidence and poise.
• To develop the skill and technical ability that leads to proficiency on an instrument.
• To acquaint the student with a wide and varied repertoire of orchestral literature.
• To provide the foundational study which may lead to a career in music.
• To serve and represent the school in public concerts and other functions.

Orchestra involves the study of literature and the rehearsal and performance techniques of the string/orchestral ensemble on moderate levels of achievement. It is a performance organization for the student who might wish to elect membership in such a group. This performance organization will include outside-of-school time rehearsals and performances required of all members during certain times of the school year in addition to the rehearsals and performances, which take place during the school day. This class is involved primarily with the continued development and reinforcement of previously acquired musical skills. The orchestra presents various concerts throughout the year. Students are provided an opportunity to experience various styles of music, including classics and contemporary music.

Benefits to the Student

The orchestra promotes:

• Teamwork – The ensemble coordinates individual abilities into one central effort. The ensemble gives the child the feeling of group loyalty and motivation.
• Discipline – the ensemble teaches responsibility. Emphasis is placed on following instructions and teaches the child respect for music and the group effort.
• Concentration – Attention to detail is vital in all education-related projects. Concentration built in a musical ensemble often carries over to other areas, improving study habits and increasing intellectual understanding and curiosity.
• Appreciation – orchestra participation encourages respect and appreciation for aesthetic values and the beauty of various cultures.
• Leadership
• Poise
• Personal achievement

Middle School Strings/Orchestra

Middle School Strings (Orchestra) meets two periods per week at both the Andrews and McGlynn Middle Schools. Students in both schools perform concerts together and independently throughout the school year.

Overview

This class is set for students who are in 6th, 7th or 8th grade. It will develop musicianship and instrumental skills.

The class will focus on rehearsal skills, performance skills, and will have a heavy emphasis on technique.

Elementary Strings

Overview

This important instrumental program allows students to begin lessons as well as prepare for middle school music study. It is open to all students in grade 4 & 5.

Students Will Be Able To:

• Read basic standard notation.
• Play major scales up to 2 sharps.
• Play notes throughout the reasonable range of the instrument.
• Play and understand simple and complex time signatures.
• Gauge dynamics to different situations and styles.
• Understand articulation differences and sound qualities.
• Play more complex arrangements under a conductor.
• Use of various bowing techniques.

Advanced students

These students can go as far as their talents and commitment takes them. Students in this situation are involved in our supplementary after school private lesson program. Please contact us for information.

Beginning students

Students who are having difficulty or want to begin at this level are never turned away. These students may also take advantage of our supplementary after school private lesson program.

Tips for Beginning Students

Beginning string students need lots of encouragement. Playing an instrument is a skill.

• Practice each and every day.
• Find a comfortable place in which to practice (your bed is not a good place).
• Musical instruments are not toys. They are very fragile – precision instruments.
• Do not allow others to handle them. Play the instrument each day and maintain your instrument in good working order. A damaged instrument may not play at all.
• Set up a consistent time each day (free from distractions) that will allow you to practice and not disturb the family. (15-20 minutes a day, to start).
• Play for parents and relatives once you learn some songs.
• Parents should sit with their students at least once a week while they practice. °Have them show you what they are doing. Help them count.
• Write down the school lesson time and be sure to take the instrument to school.
• Be consistent with good practice habits (nobody wants o break a GOOD habit).
• Every instrument has periods in the learning process that will be difficult. Learn the definition of the word “persevere”. Call the music teacher if you need help.
• Parents should consider taking a few lessons on the instrument. It gives you better insight into what your student is going through, and it may be fun for your child as well as yourself.

Their teachers want them to succeed. Let them know if you have concerns.

Developing Good Practice Habits

When is your “prime time”? If you feel freshest in the morning, early morning practice may be for you. If you feel your energy peak in the afternoon or at night, practice then. Do you tire easily when you practice? Divide your practice time into two segments instead of having one long practice session. Whatever time you do choose, be consistent and try to practice at the same time five or six days a week.

When you practice, find a quiet room where you won’t be disturbed. Turn off the TV, put away your CD player, and turn on the answering machine.

Playing a musical instrument is not a passive experience. You need physical strength and energy to practice with proper playing position. If you practice while you’re tired, you may run the risk of slipping into poor playing habits.

There is much information to learn and much to master physically as there are many things going on beneath the surface. We hear beautiful music but the string player is actually performing many actions and thought processes at once, including:

• Playing the correct notes including correct string and finger
• Playing the notes in tune (how high up on the instrument to place the hand & whether fingers are placed touching or apart)
• Playing the notes for the correct duration in rhythm
• Playing the correct style; each composer is interpreted differently depending on what period of music history they lived in
• Volume of the music
• Direction of the bow
• Pressure of the bow
• Bow speed
• Playing the note in context of the melody (the level of importance of that note in the musical phrase)
• Interacting with other musicians

Care of Your Instrument

General Handling Tips

Handle a violin by its neck and chinrest areas only. This will prevent top cracks from too much finger pressure, especially in the f-hole wings. Try not to touch the varnish. The more it is handled the more it will need to be cleaned. Some varnishes are very soft and fingers will leave prints on them. Never place an instrument on a chair or lean it on anything. Place the instrument on a table or in its case when not in use.

Always loosen the bow when finished playing. A lot of instrument outfits have had their bows stored under tension. Leaving the hair tight will warp or break the stick, especially if a drop in humidity occurs.

Temperature, humidity, etc.

A stringed instrument is comfortable where you are. Ideally they should be treated as dearly as an infant. If temperature or humidity conditions are too extreme for you, most likely they will be more so for your instrument. It is better to err on the side of too much humidity than too little. During low humidity conditions, cracking may occur. Using a humidifier or Dampit in your instrument when the humidity is below 35% is recommended. A good emergency humidifier can be made by placing a wet paper towel into a perforated zip lock plastic bag. This can then be placed into the case’s accessory compartment.

Do not leave a stringed instrument in an automobile. The inside temperature of an automobile can easily reach 160 degrees Fahrenheit. This would be hot enough to melt or bubble most varnishes. If the instrument is frozen do not take it out of its case right away. Allow the temperature to stabilize for a few hours before removing it. This will allow it to thaw slowly, reducing the chance of seams opening and condensation formation.

Maintenance

Always wipe the rosin and perspiration from the instrument and bow before putting them away after playing. A soft clean cotton flannel cloth is ideal for this purpose. Cleaning cloths are available at most violin shops. The rosin will build up along with dirt to form a gray-black encrustation as seen on a lot of older instruments. Perspiration is acidic and will degrade varnish, it will also corrode strings. A light polish can be applied to the instrument just about everywhere except on the bridge and where the horsehair contacts the strings. Use only a dedicated violin polish, but even these can be risky. Keep alcohol and other solvents away from your instrument; they must be used carefully. It is best to have a professional luthier clean and polish your instrument.

Repair Shops

K & C Music Co., Inc., 273 Lenox St., Norwood, MA 02062, 781-769-6520

Donate Instruments

Donate your old musical instrument to Medford Public Schools students
Medford Public Schools
Music Program
Call 781-393-2315