INSTRUMENTAL MUSIC

A principal objective of music education generally is to develop the innate musical responsiveness of every individual to the highest possible level and to nurture and expand each child's potential for aesthetic, or sensory, experiences. Instruction in instrumental music, specifically, employs the teaching of standard band and orchestra instruments to help cultivate this aesthetic potential both in individuals and in groups. Instruction is, by necessity, organized in clear, systematic, and logical episodes of learning for each student. This organized, disciplined process of learning music, regardless of the age, experience, or ability of the students, will lead to increased perception, greater sensitivity, and deeper personal understanding of music.

I. Content

A. First Enrollment

Most students find that they are physically able to handle a wind, or percussion instrument by the time they are in grade four, and we encourage them to begin instruction at that time. All fourth and fifth graders are given an opportunity to hear, see, and actually play the instruments that are available for study during the first three weeks in September. Once students have decided on which instruments they would like to play, we suggest that, unless an instrument is already owned by the student, the family consider renting one for a four-month trial period at a nominal fee from one of a number of local vendors. It is usually clear after this trial period whether or not a child can expect future success on the instrument chosen. We keep parents informed of the child's progress at regular intervals.

B. School Lessons

Small group lessons of one thirty-minute period are offered once a week. These lessons, given in like-instrument classes, are arranged at the convenience of the students and their teachers. Students purchase a method book, and by the end of the first five or six weeks of instruction should feel comfortable performing in a large beginning band, also convened for one, in-school, 45-minute rehearsal per week.

After this first year of training we strongly suggest that students continue their lessons outside of school on a private basis, while continuing to participate in the instrumental groups offered in school. To that end, as a service to the families of Carlisle, the school provides teaching spaces and facilitates a registration process for at least a dozen professional musician-teachers to teach these private lessons after school hours. Called the After-School Music Program, it provides a low-cost option for students to continue their musical progress on an individual basis. Information about this optional program is distributed at the beginning of each school year.

C. Ensembles

Presently, there are four ability-based, large ensembles in which a student could participate, meeting both during and after the regular school day. A good ensemble experience can offer the more mature performers more solo opportunities and chances to become peer leaders, while students who might need more individual attention will tend to improve significantly simply by participating with the more experienced players. Add to that the obvious benefits of performing superior wind and percussion literature and the social advantages of group musical accomplishment, and it is clear that Carlisle's band program - at its best - can help provide students with the enriched, balanced, and positive experiences needed for their individual growth as musicians. Ensembles offered at this time include: Bands at the beginning, intermediate, and advanced levels; a jazz band, open by audition; and small ensemble performance opportunities throughout the year.

II. Materials

O'Reilly, J. and Williams, M., Accent on Achievement, Books I and II.
Kinyon, J., Basic Training Course, Book II.
Butts, C. The High School Band Clinic: Tested Drills and Exercises that Improve Performance

Ensembles perform standard, published materials with appropriate technique-training methods as needed. The emphasis is always placed on music of the highest quality.