tag:blogger.com,1999:blog-86414826612729455782024-03-05T02:04:55.479-08:00The Thrifty Band DirectorBeing thrifty is a way of life. You have to be creative & crafty, willing to work hard to find a deal, and know when to spend a little when it matters!Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.comBlogger59125tag:blogger.com,1999:blog-8641482661272945578.post-48777839190130058572017-04-18T08:16:00.001-07:002017-04-18T08:34:28.555-07:00The Problem with the Stay-cationIt's Spring Break and I think my school is having the latest Spring Break of the season this year. Now I can't really complain because we are one of those schools that does take a ridiculous February break (that I have a love/hate relationship with) and we get out of school Memorial Day weekend (don't get too jealous, soon enough you will be laughing at me while I'm at marching band camp).<br />
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The other reason why I can't complain is because I took an entire week off of school to travel to the National Cherry Blossom Parade with Foothill HS from Pleasanton. It was an honor to be asked to serve and work with another band program. In a year in which I have been doing a lot of reflecting about my current philosophy on music education and what my students truly need and want from my band program, it was a nice breath of fresh air to travel with someone else.<br />
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One of the things that I have been reflecting on is that I have been talking about both on the blog and in person with many of my friends. I have been talking about how burn out and the pace of this job have taken its toll on me in various different ways. I have been working really hard to carve space and time for myself and my "personal life" to help curb this burn out. I have also been doing things like removing or modifying activities within my band program that might have become stressful or are not serving the students or myself or the parents in the way they have before. I have been obsessed with getting the band calendar (and in essence my own calendar) really organizing to set me up for success in both my personal and professional life.....to have a kick butt summer so that I have time off. </div>
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And that brings me to the problem of the Stay-cation. You need time off for yourself because its a vacation for a reason. You are a teacher and you need one. The biggest way to fight burn out is to help bring balance back to your life and that means having more "me time" but I also find that during a Stay-cation I really need that uninterrupted work time to get tasks done. Basically if I don't do some "work" and set myself up for success the end of the year can be a totally mess. Plus this is the important time of year as band directors that we are dealing with 5 grades of students not 4....and they are stressful too (seniors who don't want to be there and freshmen and their parents who have no idea how to be in the band yet). <i>But my problem is when I am home I often just find myself working and then being frustrated that I spent my vacation time working....</i></div>
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So here's a few tips that I remind myself during my Stay-cation or days off in general. </div>
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-Create a short to do list of items that you want to get done on a particular day-short term goals</div>
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-Set a timer for work-do something different when it goes off. The truth is that our work is never done we are always in the middle of doing something. <i>This forces me to not work the entire break. </i></div>
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-Schedule what days and when you are going to do work. Putting yourself on a schedule is a good thing!</div>
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-Plan some fun activities. That could be lunch with a friend, getting your nails done, shopping, doing nothing, reading a book, Spring Cleaning (ok that's not really fun but it feels great when its done). </div>
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But the problem with a Stay-cation for me is that I have to set these boundaries for myself about when and how much work I will do so that I can still enjoy the vacation I have earned/been given and find ways to let those in my life know that I'm not just in town for work but also for relaxation. </div>
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com1tag:blogger.com,1999:blog-8641482661272945578.post-17475397226114496632017-03-20T16:22:00.002-07:002017-03-20T16:22:59.115-07:00Authentic Assessment with Guest Blogger Jason ChinAs I find myself getting back to spending more attention with my blog I thought it was about time I share this guest blog post from my good friend Jason Chin. We met several years ago when I took my band on tour to Hawaii the first time and since then our friendship has grown. We are kindred spirits in many levels and especially when it comes to sharing our many musing on topics in music education. Enjoy!<br />
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<span style="font-size: 18.0pt;">Less Toscanini, more Lenny<o:p></o:p></span></div>
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Authentic assessment is a topic that has been on my mind
since the days of my undergrad. <span style="mso-spacerun: yes;"> </span>The
birth of high-stakes testing and data analysis have thrust many old-school
directors into a world where the model of the “easy A” is no longer viable. For
me and many other teachers of my generation, assessment has a far greater
meaning than it did during my own formal schooling.<o:p></o:p></div>
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Let’s look at the model that I grew up with first. Each
teacher wielded great power with grades. They had autonomy in creating their
own curriculum, grading systems, and had the final say over your grade. There
was great mystery in how we earned our grade in band. There was not a clear
breakdown of exactly how grades were calculated. We were told, “Just show up
and participate every day and you’ll get an A.” Easy A sounds good to everyone.
I never really knew how other people fared in class, but I did wonder if that
trombone player behind me who didn’t practice and couldn’t play very well got
the same grade as I did.<o:p></o:p></div>
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At some point in the mid 90s came the birth of standards
based education. This was a relatively new concept taught to us in our
undergrad a few years later, and became the norm once I entered the teaching
field. The idea of someone else deciding what was to be taught was a paradigm
shift that I struggled with, as did teachers who had decades of more experience
than me. This was the new world that we were to live in.<o:p></o:p></div>
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I’m not sure exactly when it was that I came to accept this
reality, but what I’ve come to understand is that the standards are not there
to stifle creativity and create conformist robots, but rather to elevate
teaching, provide structure, and provide constructive feedback for students.
It’s the last bit that really changed things for me as a teacher.<o:p></o:p></div>
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Your grade should mean something. It should be reflective of
the body of work that you’ve done, with an emphasis on the quality of work. Every
assignment, test, or quiz should be an opportunity for students to receive
feedback on what they’ve done, help them develop a plan for how to improve, and
be a part of an upward spiral of learning.<o:p></o:p></div>
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The separation of behavior from the assessment was another
topic I struggled with. I grew up in a system where you were assessed penalties
for late work, threatened with penalties if you incorrectly graded another
student’s assignment, and extra credit was a big deal. After teaching for
several years and tweaking things along the way, I realized that penalties and
extra credit skewed the grade in such a way that the final grade did not give
anyone an accurate assessment of the quality of their output. Gone are late
penalties and extra credit is an extra opportunity for the student to show
mastery of the standard. Deadlines are firm and I can only assess you on what
I’ve seen. I don’t see it, I can’t assess it.<o:p></o:p></div>
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Here in Hawaii, standards-based grading is largely limited
to the elementary schools. We have standards-based instruction and
standards-based assessment in school, but the final course grade is still the
traditional A-F system and averaging is still king. A few progressive schools
and individual teachers have forged the way for standards-based grading but
they are few in number and have struggled to implement those systems with what
we have to work with. I still average, but mostly out of convenience and
familiarity for all parties. I am not opposed to standard-based grading at all.<o:p></o:p></div>
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Online grading is the acceptable standard and transparency
is paramount. We can’t make an error without anyone knowing, and there is very
little leeway for rounding up. The “easy A” is a thing of the past. Some see it
as crippling the teacher. I see it as empowering the student and their family
support system. More information at your fingertips is a good thing right?<o:p></o:p></div>
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We’ve come a long way in education and my teaching has
evolved quite a bit since starting 13 years ago. Here’s where I stand with
assessment today. Please keep in mind that this is from the perspective of
teaching middle school band.<o:p></o:p></div>
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</span></span></span><!--[endif]-->Formative Assessment was a major buzzword about
10 years ago, and I knew that it was something I was already doing pretty well
at. <span style="mso-spacerun: yes;"> </span>I provide instant feedback for my
students in many ways throughout the school year, in every class meeting, and
every rehearsal.<o:p></o:p></div>
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</span></span></span><!--[endif]-->Summative Assessment was the other side of the
coin that was going to be more difficult. How do you give a fair and accurate
assessment for a course that has objective and subjective components? How do we
ensure that the student’s final grade is reflective of the quality of their
output?<o:p></o:p></div>
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</span></span></span><!--[endif]-->The first thing I did was discard the idea of
the “Easy A”. That was a cop out for teachers more obsessed with the quality of
their performances than with individual student growth and long-range learning.
That’s not a student-centered model. It’s teacher-centered: teacher doesn’t
have to do much grading; teacher makes all of the decisions; teacher doesn’t
have to answer to parents who are unhappy about their child’s grade.<o:p></o:p></div>
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</span></span></span><!--[endif]-->I came to accept that some students will get a
B, some will get a C, and a few here and there may end up with a D or F. As
long as I am able to justify it, I can be at peace with those grades. My friend
calls me the GPA killer. I call it authentic assessment.<o:p></o:p></div>
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</span></span></span><!--[endif]-->I looked at the only formal assessments that
kids are given: Solo and Ensemble Festival, and Large Group Festivals and
started with those models for breaking things down in my own classes. Here in
Hawaii, those events eventually became rubric-driven, and suddenly numbers and
ratings had more meaning than they ever had. Those rubrics were tweaked over
time and comment boxes helped adjudicators to go beyond the limits of the
rubric. This model became the basis of all assessment for individuals, small
groups, and the ensemble as a whole.<o:p></o:p></div>
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</span></span></span><!--[endif]-->The logical step for me was to take that which
is subjective and break it down to its parts, processes, and stages. I made the
subjective slightly more objective.<o:p></o:p></div>
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</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">What
makes for great tone?</b> Science has answers to that question, and Tonal
Energy’s recording and analysis tools have become a great tool for students in
class and at home. It’s okay to talk about embouchure, air, striking area,
mallet selection, mouthpiece/reed/ligature choice, etc. <o:p></o:p></div>
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</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">What is a
great phrase? </b>I listened to many great performers, asked questions of those
players, and narrowed everything down to a set of basic principles that I teach
my students.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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</span></span></span><!--[endif]--><b style="mso-bidi-font-weight: normal;">What is
good ensemble sound?</b> I broke ensemble sound down to topics like balance,
relative intonation, consistent articulation, timbre, texture, and clarity. I
teach/preach these concepts in warm-up and reinforce them in performance music.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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</span></span></span><!--[endif]-->Our online grading tools allow me to provide
very specific, rubric-driven feedback to my students when they take formal
playing tests. They see the descriptors from the rubric as it relates to their
score as well as any additional comments and suggestions I have. I try to
provide suggestions for improvement on those areas of weakness in the comments.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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</span></span></span><!--[endif]-->The dreaded practice log/charts were overhauled.
Everyone has lied on those at some point or another and will continue to do
that until the end of time. How do we make it a valid and authentic tool for
learning? The traditional model of a practice chart is quantitative and I
wanted to focus on that being a qualitative tool. Thus came the birth of the
Goal Sheet. Students are expected to break down their practice into a healthy
balance of exercises (rhythm, scales, articulation, lip slurs, etc.) and music
for performance. They need to have clear, realistic goals in mind, a process
for achieving those goals, and a metronome on nearly all of the time. The check
and balance in this is the informal assessments that I make through the course
of each class.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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</span></span></span><!--[endif]-->Instruction shifted to become less
teacher-centered and more student-driven. In class, we talk about and use
practicing strategies ad-nauseum, but we DO NOT drill. Repetition has its place
but the large ensemble rehearsal is not the place for that. When we are
together, we focus on what we need as a group. When students are on their own,
they do what they CAN do without the group. Peer assessment is a regular
feature of our rehearsals. It is very clear to everyone that the ensemble
decides how good we will sound.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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A major life changer for me was when someone shared with me
the idea that as conductors, “We control the totality of sound, yet we make
none.” I think that might have been from Peter Boonshaft. We have to instill a
burning desire to practice after a rehearsal and develop a drive in students to
come to each rehearsal in better condition than the last. I discarded the
vision of myself as the Maestro who holds the secrets to success. This is not
about me. It’s about the kids and giving them the tools to make great music and
fall in love with making great music.<b style="mso-bidi-font-weight: normal;"><o:p></o:p></b></div>
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
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<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
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Jason Chin is the Band Director at Kawananakoa Middle School
in Honolulu, Hawaii. He is in his 13<sup>th</sup> year of teaching and his 10<sup>th</sup>
year at Kawananakoa. He has served in various leadership capacities with the
Oahu Band Directors Association including President. He has served as a guest
conductor for various honor bands in Hawaii. He holds degrees from the
University of Northern Colorado and Sam Houston State University.<o:p></o:p></div>
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com1tag:blogger.com,1999:blog-8641482661272945578.post-20736820210286978992017-02-27T20:06:00.003-08:002017-02-28T08:38:45.429-08:00The Problem of the Evolving Classroom<div class="MsoNormal">
The Problem of the Evolving Classroom<o:p></o:p></div>
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There are so many layers and levels to where this blog post
comes from.<span style="mso-spacerun: yes;"> </span>First off, it’s the first
post in far too long. There has been so much that has happened in these past
several months/years and so many things that I feel like I want to jump into
and share but….<span style="mso-spacerun: yes;"> </span>I will start with
Friday. After being out of the classroom for eleven days attending the
California All State Music Education Conference (CASMEC) followed by our Ski
Week vacation that I took in my hometown of Eugene, Oregon I decided to pick up
a book I had probably purchased at last year’s conference (or around that time)
called “Common Core: Re-Imagining the Music Rehearsal and Classroom. <i style="mso-bidi-font-style: normal;">Standards, curriculum, assessment, and
instruction</i> by Paul and Ann Kimpton, published by GIA. <o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-Sy_rFrZa4k889t_JkFdd1cFgYXp3061vI6aRXl-rEgPmAnNvGlkfag-WL_Ah70MRRyJxS2jpHo0nlEv2dyS8vhk8fjeys0PYqx_1dXYz6ZYniNw0v9DQk0yKyXfpI0WPZAqkXaIAoAGM/s1600/download+%25286%2529.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-Sy_rFrZa4k889t_JkFdd1cFgYXp3061vI6aRXl-rEgPmAnNvGlkfag-WL_Ah70MRRyJxS2jpHo0nlEv2dyS8vhk8fjeys0PYqx_1dXYz6ZYniNw0v9DQk0yKyXfpI0WPZAqkXaIAoAGM/s1600/download+%25286%2529.jpeg" /></a></div>
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I don’t know why when I came home from a vacation I felt so
inspired to pick up a professional book of all things with such an exciting
title on the final evening of my vacation but I did. And I finished the book
today. Its only 130+ pages, big print, and lots of diagrams, but still for
someone like me who never seems to ever have enough time, reading a book of any
kind all the way through, is a big deal. <o:p></o:p></div>
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So I read the entire book and it resonated. Not so much the
need for the <b style="mso-bidi-font-weight: normal;">Common Core Standards </b>to
be the driving force in classroom or that I feel this push to make sure that I
get in line with the standards. In fact, back when this book was written in
2014 the Core Arts Standards had not been finished and only just passed legislation
this year to begin the process of revising our state standards. The concept of <b style="mso-bidi-font-weight: normal;">re-imagining the music rehearsal and
classroom</b> honestly is what held me through the entire book. I realized that
I have been literally re-imagining my classroom in my minds’ eye. Many of us do
this all of the time. I feel like I have been doing it for years and while I
move closer I feel like I am still so far. And that distance away from having
the music classroom I want to have has left me frustrated and stuck in many
aspects of my teaching. I feel like I am not where I want to be. <span style="mso-spacerun: yes;"> </span><o:p></o:p></div>
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I would be the first to tell you I haven’t loved my
classroom for a while. Not my physical classroom. It sure needs to be bigger
but its re-modeled and I’m comfortable there. It’s fine. I love my students. I loved
teaching. I have loved many of our performances, trips and experiences. When it
has come to my curriculum, assessment, student independence, and accountability
I have wanted more. I have been sitting on the edge of burn out for many years
and I keep thinking and trying to find better and more efficient ways to do
things. I have been on a journey the last few years that has included a lot of
self-reflection both inside and outside of the classroom. I think the best
teachers and people do this reflection on a regular basis. <o:p></o:p></div>
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There are many things that resonated with me in this book
but it’s the overall concept that our classroom and schools are evolving and we
have to adapt to make sure that we are providing the education that our
students, our parent community, and our school want and crave. If we don’t
adapt and evolve we may find ourselves obsolete or like me…feeling stuck. <span style="mso-spacerun: yes;"> </span>There is so much truth in this as we have to
recruit and retain students as well as advocate for funding for our programs
and also change to the ever popular <b style="mso-bidi-font-weight: normal;">block
schedule. </b><o:p></o:p></div>
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I don’t have a problem with block schedule. In some of ways
it’s the best thing that’s happened to me. It is so much easier for me to
teacher 3-4 classes per day instead of racing through teaching six ensembles. The
hardest thing about block schedule is that you don’t see your students every
day which puts more accountability back on the student to make sure that there
is “focused daily independent practice” outside the music classroom. It became
apparent that when we moved to block schedule while it is fantastic to have
more time to warm up and not feel so rushed in rehearsal we still didn’t meet
every day and so there was an importance on the outside of class time to review
music and <i style="mso-bidi-font-style: normal;">actually practice. </i>Something
my students have struggled with creating a routine for. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
In this new schedule one of the drawbacks to not meeting
daily is that there is more importance placed on independent student learning
outside of the classroom. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
After speaking to other teachers and reflecting on my
classroom this school year I realized that the concept of homework was really
more “outside of class activities” and that those activities needed to be
geared towards encouraging independent and focused practicing on fundamentals
and the band music. Rehearsal reflections, graphic organizers, goal setting
exercises, playing tests, and practice record type activities would need to be
implemented to hold students more accountable and help them organize and record
their independent practicing, reflection, and musical practice. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ultimately in many ways that is what this exactly what this
book is about. <b style="mso-bidi-font-weight: normal;">Block schedule ultimately
was my catalyst for change</b> because it forced our situation in our band program
to be different. I could not, nor do I want to be, the one who is solely
responsible for the quality of our musical product. I want my students to work
on their fundamentals and concert music outside of class but I also want to
teach my students relevant concepts and strategies that can apply to many
aspects of their life as a student and citizen. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One of the quotes that resonated with me in the forward of the
book was “Current and future music educators will need to adapt their teaching philosophies,
strategies, rehearsals, music selection processes, assessment practices, and
grading procedures to justify one of the most important subjects a human can
study-music!” (pg.9) It was how I had been feeling about my classroom and my
rehearsals-they had to change. And they are changing. Many of the things I had
been trying in my classroom fit into these categories. I am changing my philosophy
on what I think is important for my students to learn in their music education.
Everything was impacted by our change to block schedule, my need to not over
work, and our after school program schedule. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
The forward of the book discusses things that I want for my
students. I want my students to make connections between their music study and
their everyday lives and future careers. I want my students to be able to apply
higher-level musical concepts independently. I want to find ways to make my performance
based music classes connected to my students’ everyday life. I want to find
ways for my students to be engaged and held accountable to demonstrate, apply,
analyze, evaluate, and create content and skills learned in meaningful,
self-directed ways. <o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
I do want my classroom to be in line with Common Core and 21<sup>st</sup>
Century Skills because I do want my classes to be in line with current
education trends and other classrooms on our campus. I honestly don’t think it’s
that big of a stretch to align the connections between our music classroom
practices and these standards. My big take away from this book ultimately is
that our schools and classrooms are changing and we have to be ready for that.
I couldn’t avoid the fact that our school was moving to block schedule. It was
a better schedule for me personally so now as the teacher I am tasked with
setting up a curriculum that will work within this schedule to set my students
up for the best success possible. This book was an inspiring read about ways
that we might be able to set up our lessons and units of study to meet these
changes head on and ultimately make more meaningful and independent music
education experiences with our students. <o:p></o:p></div>
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What next? Well I am going to be dedicating a series on my
blog through this journey of re-imagining my classroom as we move to into the
three weeks of rehearsal leading to our Concert Band festival season. I hope
you check in and join me on this adventure of discovery and application as I
pull many of the suggestions from the book into practice as I re-imagine my
music classroom. <o:p></o:p></div>
Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-49693073453819815852016-06-04T11:29:00.000-07:002016-06-04T11:29:14.543-07:00Music First SoftwareThe past few years I knew that I was suffering from burn out (this past school year being the worst of it) and I have been trying to find ways to combat it from many different angles. One angle that I was presented with came from one of my mentors. He suggested that I "hold my students more accountable." In this context he meant musically but he was right about this in many areas of my program. This fit right into a personal project of mine to make my gradebook more rigorous while still maintaining my own ideals about music education while being honest and realistic about how to do all of this while being far too busy with way way too many students for one person.<br />
<br />
I came across an ad in one of our music education publications about Music First software. I had been interested in Smart Music because I really love the idea of managing student playing tests online but the cost was prohibitive. Music First was intriguing to me because not only the lower cost but all of different content in the product.<br />
<br />
I will say that I have in NO way maxed out all the potential that my classroom and Music First can have together but what I will say is that I implemented something new this year and it worked and it made us better and it was easier for me! All I used Music First for this year was a little bit of Noteflight (which my students had before and now all of our software is in one place), recording playing test (either sections of music or the Rhythm & Scale Chunks by Richard Canter), or writing prompts (like post concert evals). <i>Note: I highly recommend you check out Richard's book. Its really great to give you the 'what to test' for your ensembles. </i><br />
<br />
And just using it for that made a world of difference. Grading the playing tests was so easy because everything was right in one place on the website in one format. It was easy for the students to access on their smart phone or tablet or a tablet that I provide (and it works on chrome books and ipads).<br />
<br />
I felt like my students received the grade that they should but more importantly I saw so many students really and truly improve this year. With 60-80 students in a class this has been a great way for me to reach students one on one just listening to them play and then be able to provide feedback through comments with everything easily set up on the website.<br />
<br />
The online webinars are great and I was able to figure out everything and I don't think I'm that tech savy. I'm looking forward to adding in more elements of the website into my classroom next year.<br />
<br />
I'm going to take an online course this summer from Music First Academy and I'm looking forward to adding 1-2 more things that we can do next year.<br />
<br />
To read an interview that I did for Music First's website check it out here and you can look around their website for more info. I have found their staff and tech support to be amazing. The site is new and continuing to improve. We have a great facebook community and the online content that is being constantly shared and uploaded for teachers to use (built in lessons etc) is fabulous.<br />
<br />
Music First Interview with Julie Bounds from Santa Teresa HS (aka the Thrifty Band Director) <a href="https://www.musicfirst.com/about-us/news/santa-teresa-high-school">https://www.musicfirst.com/about-us/news/santa-teresa-high-school</a>Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-49290195178751917512016-06-03T16:15:00.001-07:002016-06-03T16:15:55.889-07:00Percussion Room Remodel This past year I have been doing a lot of overhaul when it comes to my percussion section and program. We have hired many new staff members, changed how we have set up the program, added summer workshops and a percussion only class next year for students grades 10-12 and purchased new equipment.<br />
<br />
But storage is ALWAYS a problem when it comes to percussion. Not just having enough room for everything but finding ways to store all of the stuff so it doesn't get damaged and so you can find it when you need it. My percussion program director, Greg Messa <a href="http://www.glmpercussion.com/" target="_blank">www.glmpercussion.com</a>, not only is a great teacher but also has a studio space to do equipment repairs and even builds things as needed.<br />
<br />
So Greg and I went "fixer upper" home remodel show style on our percussion room at the end of the school year. I didn't take any pictures of the before but let's just say it was a disaster. In fact with our staff turn over the big problem has been that we keep loosing items or thinking we don't own stuff because we simply can't keep it all organized and accessible.<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLsH5mLG-E4rpTdcQnNx8oDNCZGBVTHucmEkKUKCgGTSCi1OJYQ6KRX-UQqcUrZmuHvTgKcTlrdq-K5drt47bsXAadx39xhF_gDriPf9u_Lp5V0RacbOQWzY0jGvagLZBPbmu2RsxN2C0w/s1600/IMG_1779.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLsH5mLG-E4rpTdcQnNx8oDNCZGBVTHucmEkKUKCgGTSCi1OJYQ6KRX-UQqcUrZmuHvTgKcTlrdq-K5drt47bsXAadx39xhF_gDriPf9u_Lp5V0RacbOQWzY0jGvagLZBPbmu2RsxN2C0w/s1600/IMG_1779.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Greg built this shelf out of wood he already had. The bottom area we have our stands sorted by all the different kinds. We decided more slots were better with tom stands, cymbal stands, snare stands, etc. all sorted. The top section is cymbal and practice pad storage. We like also having the ability to store misc. drums above this cabinet. To the right of this shelf is where we are going to try to hang additional shelving to store mallets and sticks (like in hanging baskets) to things can easily be seen and sorted by kind. </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzCBpU0lk3O89wybzMQ-Z4bfunTPJQO5V0DSuUbdyT2rHIeOJgGWDOh1cimvfnhiwYQamiyL7jLU1u5FVxUcd6evNAweMDqQKhzJXaBv-97E4ztgzcIZ1u5AC2RUhEN7Ptn-GkK3Xa47Sh/s1600/IMG_1780.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzCBpU0lk3O89wybzMQ-Z4bfunTPJQO5V0DSuUbdyT2rHIeOJgGWDOh1cimvfnhiwYQamiyL7jLU1u5FVxUcd6evNAweMDqQKhzJXaBv-97E4ztgzcIZ1u5AC2RUhEN7Ptn-GkK3Xa47Sh/s1600/IMG_1780.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is on the adjacent wall to the stand cabinet. It was shelving we already had from a hardware store. The idea for us (and we plan on continuing to improve this) is that everything is visible and accessible. </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG0nGRK6HjFf2rFMVvyrGrhO7hsVIP5JCOp9xyW0gD5khtETY3uUS6WB0e_jn36H1PczTHsVB5QSlmk97BU-T2SIIFfdTqW-MER0uUAQpGiREBMr1yccX4fb5l-5gTY_6DMsy7XzPdELM/s1600/IMG_1781.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhiG0nGRK6HjFf2rFMVvyrGrhO7hsVIP5JCOp9xyW0gD5khtETY3uUS6WB0e_jn36H1PczTHsVB5QSlmk97BU-T2SIIFfdTqW-MER0uUAQpGiREBMr1yccX4fb5l-5gTY_6DMsy7XzPdELM/s1600/IMG_1781.JPG" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">I am just excited to see this much floor space in the room. We have misc items over here but we have room to store our drum set as necessary. Maybe add some additional storage. Its just amazing to us that all of this stuff was in this room before but you could hardly walk in it at all.<br /><br /><div style="text-align: left;">
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<span style="font-size: small;">We also have a newer Wenger percussion cabinet that is in the band room that we have all of our auxiliary percussion equipment. Moving the cymbals out of the cabinet has really helped and now its not so heavy to so we can move it around the band room a little more easily. Its still a work in progress. </span></div>
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<span style="font-size: small;">If you have pictures of percussion spaces you have organized please share with us!</span></div>
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-73636204501749750112016-03-21T10:27:00.003-07:002016-03-21T10:27:22.026-07:00Much ado about festivals'Tis the season for festival attendance. Yesterday I took the two Santa Teresa Jazz Bands and jazz combos to the Santa Cruz Jazz Festival in Aptos, CA. The festival just celebrated its 30th birthday and is put by a board of directors whose focus is hosting the two day/two concert event. As festival host myself, I really appreciate the work that this team puts in for this non competitive festival. It might not be perfect but nothing is...we teach kids after all.<br />
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<tr><td class="tr-caption" style="text-align: center;">Santa Teresa HS Jazz Band 2 working with clinician John Bremis</td></tr>
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Santa Teresa (my program) attends a lot of festivals. We go to marching band competitions, jazz band and concert band festivals with all of our groups. We host CMEA festivals and Music in the Parks Festivals. Even with all of that one of my students asked me a few weeks ago 'Why are we going?'<br />
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No matter how many years you teach and how many festivals you go to make sure that you answer that question, for yourself and for your students...because it is an important one. It will help you determine your philosophy, your rehearsal process, how you handle the adjudication & scoring process and what festivals you choose to attend.<br />
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My friend and colleague who has been teaching for 30+ years was reflecting this morning on social media about the festival process and his personal festival attendance. It made for some great dialogue on the topic. For each director you have to decide what is best for you and your program. Here's what he said:<br />
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<span style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19.32px;">CONTROVERSIAL OBSERVATION OF THE DAY: As you can probably tell, I don't care about festival ratings anymore, jazz, band, or orchestral. It's about the art and about the music making to the best of your ability. The walls are covered with certificates and plaques from over 33+ years. That's nice but honestly, big expensive deal. I sincerely encourage my younger music education colleagues (and many veterans as well) to take ratings at face value </span><span class="text_exposed_show" style="background-color: white; color: #141823; display: inline; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19.32px;">and with a small grain of salt. We take our groups to festival for the opinions of (mostly) accomplished colleagues, and that's what we get, a wide variety of opinions, WHICH IS WHAT WE WANT FOR EDUCATIONAL PURPOSES. Take the information and make it a teaching moment for our students after the festival. They will be better because of that, and not for that Unanimous Superior plaque or certificate on the wall. Discussion?</span><br />
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Here's what I know for me. I was "raised" by my middle school band director, who to this day (for me) is my gold standard, to perform often-both in concerts and in festivals. So I will say that I think that both are equally important and have a valuable place in the program. For example, we ended our 6th grade year with an elementary school tour. We attended jazz festivals throughout the spring and concert band 1-2 concert band festivals as well. We had clinicians. We prepared our music in a conscientious and determined manner as we approached festival. We reflected. We planned. We were ready. And when it was over, we listened, we discussed, we got better, and we moved on.<br />
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I was also raised in a middle school program who became accustomed to unanimous superior and superior ratings and first place trophies at competitive jazz festivals.<br />
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I was also a part of a high school band program that didn't see that same level of success.<br />
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I have been apart of both.<br />
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You could say "well just perform concerts and skip the festivals". And to that I say "sure" but wait. At a festival you do or can get a pretty big bang for you buck (look its the return of the thrifty band director). If you take your students for a full day festival they will get to perform, receive feedback, have a clinic, attend clinics (I try to pick festivals that have these clinics or workshops by pros), concerts, and other groups performances. These workshops and seeing students "better" than me was key to my growth and development as a young musician.<br />
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My principal said something to me recently (about something else) that has resonated with me "sometimes the social piece is just as important". And he is right. I know for myself and for many of my students those bus rides, trips to festivals (and all that comes with that) are just as important.<br />
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I attend festivals with my groups because I think those things are very important for young musicians. But the journey to band festival to me as also just as important. Its the fire that is lit a little bit under both myself in the students, knowing that the event is coming. Its the opportunity to focus on the rubric-which honestly is just good musicianship. The focus on tone quality, balance, blend, accuracy, phrasing, musical shape and more. We make recordings and adjudicate ourselves. Its journey we are on, together. When its all over we can take a step back and see how far we have come.<br />
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But you have to set this all up for your students and how you do this will come back to your philosophy behind festival attendance. I constantly remind my students that we ultimately can not control the opinions that others have of us. Sometimes we great and clear adjudication and sometimes we don't. How we handle the don't situations is also entirely up to us and can also be a valuable learning experience. There have been times in which after listening to a recording I wanted to yell at my friend and say "You gave them a 'Superior' are you kidding me? Were you there? Were you listening? I would have given them a 'Good'" There are times in which hearing the truth of where my ensembles were at, no matter what anyone says, brought me to tears because the quality was so low and I felt like I didn't event know where to start....but you wipe away the tears, listen to what is being said and try your hardest to set your ego aside, pick yourself up and take the right steps forward.<br />
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Developing a band program doesn't happen over night. Neither does learning how to be a band director. Part of the journey of learning for me as an educator has been attending festivals. I get to hear how other people would coach my students. I hear things that I didn't hear before. I receive strategies to improve the things I am not strong at teaching yet. I make friends who can come out and work with my groups and expand on what I'm trying to learn to do. You watch other directors and learn from them. You hear great music to take back to your program.<br />
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Going back to what my friend said on facebook "<span style="background-color: white; color: #141823; font-family: helvetica, arial, sans-serif; font-size: 14px; line-height: 19.32px;">Take the information and make it a teaching moment for our students after the festival. They will be better because of that, and not for that Unanimous Superior plaque or certificate on the wall." </span><br />
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You do need to make it a teaching moment or I think its honestly a waste of time and money because it is not given an important emphasis-when it is an important event. But I do think that there is something to be said, a sense of pride, about having a wall of Unanimous Superior plaques on the walls and a certificate recognizing the experience. (I won't say trophies because, I hate trophies, I hate storing them, organizing them, just give me a less expensive nice plaque I can hang flat on the wall or store much much easier). When I came to my job there were ZERO Unanimous Superior plaques around the room. There was not history of success. I know when I walk into my junior high band room I feel an extreme sense of pride to see the pictures and awards that I was apart of earning. <b><i>And so I will keep celebrating the hard work and dedication that came from the journey to the Unanimous Superior. </i></b><br />
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And just because you get one once, at least for me, doesn't really make it any easier the next year with a group of different kids. More than anything, I'm getting better at coaching them to the LEVEL of receiving that honor. My students and program are rising more and more to the LEVEL that receives superior ratings. But again, its about the road to the festival and where the next musical journey will take you.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgetX1CHD9EAtUxikqZhK3eocYiQ0CZoQuHQuE8wuUXWqz6wnkD7IVeaPQKdem4KF2POUPOl9th1cdZRuUgllVnUldQ1xWhfyMJREc44iPY5wVHCqHrkS09R5LYOSad2Er-K4kzJgX_dACO/s1600/IMG_1023.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgetX1CHD9EAtUxikqZhK3eocYiQ0CZoQuHQuE8wuUXWqz6wnkD7IVeaPQKdem4KF2POUPOl9th1cdZRuUgllVnUldQ1xWhfyMJREc44iPY5wVHCqHrkS09R5LYOSad2Er-K4kzJgX_dACO/s320/IMG_1023.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Jazz Combo "Wombo Combo" </td></tr>
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<tr><td class="tr-caption" style="text-align: center;">Myself and Brendan-ST Alumni & recent addition to our teaching staff. He is coaching jazz saxophone, jazz combo & has even helped out with Jazz Band 1 a little bit! </td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_t7oF_YFYKnE9uOYvpHzRD2LYLNAtyRc9cHNQ-bA-f18jpYUAh0p_Qk59xDVWotuqd4cxT0_OYRUUZZDdkIFdn_7mgHkDBWuF0f0V3lP7VXCdu_3Wzlk0DLPR7-ooQ-XYBg0Sq64bN7L/s1600/IMG_1028.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgI_t7oF_YFYKnE9uOYvpHzRD2LYLNAtyRc9cHNQ-bA-f18jpYUAh0p_Qk59xDVWotuqd4cxT0_OYRUUZZDdkIFdn_7mgHkDBWuF0f0V3lP7VXCdu_3Wzlk0DLPR7-ooQ-XYBg0Sq64bN7L/s320/IMG_1028.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Myself & Shawn Williams. Shawn joined our team last year and is assisting with coaching all aspects of the jazz program. This includes being the lead coach and director for the jazz combos. Coaching jazz trumpet sectionals and assisting with leading Jazz Band 2. </td></tr>
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-83657086548122003282016-03-14T17:28:00.000-07:002016-03-14T17:28:03.139-07:00Taking Steps ForwardI clearly have had a lapse in posting on this blog. That's a true statement. If I could summarize where I have been or what I have been doing I would state that I have simply been a busy high school band director for a vibrant and growing program in the San Jose Bay Area.<br />
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The other part of that story is that I have become the victim of something that happens to many many people in this profession and causes many to leave (including many people who have specifically had MY job) and that is....you guessed it.... B U R N O U T!<br />
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It took me a while to recognize it and I think that recognizing the problem, like "they" say, is the first step in solving the problem. I have been having work/life balance problems my whole career but as my life is continuing to move forward and I'm continuing to "adult" (and advance in age), having a better work/life balance is critical. I'm also NOT getting any younger (I'm 35) and this is my 13th year of teaching, so I have been at this awhile.<br />
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It hit me in January in the middle of a challenging time I was having with my some of my students. I just found myself saying it out loud to a friend "I'm just burned out" and I'm not in a good place. And that's exactly what I am. Except I'm in a better place about it now....I am taking steps forward.<br />
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<b style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 16px; line-height: 19.84px;">"Burnout</b><span style="background-color: white; color: #222222; font-family: arial, sans-serif; font-size: 16px; line-height: 19.84px;"> is a state of emotional, mental, and physical exhaustion caused by excessive and prolonged stress. It occurs when you feel overwhelmed and unable to meet constant demands. As the stress continues, you begin to lose the interest or motivation that led you to take on a certain role in the first place." -Google</span><br />
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Now here's some things that are true. I'm exhausted. I can't tell you how many times I have caught myself saying "I'm getting too old for this." Now I know that I'm not "old" and that I have a "long way to go" but hey I need to start slowing down none the less! I'll be old soon enough.<br />
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Is this excessive and or prolonged stress? Yes. I have been stressed for all 13 years I have been teaching with very short times where I'm probably not stressed. But ever since April of last year things haven't been "stable" in my program and so it has been a prolonged stress.<br />
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Now here's something important. <b>I have NOT lost my interest or motivation that led me here. </b>And that's because I'm still VERY inspired by the music and I'm VERY inspired to make music with these awesome students.<br />
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So I'm going into "band director recovery" of sorts. I'm working on trying to force myself to come home. To ask others for more help. To organize my booster club budget to fund positions for people to help me. I'm trying to make a calendar for next year that gives me time off. A schedule that allows me to do something else or play music somewhere else. I'm going to band director camp this summer <a href="http://www.banddirectoracademy.com/">http://www.banddirectoracademy.com/</a> and I'm trying to Love Myself and honor my personal time more.<br />
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Because I don't want to be burned out. I also really like my job. Teaching and band directing have a high burnout rate. I know that I'm not going to teach high school or be at this school forever but I do know that there is a chance as a I get farther along in my career that if I am going to do something different in this profession or professionally. These might be some of the last years at my current job and I do want to make the most of it. I just can't keep running at the pace I'm running at now.<br />
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I'm not sure how this story will end or when it will get better but I will keep you posted. I do know that burnout is different for each person. Its finally happening to me. My band program has continued to grow and expand. I have been on a variety of volunteer boards for various music organizations and running or working at summer camps (or both). With my growing program at ST and some transitions there its just been a lot on my plate, especially when there is only one band director at my school for the size of the program that we have.<br />
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So for my therapy for burnout today I will list the things that I am doing TODAY to take better care of myself. <br />
#1-I slept in.<br />
#2-Easy lesson plans<br />
#3-Done by 3pm<br />
#4-Afternoon workout<br />
#5-Packed all meals today/Dinner in the crockpot<br />
#6-Time to color in my coloring books, listen to music etc.<br />
#7-Watch House of Cards/hang out at home<br />
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Are you over scheduled like me? Overworked? Pick a few things that you can do this week for self care. Find a few ways to take better care of yourself each week.<br />
<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-60752607087272807352015-08-27T09:05:00.004-07:002015-08-27T09:05:34.339-07:00Because you never know....There are so many things to reflect about at the beginning of the school year. One of the things that has been at the forefront of this year for us over at Santa Teresa HS so far is that after years and years and years (the story is FAR too long for sharing here in this post), lights were finally installed on our football field a few weeks ago.<br />
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There are so many emotions surrounding this. I work and am close to a lot of people who went or were involved in Santa Teresa and they never thought they would ever see this day come. We are all so passionate and excited about what is coming for our community and as someone who had Friday night football games growing up, I am so excited to watch how it will shape and bring our community together in new ways.<br />
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The dawn of lights does mean the loss of the Homecoming Parade...an annual ST tradition that used to take place on Saturday morning before the Homecoming Football Game (that was on Saturday afternoon). While it is a loved and anticipated event in our neighborhood it has been a stressful and difficult part of my job to coordinate all 200+ students (we did the parade the last several years with every member of the program regardless of if they were in marching band or not). The evolution of the parade within our organization was something in and off itself. The marching band (which became a non-required activity in our program about 5 years into my time at ST) bore the burden of the parade. The only parade marching our program did was the Homecoming parade. It stretched the marching band thin for time trying to cram the learning of a parade as well as finishing the field show all at the same time (Homecoming is almost always the week before our first show).<br />
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Then I decided to go with my gut on something. For years I had felt like I didn't like the fact that I had a number of students who simply didn't know the very basics of marching. I had a student join the Coast Guard Band and was put in a marching unit. Only later did he tell them that he had been in band but never actually marched before. I feel like there is an assumption that band members who have been all the way through the high school experience should know the very basics of marching, have played in a pep band at an athletic event, know their school fight song, and have performed the Star Spangled Banner multiple times. I felt like I was doing a disservice to my students for not having them do this.<br />
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And as many kids have said in class this week "Pep Band is fun".<br />
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So I made the Homecoming Parade required for everyone and I asked that each student not in marching band participate in a few pep bands at football games (not all of them). And we did our part to help support this happening. We learned the music in class (all the stands tunes and parade music). My visual caption head and some other instructors helped me teach the students marching basics and we had some large music sectionals outside (like literally outside in the parking lot) to work on the stands music so we could pay nice and loud and work on the horn manuals. It took a village to manage this endeavor (we have a parent that helps me organization the large and small music, helps make sure that the kids have the right flip book/lyre material, and created a google spreadsheet where I manage part assignments and attendance) but we did it.<br />
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I probably should do an entire post on pep band.<br />
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Moving back to the Homecoming Parade and Pep Band. The student reaction was different than I expected. I thought I would get more push back. Turns out pep band is really fun when done well and the kids really like doing it and so its really not a big deal to anyone that they "have" to do three games (marching band will do all 5 games now that we have lights and will perform at every single home game). The students loved it. Sure the parade wasn't our favorite thing in the world but it was a really special thing to take our ENTIRE band program out into the community....<br />
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And what is so special these days is all the stories I receive about students who joined our program because they saw the Homecoming Parade. I won't miss the hours and frustration surrounding preparing for that 1 hour of the parade. But I will miss the community outreach part. It really reminds us that you <i>never know who is watching you. </i>It was really special to hear today that one of our new members would watch us every year as the parade would pass by the front of her house.<br />
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<i>For all you band directors I challenge you to remember this....you never know your students' story. They might have been that kid watching from afar for years hoping someday to be part of the program...in fact many of us used to be that kid....its how many of us got here in the first place. </i><br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com1tag:blogger.com,1999:blog-8641482661272945578.post-69550235108251891682015-07-28T15:02:00.002-07:002015-07-28T15:03:08.953-07:00Money can't buy you everythingToday we kicked off our 2015 Marching Band Leadership Workshop. I have a lot of feelings as we move into the beginning of another season. I am one of those people who doesn't dread the end of summer or the beginning of marching band season. I am not one of those directors who doesn't like marching band....I love it. So this time of year is always a little exciting...sure I mourn the end of summer (but let's be honest I live in California so I am not mourning the end of great weather) but I am excited about the prospect of a new year and about the upcoming season. It's an exciting time.<br />
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As the years have gone on at ST (Santa Teresa HS) things have changed. When I started this blog my program didn't have near as much funding as it does now, that is true. However, it was in today's workshop that I was running (free of charge...so it was free :)) that there are a lot of other things that don't cost money or you CAN'T BUY! and sometimes they are the most important. Today I was reminded of a few things.<br />
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You can't buy success. You can buy a great musical arrangement, choreography, percussion music etc. You can assemble your dream team of staff (trust me I have been working on this for years) but you can purchase hard work or dedication from your students. You can't buy passion and commitment from your members. You can't buy intonation (because if we could we would). I reminded that to my students.<br />
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I can set them up for success. I can coordinate and encourage fundraising. I can provide them with all infrastructure for success but if they don't do it....well then we won't be the best group that we can be.<br />
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Hard work, dedication, determination, and commitment. Those are the important things that money can't buy.<br />
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Happy marching band season....we kick ours off tomorrow!Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-43549816995001784002014-11-27T09:18:00.000-08:002014-11-27T09:18:17.776-08:00Returning the FavorLast week was a week of ups and downs. The ups were HUGE our marching band went to the state marching band championships and just had an amazing time. Then there were the downs, having struggles with some non band students on campus who were giving me a hard time. In the middle of last week I received this email from a wise beyond his years recent graduate from ST. I thought it was timely to share today on Thanksgiving. I am not only thankful for all of the blessings I have in my life on this day but its the signs of gratitude no matter how big or small that pop up in my life throughout the year that make this profession so special.<br />
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So here's the email I received on Tuesday of last week.<br />
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<h4>
<span style="font-family: Courier New, Courier, monospace;">Dear Ms. Bounds</span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">I understand that this week has not begun in a positive manner. In addition to what's happened, I know this is a busy time of year for the program. I wanted to take time to remind you of things you've done for me, as well as many others. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">1. You pick good music to play......I truly appreciate your music selection. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">2. You've ingrainted in me to always wait until my instructor (music or otherwise) is finished speaking, before I pack up. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">3. You've taught me to have a pencil during rehearsal.</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"> </span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">4. You've taught me to use that pencil during rehearsal. </span></h4>
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<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">5. You've made sure I have a tuner.</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"> </span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">6. You've made sure I have a tuner during rehearsal/practice.</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"> </span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">7. You've made sure I use that tuner during rehearsal/practice. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">8. You've taught me that if I'm late, hustle. (I overslept today, and as I was running to class, I couldn't help but remember when I had to run to the field to be on time).</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"> </span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">9. You've reminded me to be flexible like Gumby. (I need to work on this more). </span></h4>
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<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">10. You've taught me that it takes approximately 7 minutes before your instrument fully warms up.</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"> </span><span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">11. You've made sure I know what concert F is. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">12. You've made sure I know what concert A is. </span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">13. You've made sure I go out into the world with knowledge of jazz standards.</span></h4>
<h4>
<span style="font-family: Courier New, Courier, monospace;"><br /></span><span style="font-family: Courier New, Courier, monospace;">14. You've made sure I listen to jazz. </span></h4>
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Happy Thanksgiving! Enjoy your day!<br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-10158599063908738302014-11-15T13:57:00.001-08:002014-11-15T13:57:15.541-08:00A Day in the Life of Work to Rule....a rant from a LBDThis started out as a facebook status update. I decided it should just go on the blog.<br />
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A Day in the Life of Work to Rule....a Rant from a Lady Band Director (aka LBD)<br />
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Reflections on Day 4 of Work To Rule.<br />
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I am not very good at work to rule. Ok that's not entirely true....I'm working on being good at aspects of it. I only did ST work (no CMEA emails, or non ST band specific emails). No personal texts or phone calls (which sucks because of the hours I keep. I really should call my doctor and get in to see him since I haven't been feeling all that hot).<br />
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I tried to stay focused during my 1 hour prep and prioritize the week (which was hard considering the internet doesn't really work at ST) and it was very frustrating. I left at lunch and took my duty free break at my house and returned for Jazz Band at 2pm. During my "lunch" I did relax and eat and try to catch up on personal stuff (CMEA stuff, answering personal emails etc). Then I did some work because....well the internet works at my house and doesn't at my job.<br />
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Finally I taught jazz band and copied stuff right after school until my contract ended at 3:30pm. By that time I was playing with flute choir....because I am a member (I can't just call work to rule on them...if I am IN that group).<br />
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Then I came home and did the bus list for the competition because if I called "work to rule" and didn't do it tonight the only person who it would hurt would be me tomorrow morning when I had to do it at the crack of dawn before practice and walk across campus and print it because I don't have a printer in my office and have to print to the copy machine which often takes forever because the internet doesn't work at my job!Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-9592793742675942862014-11-14T13:47:00.000-08:002014-11-14T13:47:37.722-08:00Work To Rule...the Introduction to the Saga
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">There are a lot of things that I
should do more of. I guess we all fall into that trap. One thing I always feel
like I should do more of is support our teachers union and honestly be more
involved in many aspects of our district. But like so many folks I just don't
have any more time. Before I knew it I like, many of my fellow teachers, we
have found that our union negotiations are not going as planned and that the
union was calling for a teacher protest entitled "work to rule."<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">What is the first word that comes to mind when I hear the words
"work to rule"? Conflict. I am about to have many conflicts in
my little world. The union has a conflict with our district and now I have
conflict of interest. Do I follow work to rule, meaning only work my contract?
7.5 hour work days would have me in at 8:05am and leaving at 3:35pm. I am still
under contract to do the marching band class but would technically be done with
contract hours before marching band practice ends. I can't end marching band
practice early at the end of the marching band season. There are so many
letters of recommendation to write and emails to respond to. What do you do
with this conflict? Do you "punish" the students and cancel parts of
the band program because its outside of my teachers contract?<o:p></o:p></span></div>
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<br /></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">I wasn't sure what to do so I started thinking about it. Then I
read the following statement that was prepared by my colleague, friend,
and band parent for our parent community and students:<o:p></o:p></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: 'Times New Roman'; font-size: 13.5pt;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: Times New Roman; font-size: medium;">"Dear Parents and Students. </span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: Times New Roman; font-size: medium;"><br /></span></div>
<div style="margin: 0in 0in 0.0001pt;">
<span style="font-family: Times New Roman; font-size: medium;">I'm writing to solict assistance on an urgent matter. Despite a significant increase in funding to our school district, the teachers have not yet been given a new contract. Our union, the East Side Teachers Association, is pushing to reduce class sizes that were increased during the economic downturn and is seeking a long-awaited pay increase for teachers. Because the district seems unwilling to negotiate these issues in good faith, our union leadership has called for all teachers in the high schools of East Side Union High School District to state a protest called "work to rule." This protest is designed to bring the negotiators back together to work ou issues about class size and teacher salary. The phrase "work to rule" means that teachers follow the letter of the contract and stop doing any activities that are outside of it, such as working with students during breakj or lunch or before or after school. The goal of this protest is to encourage students and parents to contact the superintendent and school board to urge that negotiations be conducted in earnest and in a timely manner."</span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">I am sharing
this as part of my blog for many reasons: Its a my space in the internet and
the world and its my platform. Many other teachers may have faced these and
other similar challenges. My blog is to help other teachers. So if this helps
one of my friends out there then its worth posting. And I want to be
transparent with my students. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">Its a
conflict for me to decide what to do because I didn't get into this profession
because of what the contract said it would pay me to do. All along I have been
here at Santa Teresa to create the band program that I always dreamed of
running and Santa Teresa has been the BEST place for me to do that. I would
never change working here for one minute. I am proud to be an employee of East
Side Union High School District and Santa Teresa High School. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">Work to rule
has made me take a step back and evaluate what my job would look like if I
worked to the letter of the contract. It has helped me focus and prioritize
both my personal and professional time. It has made me conscientious about my
work and the time that I have to do it in....or not to do. My contract is
complicated because of my stipend and my complicated course load but none the
less I determined that I couldn't do work to rule. Not now, not in the end of
marching band season, winter concerts coming, chamber groups starting, jazz
band auditions pending, etc. No way was that going to happen. But I could take
a look at the things that I could do to support work to rule. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">But I am
trying to limit what I do outside of the contract. And honestly that means that
I do need to see both sides of "work to rule". This means that if I
am only to try to only do what is in the contract then I need to only do East
Side Union High School District work when I am at work and on the clock. That
means no personal text messaging, no facebook, no personal emails, no calling
the doctor, no surfing the web for personal items. For me it also means not
responding to emails from CMEA Bay Section during my prep period or answering
questions about the Music in the Park Festival or writing a recommendation
letter for one of my marching band staff members. If I am going to do work to
rule those other things that get mixed in my day need to be outside of my work
day. And to the best of my ability my work day needs to stay when and if at all
possible in my 7.5 hours. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">In rehearsal
time alone I provide about 2.5-6 hours of supervised student time during the
week beyond my contract. I volunteer, I respond to emails and I attend meetings
just to name a few things. I support our students by taking them on field trips
to music festivals and concerts. I do this because I love my job, but work to
rule reminds me that those are above and beyond our contract. And this program
and my job wouldn't be the same without these contributions. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">Today I was
faced with an interesting conflict. My pit instructor became ill and he was
thinking about canceling part of the practice but I didn't want to see that
happen and was happy to volunteer my time for the group. I could have asked my
staff member to pay me for taking the rehearsal or invoicing the booster club
for my time but my pit instructor does work all the time for me that is above
and beyond the call of duty.....especially when it comes to technology. Some of
his help we would say is being a good friend or great employee but its also
outside the scope of the contract he has with myself and our booster club
(STMAA). And so I don't mind stepping up to help in this way....and my booster
club takes GREAT care of me so I do feel compensated and supported. But the
biggest reason I stuck around is because I could work with the students and
make them better as we approach the final weeks of our marching band season and
that is the real reason why I stayed after school today despite work to
rule. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">I saw other
teachers around. I couldn't tell if they were watching me work after school
with our kids during this protest or if they were checking out the great work
that the percussion section was doing. I am hoping the later but its probably a
combination of both. I hope they know how much of a conflict it is for
me....like I hope it is for them....because then I know that we care. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">I am sharing
with people the fact that I have conflict and its distracting from my work.
That conflict is not having a contract. We work hard for these kids and our
community and it would be great if we could be compensated for that. I ask both
sides to work together to come to a resolution. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">I am not
asking for sympathy. I LOVE the extra things about this job. The music
festivals and competitions with the students are the best parts. There is
nothing like working with a single student or small group after school and
having a musical breakthrough. I didn't get into education for the pay check or
the contract....but a positive, conflict free, work environment is something
that we all deserve. <o:p></o:p></span></div>
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<span style="font-family: 'Times New Roman'; font-size: 13.5pt;">So help
support myself and my fellow teachers. In our own district and in mine.
Specifically for those in my local community, consider asking both our union
and our district to work together towards a resolution. Every student needs
smaller class sizes. Teachers need more compensation and we deserve, a three
year contract so that we aren't in the same place again next year. Provide me
and other teachers with the stability that I have found with my school
administration & staff, my students, and my amazingly support booster club.
They are a big part of the reason why our band program is so successful and I
never want to see that change. <o:p></o:p></span></div>
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<!--EndFragment-->Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com1tag:blogger.com,1999:blog-8641482661272945578.post-68637051115008082742014-11-12T13:53:00.001-08:002014-11-12T13:53:17.140-08:00Quick Fundraiser: Spirit Buttons<br />
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<b>SPIRIT BUTTONS!!!</b></div>
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This fundraiser started to come together a few weeks ago. Our athletic booster club started having a really great apparel booth at our home football games. Not only have they had great athletic apparel such as football shirts and hats but general school spirit items. They have everything from sweatshirts to lanyards to coffee travel mugs and fantastic polo shirts. I have been buying stuff up from them nearly every week. Bryan, the parent who has been coordinating this effort had one of my favorite items that we have had at our school in a long time....a button celebrating our school's 40th Homecoming. They gave them out at the football game and I thought it was a great way to celebrate this event. It was so much fun seeing all different Santa Teresa folks sporting these spirit buttons both at the game and now weeks later that it really got me thinking about creating my own button </div>
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Then we got our band apparel for the year and one of my booster volunteers, Robin, who is in my office nearly daily working on this that and the other commented on how much she liked the fleur di lis that our "graphic artist" and band alumni Allison created for this year's marching band show shirts. I though of combining Bryan's button idea with Allison's art work and create a spirit item. </div>
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I contacted Bryan's button vendor and got fantastic pricing for 500 buttons and its even a local company (something I LOVE supporting). I sent them the artwork (which was in a different color scheme) and they sent us back the above images. I did select option #3 for the button but its great to know that we could do some other versions at a later time. At the consultation of my students I decided not to add any text that way they would be timeless and not group specific broadening our sales base across campus. </div>
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The pricing is $.93 + tax for 200 buttons or $.58 + tax for 500 buttons. I did have to pay a $65 rush fee because I wanted to have them done in time for our Championships Marching Band performance (I wanted this item in time for this big event so all of our supporters could sport these sweet buttons at championships). </div>
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With tax and the rush fee the price difference between 500 buttons and 250 buttons was only $62.53 so the booster club approved purchasing 500 buttons. The price per button with the rush fee and tax ended up being $.76 per button. We are going to sell them for $3 each and are looking at a profit of $1119.63. For a fundraiser that took me less than an hour to come up with and process that's not bad at all. Plus I love when we can create an item that promotes our school program and allows folks to share their pride in our organization. We can sell the buttons, if we have extras we can give them to incoming freshmen as a welcome gift at some point, and we can even add a "volunteer" sticker to them and use some of them as name tags for our festival volunteers later this year :)</div>
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Can't go wrong with a button! What are you going to put on your spirit button?</div>
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Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-88823508382852705532014-09-25T07:57:00.002-07:002014-09-25T07:57:11.577-07:00Thrifty Tip of the Week-Great FundraiserOne of the most common questions that I get asked as the "thrifty band director" is how do you raise the funds that you do? When I started out as a band director there were a number of people beside me and my friend Kerry who has is a friend, band parent, and former board member (for much longer than her kid was in band) spent YEARS trying everything from candles to candy to carnivals (literally we had a school carnival) to try to come up with great fundraiser that is low stress, low risk, and most importantly a GREAT money maker. Kerry spends much of her time now working as the NPO coordinator for the concessions work at a major stadium in the bay area. Kerry works with all kinds of groups from bands, club sports teams and churches.<br />
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Kerry reminded me recently that all non-profits need to be sharing their fundraising secrets with each other! So here's one of ours. Kerry says "I can't believe how long it took us to figure this one out!"<br />
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The Apple Gift Card Fundraiser. You sell tickets for a drawing for a gift card....or multiple gift cards (that's the goal). But here's the specifics because they are important to your success. You can ultimately sell tickets for whatever price works best for your audience and you can pick the kind of gift card that you think would sell best in your community.<br />
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What we have done in the past is to sell tickets for $10 for $500 Apple gift cards. This year we are modifying the fundraiser and selling $5 tickets for $250 gift cards. The time of year that works best for us to sell the tickets is in the middle of November. The drawing is held at our Winter Band Concert and we do sell tickets at the event.<br />
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One of the things that I love about this fundraiser is that you can adapt it for your audience. I had a friend who did this fundraiser giving out $100 gas cards.<br />
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We purchase professionally printed ticket books of 10 tickets in each book. Tickets have stubs that we use for the drawing that includes the contact information of the person who is purchasing the ticket. This year we are selling tickets for $5 based on feedback from our students and parents last year.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi82JehWR3rYCYxngHF9KWH1YO1vnqDNa_e8vNXfsoAWhulcTi3iOJFQ_TAiEACTQuYA1YimUjeS-e_MNZspma58CFPHhGoBTXeO1Z5M14YeFGOzO-inx7zwTDAvFhULTxbBlFNYp8Ah4wG/s1600/IMG_2338.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi82JehWR3rYCYxngHF9KWH1YO1vnqDNa_e8vNXfsoAWhulcTi3iOJFQ_TAiEACTQuYA1YimUjeS-e_MNZspma58CFPHhGoBTXeO1Z5M14YeFGOzO-inx7zwTDAvFhULTxbBlFNYp8Ah4wG/s1600/IMG_2338.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ticket book for drawing</td></tr>
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The professional ticket books are worth the price. They make it so much easier to check out to kids AND then you also have the ticket stubs. for the drawing itself. You don't have to make anything and I think the sense of professional with the tickets is worth the expense and headache of handling it yourself.<br />
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I am a pretty big stickler about this. Students check out a ticket book and upon returning their money for their first ticket book they can check out another one. That way you have a good idea of where you are at in terms of sales. I try, if at all possible, to not allow students to return partial tickets except right before the event (and then those are the ones we try to sell first on the evening of the concert). I also sell tickets out of my office so I often try to help students finish selling all of their tickets in their ticket books.<br />
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Fundraisers that have an incentive for the students beyond selling something for the "greater good" also increases the success of any fundraiser. The incentive for students for this fundraiser is that we have a "student drawing" for an apple gift card. For every ticket book that they sell they receive one ticket for a student drawing for the same value and type of gift card that is being given away in the drawing. For us this year that's a $250 Apple Gift Card.<br />
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We also done other fun things to motivate student sales. The year that we purchased new uniforms we made little black shakos. For your first ticket book sold each student was given a little black shako for them to put their name on and hang in the band hallway for all to see (kind of like when you go to the grocery store and sponsor a charity and get to write your name on a paper balloon and hang in the store). For each additional ticket book they sold they were given another item to put on their shako (like a fleur di lis or a feather or a gold sparkly band). Oddly enough the students were motivated by this to sell more books. (Sometimes its the little thing with students that make the difference).<br />
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The best part of this fundraiser is that only expense to your expense to your organization (besides the cute little items to put on tiny shakos) is the ticket books. The amount of gift cards you purchase and give away is based on the numbers of tickets sold. Are you aren't sitting on top of a bunch of merchandise that will go unsold, you don't have to deliver or store anything big, nothing will spoil, you don't have to freeze this or spend thousands of dollars in purchasing products. Its an easy amount people can donate AND potentially get something for free.<br />
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This blog is often written on a lap top that I purchased with the $500 apple gift card that I won in our drawing we had a few years ago (I now purchase tickets for other people and not myself after I won). I purchased $100 worth of tickets and one of my students drew my ticket!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc_TBjL8yychEsMxvQrUO1M7xpbOiwaECrmsbmp6horqmMnDrzHzXheC9KHn4ls13XL8MiwjgzK0IftOo1FbgC8_Y-pCWP0ZZ64BNP_XZUveXGq_s50zYlgbsAtZd7QqHQjRMghT9sjTH-/s1600/IMG_2354.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc_TBjL8yychEsMxvQrUO1M7xpbOiwaECrmsbmp6horqmMnDrzHzXheC9KHn4ls13XL8MiwjgzK0IftOo1FbgC8_Y-pCWP0ZZ64BNP_XZUveXGq_s50zYlgbsAtZd7QqHQjRMghT9sjTH-/s1600/IMG_2354.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">My winning ticket! I still have it on my bulletin board :)</td></tr>
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Here's our financial analysis of the fundraiser<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1S0geHhvAxt9sAA7xCP_02Ux09TB5m_FdLzTag5CRUEr1ra8pqH2bIh9T73Slvf4MAhq2vL0tgaEGFSgyrSgSjWVJKY6D5c0wckbgfeMfl3qi4KwKw1dGE7z2HjqxvOP-ugERPhKCxdRW/s1600/apple+drwg+calculation.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1S0geHhvAxt9sAA7xCP_02Ux09TB5m_FdLzTag5CRUEr1ra8pqH2bIh9T73Slvf4MAhq2vL0tgaEGFSgyrSgSjWVJKY6D5c0wckbgfeMfl3qi4KwKw1dGE7z2HjqxvOP-ugERPhKCxdRW/s1600/apple+drwg+calculation.jpg" height="188" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Thanks to my STMAA buddies Bill & Deb for their great financial analysis of this fundraiser! </td></tr>
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Good luck and let me know if you have any questions or if you give this a try! We will be launching our annual Apple Gift Card Fundraiser in a little over a month!<br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-53466821589602029102014-09-10T19:34:00.002-07:002014-09-10T19:34:12.407-07:00What is a summer for this LBD like? <span style="text-align: center;">For the last several....days....weeks....now months I have been thinking "I really should blog about that" or I have been traveling and somebody brings up my blog. Well today I was getting cracking on a story I'm going to run and as I was going through pictures for that story and started scrolling through my photo stream of summer pictures which made me smile. Even though I had a super busy and often stressful summer...I also did some super awesome things. In reflection....it was a pretty fun summer for the Lady Band Director. </span><br />
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We went to New Orleans on Spring Break with students from our band program. It was an AMAZING trip and our trip leader Pam and our travel agent Marie Miller from <a href="https://www.facebook.com/TunedToTravel" target="_blank">Tuned to Travel </a> were fantastic. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUYU7I8DLOXyaRXclQ7W4NavNZQpWWnq0ceifunmtszNCJMaRFJWN0i-GSMPL8LNkkOFUaSjzDsk2nreVmyawNC62j95UUgz62lqT_sC1dWAljTrR5k8k_2neL_GxmXJTN8psnbFd66OOE/s1600/IMG_1946.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUYU7I8DLOXyaRXclQ7W4NavNZQpWWnq0ceifunmtszNCJMaRFJWN0i-GSMPL8LNkkOFUaSjzDsk2nreVmyawNC62j95UUgz62lqT_sC1dWAljTrR5k8k_2neL_GxmXJTN8psnbFd66OOE/s1600/IMG_1946.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">On the Swamp Tour<br />#notaselfiewithamy<br /></td></tr>
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Here's some shots with our bling from the Heritage Music Festival which was also a lot of fun. The first picture is of myself with Tony DeRose, our esteemed guitar teacher. The rest is self explanatory.<br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidd8K079TP5xJO3im-2cHmpzyvhyphenhyphenYqxAYunqE9mBeF62NJcKb7EGF11HMLAFDIf0cRayL_MngL00U_lKRLuH5PKXAxQjphGPhHjVTuD3s1s1-4Q04hZRSQ9N1Wta_QHnBSv-qgJdAxAuZI/s1600/IMG_1879.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEidd8K079TP5xJO3im-2cHmpzyvhyphenhyphenYqxAYunqE9mBeF62NJcKb7EGF11HMLAFDIf0cRayL_MngL00U_lKRLuH5PKXAxQjphGPhHjVTuD3s1s1-4Q04hZRSQ9N1Wta_QHnBSv-qgJdAxAuZI/s1600/IMG_1879.JPG" height="150" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbiPJoRAyolKX7_OF4Q0KQgI6RT6VfXyw7pp31rKkxh3Q8fXPihi9Vjliw1WLDqiM2qLgcsbxTlVtu_DPereiIG-PzHhIZAJvrMb4IDMIe6Qs6dWAf2WaLokLQ5SDybqKUg1Ok5Jyhzk6S/s1600/IMG_1882.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbiPJoRAyolKX7_OF4Q0KQgI6RT6VfXyw7pp31rKkxh3Q8fXPihi9Vjliw1WLDqiM2qLgcsbxTlVtu_DPereiIG-PzHhIZAJvrMb4IDMIe6Qs6dWAf2WaLokLQ5SDybqKUg1Ok5Jyhzk6S/s1600/IMG_1882.jpg" height="200" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZEvVBfNGIfs_E8tWBz4-F4-KYTOgklAqvkQXcE5d8J6BfrYozEatPXBeJe9L6aEb4sFGi-thWmM15QY50FSiR0JhiIrNmVtoDUc0pe1ZGEXJY-DHidW9mVAur8nbOqkOD3Wqrax8TBzuA/s1600/IMG_1878.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZEvVBfNGIfs_E8tWBz4-F4-KYTOgklAqvkQXcE5d8J6BfrYozEatPXBeJe9L6aEb4sFGi-thWmM15QY50FSiR0JhiIrNmVtoDUc0pe1ZGEXJY-DHidW9mVAur8nbOqkOD3Wqrax8TBzuA/s1600/IMG_1878.jpg" height="200" width="150" /></a><div>
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After New Orleans it was back to school to finish out the year. We hosted Music in the Parks Festivals, played many a concert, and even took a pep band to the elementary school 5k "Slug Run". <i>Thrifty Band Director Tip: If you want to build a fundraising base in your community...have a community presence by supporting other events in your community. Plus its a good experience for your students! </i></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTK5b2lhrZO-HMkL5MhYBD4Z-qM_36ZcNhAMJs-vnQnZfSxtbZ6ab0VexFtBt-kDqhi1_EWO09FBRnUIxRYN6CxxJ2WoF8UoxZ3Bp9n6SbC_W7ANVXDQ2oRkdsVH7Qk9W4PVrO3DtU48vr/s1600/IMG_1977.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjTK5b2lhrZO-HMkL5MhYBD4Z-qM_36ZcNhAMJs-vnQnZfSxtbZ6ab0VexFtBt-kDqhi1_EWO09FBRnUIxRYN6CxxJ2WoF8UoxZ3Bp9n6SbC_W7ANVXDQ2oRkdsVH7Qk9W4PVrO3DtU48vr/s1600/IMG_1977.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Slug Run</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlGmVaiO4AHeCC8PtEAAf_nQMLrNjoIKFvirAloLVm0KrBEEWGTwf8I1QnmeUls3MIPaQzK0MJgb9LeZb71qYeFY-MLV4dcOm7rO-ORAFZy10ZqgYQ4j5lw7HykbK6Jw8BOkim6oKemPWG/s1600/IMG_2005.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhlGmVaiO4AHeCC8PtEAAf_nQMLrNjoIKFvirAloLVm0KrBEEWGTwf8I1QnmeUls3MIPaQzK0MJgb9LeZb71qYeFY-MLV4dcOm7rO-ORAFZy10ZqgYQ4j5lw7HykbK6Jw8BOkim6oKemPWG/s1600/IMG_2005.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Freshmen Band Clarinets pre-Spring Concert, #selfieswithamy</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuPyltqdhmqHOPf-c_qxw3l43I-3B38h2fiALE03lqbFH89WH8vO33JDgoiJGUxgs1_wWq97ET0gYDg2U7FqPG43IS9AqHjQLdDjwwO8gx66gYWDQJWU1MKcgTnFIeISnwTHeySQc5KChR/s1600/IMG_2028.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuPyltqdhmqHOPf-c_qxw3l43I-3B38h2fiALE03lqbFH89WH8vO33JDgoiJGUxgs1_wWq97ET0gYDg2U7FqPG43IS9AqHjQLdDjwwO8gx66gYWDQJWU1MKcgTnFIeISnwTHeySQc5KChR/s1600/IMG_2028.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Ukulele Ensemble back stage before our awards show performance.<br />#selfieswithamy</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4rRC6YLianLqlBONFQjFncJ61ONgC7cnvXlStClno2c1YfP0CdocvKqM7Laj9U1J4MeKxtrXyn0jSejO4phZPPCgS753p0GuQIMBSUOoGwKiNX9HHkG6kaxwTk6MVgq6vbUhDHt1AeDMK/s1600/IMG_2021.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4rRC6YLianLqlBONFQjFncJ61ONgC7cnvXlStClno2c1YfP0CdocvKqM7Laj9U1J4MeKxtrXyn0jSejO4phZPPCgS753p0GuQIMBSUOoGwKiNX9HHkG6kaxwTk6MVgq6vbUhDHt1AeDMK/s1600/IMG_2021.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Music in the Parks backstage trophy assembly at Great America.<br />Chris Kaldy aka one of the thrifty band directors besties and partner in music ed crime (and fundraising).<br />He loves trophies as much as I do. </td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtPgmM4zdY7ct23l70LzKTaG5vjrRUqHnuDRK_rm6CEi4kR2KCxgm3uopN9xdmh_GUkk4HdbC5vL85UmLxmeWv2ivWk6imtlz8xPbSrX4o9-i4kf9cuFJSJjuahOxppfjvVz-Eswky4uQ9/s1600/IMG_2102.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjtPgmM4zdY7ct23l70LzKTaG5vjrRUqHnuDRK_rm6CEi4kR2KCxgm3uopN9xdmh_GUkk4HdbC5vL85UmLxmeWv2ivWk6imtlz8xPbSrX4o9-i4kf9cuFJSJjuahOxppfjvVz-Eswky4uQ9/s1600/IMG_2102.JPG" height="266" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Summer in the City, San Jose State University<br />Summer Music Camp 2014<br /><div style="text-align: left;">
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After school was out and all the music festivals were over I took some time off and also attended a fabulous conducting workshop at Michigan State University. I then quickly jumped back in it and worked as the Camp Director for the Summer in the City Music Camp at San Jose State University. </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTcsAq4xowglB1TeUlA0jTmB5UFheby2I-wBabPiaRdwdt8caKfsFaR3zy6stZKJ6WKnoCizVZJwb3UZE6Hj6Ze7COPDga5i21nKDVawPqHRKucMc3psZ7Apnxv478FHnrJhcOJZWcDHVM/s1600/IMG_2107.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiTcsAq4xowglB1TeUlA0jTmB5UFheby2I-wBabPiaRdwdt8caKfsFaR3zy6stZKJ6WKnoCizVZJwb3UZE6Hj6Ze7COPDga5i21nKDVawPqHRKucMc3psZ7Apnxv478FHnrJhcOJZWcDHVM/s1600/IMG_2107.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Saxophones! </td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFXTRMIovcRpV9pfOe8YuWay-7D76UtbNck-dCoJCthymP0ZbSjRQ1VdoWBJsaVSURPCpnOnMResPFuEMTbAVNntz5AG-J4YeCqw2dJAknF7qKNDFB2p5ytWDLsYwed-fjIGFi5Rt52N3-/s1600/IMG_2105.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjFXTRMIovcRpV9pfOe8YuWay-7D76UtbNck-dCoJCthymP0ZbSjRQ1VdoWBJsaVSURPCpnOnMResPFuEMTbAVNntz5AG-J4YeCqw2dJAknF7qKNDFB2p5ytWDLsYwed-fjIGFi5Rt52N3-/s1600/IMG_2105.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Mr. Grantham has had enough!<br />Also one of the band directors the <br />thrifty band director might be spotted <br />with from time to time. <br /> </td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzf3zDagmvSHKs5FlXVlmH0YHPtay4t6YanYyLT0xE8ku1aO_AwaWbN428fpixo5hXw26N1CDtamvqbbc7A7AkcHgJmLvx7K7cjC5cbCTlxiojkrwK6sb-NncSniM79oZl8XYC1CD4u08R/s1600/IMG_2113.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzf3zDagmvSHKs5FlXVlmH0YHPtay4t6YanYyLT0xE8ku1aO_AwaWbN428fpixo5hXw26N1CDtamvqbbc7A7AkcHgJmLvx7K7cjC5cbCTlxiojkrwK6sb-NncSniM79oZl8XYC1CD4u08R/s1600/IMG_2113.jpg" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Tiny trumpet?</td></tr>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0lv-DI5X3_H7133gZdCWcaje_ADix4Fb6uYxav248i8vtBdCtP5PxTHoBYGJRYygW6rTW48A0VYIpvgWGZo_XcW36JXr_jnH4OqxXcf_sQos19W0QThvioBQ8XTekv45pCZ4H0SlfH-5D/s1600/IMG_2116.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0lv-DI5X3_H7133gZdCWcaje_ADix4Fb6uYxav248i8vtBdCtP5PxTHoBYGJRYygW6rTW48A0VYIpvgWGZo_XcW36JXr_jnH4OqxXcf_sQos19W0QThvioBQ8XTekv45pCZ4H0SlfH-5D/s1600/IMG_2116.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Brass Ensemble<br /><br /><div style="text-align: left;">
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Then it was even more time off for vacationing and summer fun that was NOT band directing. After that was done it was back into the 2014 year with the ST Marching Band Camp! <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs8b957Y_8rcobHVybm_BOgvKFYnwAdoGJWbxplUtPwn5n05vaNB3ksQxXnnPBsFBYXGJ8DBjfEeR7euLx9nb872Hd21WVv3nya-FZjmYDlhmgSMV6pbO_SzHdr0PE1f0KPMP-m87LdAvD/s1600/IMG_2262.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs8b957Y_8rcobHVybm_BOgvKFYnwAdoGJWbxplUtPwn5n05vaNB3ksQxXnnPBsFBYXGJ8DBjfEeR7euLx9nb872Hd21WVv3nya-FZjmYDlhmgSMV6pbO_SzHdr0PE1f0KPMP-m87LdAvD/s1600/IMG_2262.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">ST Drumline with Keelan</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoD1zQe7bMYn1j5IaveL7BwrBiUmOos8ufk_JMGJdQlbNN53S-zlV8svPASPJBuyKviSN-BPBkDlu-NaCXuSNEiXF3xxZJuNkfeHieJbhmZZgkjDUsuT84SvIpw0LKXXzpQ943ovZwnkFw/s1600/IMG_2270.JPG" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgoD1zQe7bMYn1j5IaveL7BwrBiUmOos8ufk_JMGJdQlbNN53S-zlV8svPASPJBuyKviSN-BPBkDlu-NaCXuSNEiXF3xxZJuNkfeHieJbhmZZgkjDUsuT84SvIpw0LKXXzpQ943ovZwnkFw/s1600/IMG_2270.JPG" height="240" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Relaxing and playing uke</td></tr>
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We also had some fun going flute shopping a few weeks ago for a new flute for one of my students. The folks at West Valley Music were fantastic and Carrie got a new flute!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgThkrHBwGvFok3RUb7a1ajOcmWiScSZlsvlf_6Cyz1telZLf7oyT-VqeCLm86WZ0lDvG4FARx41lepfOvAy8KdXqmr-L0uZiQH3YRIpihrHo2Y7Im1paujaNRwrbETONcT8I9MwrZ7ZFc7/s1600/IMG_2282.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgThkrHBwGvFok3RUb7a1ajOcmWiScSZlsvlf_6Cyz1telZLf7oyT-VqeCLm86WZ0lDvG4FARx41lepfOvAy8KdXqmr-L0uZiQH3YRIpihrHo2Y7Im1paujaNRwrbETONcT8I9MwrZ7ZFc7/s1600/IMG_2282.JPG" height="240" width="320" /></a></div>
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Finally it was off to the homeland to attend the Oregon/Michigan State Football Game and start to bring summer to a close (even though we had already started school). I love both schools but was glad that UO won (naturally). </div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifOHBuaUdVX0E87iUurT5AGEeO653ZDCRIQJUCb4Fsj5vENp-NwO8K1wNIF8Ef9gIY5yW9C6lkMnoglKy1j49C_lcOKCpfPsSnnYHxwCBboFUsFODDC_DuE4wKJLnCPHHK-hRZRjXdjbHr/s1600/IMG_2315.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifOHBuaUdVX0E87iUurT5AGEeO653ZDCRIQJUCb4Fsj5vENp-NwO8K1wNIF8Ef9gIY5yW9C6lkMnoglKy1j49C_lcOKCpfPsSnnYHxwCBboFUsFODDC_DuE4wKJLnCPHHK-hRZRjXdjbHr/s1600/IMG_2315.jpg" height="320" width="240" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">At the game with my friend Judy! She's a secretary and the thrifty band director advises that you ALWAYS become best friends with your secretary! </td></tr>
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Happy End of Summer everyone! I sure hope it was a great one!<br /><div>
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Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-84494459256977129112014-04-09T11:45:00.001-07:002014-04-09T11:45:56.850-07:00The Six Songs of Your LifeCMEA Band Festival is over. State testing is upon us and the last thing anyone wants to do is to jump back into playing....most importantly me. We are all fighting burn out and trying to push to the end of the year. But we need something to do....<br />
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And a friend suggested this article from NPR.<br />
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<a href="http://www.npr.org/blogs/theprotojournalist/2014/01/11/222170422/tell-us-the-6-songs-of-your-life" target="_blank">The Six Songs of Your Life</a> it was a story put out by NPR that asked listeners to list the six songs (title & artist/composer) that tell the story of your life up to now. Along with a line explaining why the song is important to you. (e.g. I remember singing this one in kindergarten).<br />
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I have challenged all three of my band classes (those Unanimous Superior rated ensembles) to complete this task this week and then share them in small groups next week.<br />
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Here's mine:<br />
#1-Tingalayo-Raffi<br />
My elementary music teacher played the guitar and sang with our classes and we sang a lot of Raffi. I absolutely adored that class and music in general at a very young age. One of the first concerts I ever went to was Raffi.<br />
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#2-American Pie-Don McLean<br />
This just summarizes for me so much of middle school and high school both my experiences and the music that I listened to during that time. It reminds me of home and of my past.<br />
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#3-The Dreaming Tree, Dave Matthews Band<br />
I have been a huge fan of the Dave Matthews Band since I was 15 years old. I have seen the group many many times with many of my friends and have wonderful memories of the concert. A dear friend who is no longer with us, helped sketch out a winter percussion show idea around this song called "The Dreaming Tree." A few years later my winter percussion group at Santa Teresa would do this show and we were very successful that season.<br />
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#4-Appalachian Spring, Aaron Copland<br />
This is one of my favorite pieces of music and reminds me of my experience as a classical musiciand going through music school. It was also the piece of music that I got to conduct the first year I was drum major at UO which was a life changing experience and it was an honor to be that postion with this group.<br />
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#5-Somwhere over the Rainbow-Iz<br />
Makes me think of that special someone in my life.<br />
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#6-Home-Edward Sharpe & The Magnetic Zeros<br />
It reminds me of Home and of the nearest and dearest friends I have in my life. You know who you are.<br />
<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-33490398459274238222014-02-21T09:44:00.005-08:002014-02-21T09:44:53.139-08:00CASMEC 2014 IS HERE!The California All State Music Education Conference is upon us! It's time for all the music teachers of California to gather in the great state of California for a fun four days of conferncing!<br />
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We kicked off the conference yesterday with more sessions offered Thursday afternoon. The Homestead HS Orchestra had an outstanding first concert of our conference. This morning was a fantastic master class with SF Symphony trumpet player Mark Inouye. One of my very own trumpet students had the opportunity to play for him during the master class. The entire experience was amazing.<br />
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Today will feature some hanging out at the exhibit halls, a professional development session "Will Teaching Festival Music Through The Common Core Lens Make My Group Sound Better?" This session will be led by Russ Sperling and Jon Grantham. Jon and I have been friends for a long time and this is the first time in six years that we will NOT be working this fine conference....but we can't stay just "attend" a conference so we are both presenting.<br />
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We welcome Travis Cross to the great state of California. Travis is the new director of bands at UCLA and will be leading this year's conference band reading session. A really highlight of that reading session is usually listening to me butcher exposed and beautiful piano parts during the sight reading.<br />
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And finally....I will be presenting today. I am presenting on the topic of music composition in the class room and my session is entitled "Compose Your Own Adventure". Check out my presentations section of my blog for more information.<br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-53162716710399680112014-01-05T13:14:00.002-08:002014-01-05T13:14:40.063-08:00Ramblings on a new yearThe month of December, for every music teacher is a whirlwind. Just coming off of marching band season, like many directors out there, I was madly pulling together winter concerts and prepping for the end of the semester. Myself and my band staff were cramming in winter percussion, winter guard and after school jazz band auditions in those few weeks of December so that we could be off and running come January. With all of this craziness I also had planned a trip to the Midwest Band and Orchestra Clinic which happened to be the last week of our semester and the week before break. It took me three weeks to prepare for but I was able to go to the conference (virtually) stress and work free. Winter break is the one holiday I really try to observe...meaning that you can usually catching me working on the February break, spring break, and summer but a few years back I decided to do my best to clear my schedule and actually vacation on winter break....sort of (I did "schedule" three days of work at the end of the vacation so that the beginning of January doesn't slap me in the face and push me to the brink of tears). I traveled to Midwest, spent time with my family in Oregon, spent time with friends in Santa Cruz for New Years, and then came home to prep for the upcoming year.<br />
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No matter how much preparation you plan and how many lists you make sometimes life brings you challenges that you can't plan for and never expect. The community for which my band is apart of was rocked by tragedy during this month. It brought people closer together than I could have ever imagined and reminded me of how important and valuable the villages we are apart of and create really are. It reminded me of the importance of spending time and treasuring those that we love.<br />
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The Midwest Clinic was a welcome event in my life. It was a wonderful and exciting conference as always. I had been looking forward to going for a year. Not only did I enjoy excellent concerts, great sessions, and bonding with my band director friends from all around the country, I was honored to provide percussion coaching to my good friend Jon Grantham's band, Amador Valley Wind Ensemble 1 as they performed at the concert and got to support the Gunn HS Orchestra under two friends of mine, Sandy Lewis and Todd Summers. I attended some fabulous sessions that have really stuck with me.<br />
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One of the things I desperately need to improve is my approach to tone quality, intonation etc. Basically, my groups play way too out of tune and its time for me to change my approach. I attended Beth Bornk & Marry Ellen Cavitt's session "Understanding Chord Tuning, Balance, & Intonation" which was wonderful and really set the stage for Shelly Jagow's session "Tuning for Wind Instruments." I have made it my "band room New Year's Resolution" to absorb this information, read more, use tonal energy, and get our intonation IMPROVED!<br />
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I got to celebrate my friend Rob Franzblau's release of his new book that highly recommend to students considering majoring in music education and their teachers who have to answer the questions "should I major in music" and "how do I major in music"<br />
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I also attend sessions on the Finnish Conducting School, "Help for your Horn Players" (which was amazing!), and Composing 101 for Music Teachers by Dr. Rob Deemer. Rob and I both had the opportunity to contribute lesson plans to a new GIA publication entitled "Musicianship: Composing in Band & Orchestra." This book is an outstanding collection of chapters on the topic as well as practical lesson plans.<br />
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This year I will be sharing more about this book on the blog as well as trying out several of the lesson plans in the book out on my classes and sharing them here with you. If you are in California and will be attending the CASMEC consider coming to my session. I will be profiling my lesson plans from the book as well as strategies that I use to teach composition in my large ensemble classes.<br />
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This week I will also be presenting on the topic: "Getting the Most Out of Your Percussion Section" at the CMEA Bay Section Conference. I will be sharing more on this session this week and following the session will present a summary of the session right here on the blog.<br />
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And here's a little LBD meme that I was sent during the break for your enjoyment:<br />
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Happy New Year!<br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-10040830442969648242013-10-06T14:09:00.001-07:002013-10-06T14:09:47.659-07:00Lady Band Director....how it all started<div class="separator" style="clear: both; text-align: center;">
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If you are a band director in the state of California then you may already know a little bit about this because you might have even been there when it all started.<br />
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If you are friends with me on Facebook you have LOL'ed one too many times about the many memes that have been posted on my wall since lady band director all started.<br />
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This is my best attempt at the story that is "Lady Band Director"<br />
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It was an early morning at the California All State Music Education conference or as we like to call it "CASMEC" and it was time for our annual California Band Directors meeting. While its a crazy early morning session and typically not well attended we knew (as someone who is on the conference "special projects" committee) that this year in particular our general session would be well attended because we were going to have our official membership vote to move the conference to San Jose.<br />
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The room was packed. There was a long table elevated at the front of the room that our very large board of directors sat on.<br />
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I will say this in defense of how and where this story goes....there were more women in the room than one might expect in a room full of band directors and band directing can be a bit of a boys club. Every one knows this is a male dominated profession but every one also knows that there are a lot more female band directors these days.....or at least I sure feel that way. And I will say that at the beginning of this meeting it felt that way too.<br />
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We have a few ladies (not near as many as I think we should have) on the CBDA board. We have a wonderful lady administrative assistant for our organization. Our meeting started out with introductions and some reports as well as introducing our new members and our college band directors in the room....and I will point out that there was presence of ladies being introduced during this time....<br />
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And then...then it got real. One of our more veteran band directors got up to give his report. Now I'm going to same this as a disclaimer...this blog is not a rant on what he said. In fact, I honestly am not offended really at what took place next but it did change the course of history a bit and for that I am thankful. The fun, humor, and awareness that these next statements brought to Lady Band Directors everywhere is appreciated so here goes.<br />
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He looked out among us all and said "Before I get started I would like to take this opportunity to thank the lady band directors. You all have been doing such good job teaching..." I'm not sure how it ended because that's all I needed to hear.<br />
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It got quiet as I remember and we each kind of started looking at each other. Its those kind of moment where everyone is silent but mouthing things like "can you believe he just said that?" And it wasn't just the LBD's scouting out the reactions of the other LBD's in the room. In conversing with other folks it was many people leaning over and saying things like "he might be right but you just can't say <i>that</i> anymore." It was awkward because no one knew what to say or do.<br />
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One woman was enraged. She came up to me after the meeting because, yes, I am a lady band director, I'm on the conference committee, and I spoke at the session. I told her that I too couldn't believe that he said that but I wasn't going to take offense to it because I was not sure exactly what he meant by it. I tried my best to help her see that it probably was an innocent statement by a gentleman who thought he was making a positive and supportive statement. A man who is from a different era and just didn't actually know what would be the proper or appropriate venue to share his enthusiasm and support for the evolution of the profession. Or maybe not. Maybe he meant it a different way.<br />
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Or maybe he meant it exactly how he said it. Who knows....and honestly who cares.....because.....what came out of it actually has been worth it. I think what he was trying to say....and if it wasn't then I'm going to take it this way....is that there are MORE lady band directors than there have been before and you know what we ARE doing really great things in music education.<br />
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Now most of the folks who read this blog I assume are band directors. We are an odd bunch and when we are together we are like a bunch of caddy school girls so let me tell you it wasn't within 15 minutes that "Lady Band Director" was ALL we could talk about.<br />
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Before I could make it downstairs from the first floor to the second floor we had jokes about composing music for "Pieces of Ladies." I had to rush down and have a good laugh with our Lady Administrative Assistant about how we should start having "binders full of women" at our registration area so that when people are voting for things or need assistance they know where to find all the ladies.<br />
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And then we had our first meme. These memes and the dialogue for the remainder of the conference was really about how we needed "a lady band director" to do something. This was NEVER implied in the original statement....but that's where we took it because "lady band director" took on a life of its own.<br />
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It started with this meme:<br />
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Then we returned home. I couldn't help but tell my jazz band. My students have an amazing ability to use lady band director comments at just the right moments. When leaving the stage at the jazz festival "Ms. Bounds that was pretty good for a lady band director. Your band swings pretty hard." I can be heard when I have to put on my heels for a concert "its hard to be a lady band director." And you know what it is but what's not hard is receiving all of these memes posted on my Facebook! Its taken on a life of its own and somehow I end up on the receiving end of a lot of the commentary via text message and the posting of many memes on my Facebook. A big shout to fellow band director and friend Todd Summers (who didn't even experience the first LBD moment) for never missing an opportunity to create a meme for me. In case we aren't Facebook friends here's a montage of the memes.<br />
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They started with:<br />
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Then I had some drama with my car so I was gifted with these:<br />
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Then I took my Jazz Bands & Combos to Santa Barbara:<br />
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Then I celebrated 10 years at my school:<br />
(I believe this meme was brought to us by a fellow LBD)<br />
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Most recently we got new marching band uniforms. Naturally Ryan had to share in his enthusiasm for our new uniforms with us:<br />
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What has this brought about? A little celebration about being a lady band director, celebrating the differences between our male and female counterparts. We are different. Its not a good thing or a bad thing. Its different. I guess you could say its celebrating diversity. It gives us a platform to enjoy it, something to have a little fun with (and boy do we ever). It gives us lady band directors a little something to talk about. In fact here's a little shout out to me and one of my fellow LBD's who is an avid fan of the memes.<br />
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Lady Band Directors are different. We wear dresses and heals. We love making music with kids and we like having a good time doing! So here's to all the LBD's out there and their fan clubs! Celebrate our diversity, enjoy band directing, and most importantly KEEP MAKING MEMES!<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQvzvc-wEdHXn-O2oco9VrifTNd6npW28HI-UTTg-SeedjambyKKhDBzh4j1ORtpGmfYBLUCnJnDu-vYXjLgNQw76mH4MHXiqiqBHQsWNaWokdpCsaToUVd44R4Hr9hd6cXKWLMoPVNU2P/s1600/268909_10200535648167092_623790864_n.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" height="118" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgQvzvc-wEdHXn-O2oco9VrifTNd6npW28HI-UTTg-SeedjambyKKhDBzh4j1ORtpGmfYBLUCnJnDu-vYXjLgNQw76mH4MHXiqiqBHQsWNaWokdpCsaToUVd44R4Hr9hd6cXKWLMoPVNU2P/s320/268909_10200535648167092_623790864_n.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Here's the Thrifty Band Director with some of her fabulous students! </td></tr>
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com2tag:blogger.com,1999:blog-8641482661272945578.post-20041298195402310762013-09-23T12:44:00.001-07:002013-09-23T12:44:48.648-07:00Layering a Foundation for Change (in grading & assessment) Disclaimer: This blog is part of a series that summarizes and discusses the book "Grading and Reporting Systems for Student Learning" by Thomas R. Guskey & Jane M. Bailey. Please consider reading the whole book...this is just my summary and thoughts from the text....<br />
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Chapter 3: Laying a Foundation for Change<br />
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This chapter takes a step closer to the solutions that the book presents for the difficult challenge of creating grading and reporting systems that promote and accurately assess student learning. This chapter of the book bring up some excellent points that begin to lay a framework for a new way of looking at the grading process.<br />
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<b>Profound Statement #1:</b><br />
<b>Grading and Reporting Are Not Essential to Instruction</b><br />
This is a shocking yet true statement. Great teaching does not require grades.<br />
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<b>Profound Statement #2:</b><br />
The primary job of grading and reporting is NOT to facilitate student learning.<br />
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<b>Profound Statement #3: </b><br />
A requirement of great teaching is to "regularly <i>check</i> on students' learning progress".<br />
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Great teaching includes teachers giving students "regular and specific feedback on their learning progress." This feedback needs to have clear direction for how the student can improve. Keep in mind checking is different than grading. When you check with students you are finding out how your students are doing, see what they have learned, and what they still might be struggling with. The book describes this process as "diagnostic and prescriptive." Grading and reporting is different because it involves "judgement of adequacy of students' performance at a particular point in time." It is therefore "descriptive and evaluative."<br />
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It is tricky for teachers to wear both of these hats...."one as advocate and one as judge for students." Teachers have to work to find a balance between "the formative, instructional purposes of assessments of student learning, and the summative, evaluative purposes required in grading." You don't have to include all of the evidence that you gather from students as part of their grades either.<br />
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This section brings up the concept of <b>Mastery Learning </b>for the first time. Mastery learning really caught my attention as its seems like that is ultimately the attempt of music education....at least it is for me. I want students to be proficient at minimum with the content that I am providing in my class....and I will work for and with my students to get them there. If a student doesn't pass a music theory unit I would rather provide them with further materials to improve their skills then just give them an F and move on. I want them to learn! Students can be given corrective work and once they complete that they can try to pass the assignment again. I also really liked that in this system students must complete the corrective assignments in order to be allowed the opportunity to re-do the assessment they didn't pass.<br />
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<b>Grading and Reporting Require Subjective Judgments</b><br />
Assigning grades and reporting on student learning is a mostly subjective process. Teachers have a lot of choice in how they set up their grading systems and how they assign grades. Its a delicate balance. The more "detailed and analytical the grading procedures" the more subjective it becomes. But the more detailed the systems, the better learning tools we provide our students.<br />
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The important things for teachers to consider include making sure that their grading standards, all compentents of the grades, and the criteria used to determine grades are all made clear. When these things are clearly articulated it only enhances the validity of the student's grade since human judgement can not be completely removed from the grading process.<br />
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<b>Profound Statement #4: </b><br />
<b>Grades Have Some Value as Rewards, but no value as punishments. </b><br />
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One of the most helpful things that I read in this entire book was the last section of this chapter that focused on learning criteria...<br />
<b>Profound Statement #5: </b><br />
<b>Grading and reporting should be done in reference to learned criteria. </b><br />
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This section starts by clearning pointing out that teachers should not be grading on the curve. The book points out a significant amount of research and rationale as to why teachers should stay away from this kind of grading. I highly suggest reading this section. With that being said, I don't grade on a curve and therefore, I focused on other material presented in this section.<br />
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What I did take away was an idea presented by John Bishop of Cornell University. He outlined the idea of a common standard and that the goal of the teacher should be to have every student achieve this standard. It then also becomes a common goal of all the students to achieve this standard.<br />
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<b>Profound Statement #6: The competition is against the standard and not each other. </b><br />
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This completely resonated (and still resonates with me). That is exactly how I want to be teaching... to defined standards with the goal for all students to succeed.<br />
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The book does also discuss some important topics such as the selection of valedictorians. I think for individuals who are academic counselors and adminstrators this is a great section to read and discuss, and potentially revise your current systems.<br />
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The final section of the this chapter has been the most influential thing in helping me determine my new grading and reporting viewpoint (and system) for my classroom and it started with <b>clarifying learning criteria. </b><br />
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<b>Profound Statement #7: There are three different types of learning criteria used in grading and reporting. </b><br />
<b>1. <i>Product </i>criteria</b><br />
<b>2. <i>Process </i>criteria</b><br />
<b>3. <i>Progress </i>criteria</b><br />
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<b>Product criteria </b>is what advocates of standard and performance based approaches to teaching and learning use predominately. The focus is on what the students know and are able to do at a specific point in time. Examples are final examination scores, final products (reports or projects), overall assessments, and othe culminating lesson activities.<br />
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<b>Process critieria </b>often advocated by teachers who believe that product criteria does not create an adequate picture of student learning. Teachers who value effort and/or work habits as factors in reporting student learning use process criteria. These teachers regularly count classroom quizzes, homework, classroom participation, and/or attendance as important factors in reporting and grading of students.<br />
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<b>Progress critiera </b>is used by teachers who believe its important to consider what students have gained from learning experiences. This could also be viewed as "improvement scoring" or "educational growth".<br />
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"We believe, however, that if learning is assessed using a well-defined set of credible learning standards that include graduated levels of performance, then progress and growth criteria can be considerd synonymous."<br />
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The book does continue to go on to say that progress critieria typically looks at how a student progresses over a particular period of time rather than just focusing on where a student is at one particular given point in time. The result of this can be highly individualized scoring criteria and assignments for each student. Most of the current research in this area is focused on differentially paced instructional programs and those students in special education programs.<br />
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This idea of progress critieria really did resonate with me as a music teacher because our students are all at very different places in their musical development and so trying to find ways to customize the students' music education plan or assignments could be highly beneficial to the students' musical growth.<br />
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The book recommends that its important to outline "clear indicators of the product, process, and progress criteria and then to report them seperately". While this is simply put it can be very difficult to do....outlining how this can be done in different classrooms is a big focus of what is to come.<br />
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My next blog is going to introduce my new course syllabus for my band classes and share some of the trials and tribulations I have had as I embark on this new grading and reporting journey.<br />
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<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-9688810256682545382013-08-16T10:28:00.001-07:002013-08-16T10:28:18.358-07:00Schools making a change!This is a video segment from our local news about a school is getting outside the box when it comes to grading & reporting.<br />
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<a href="http://vimeo.com/72352629" target="_blank">http://vimeo.com/72352629</a>Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-15389732179102164662013-08-16T09:26:00.000-07:002013-08-16T09:26:07.229-07:00Understanding the Past To Move Forward For the FutureDisclaimer: This blog is part of a series that summarizes and discusses the book "Developing Grading & Reporting Systems for Student Learning" by Thomas R. Guskey & Jane M. Bailey. Please consider reading the whole book...these are just my thoughts on the text.<br />
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Chapter 2: Exploring the History of Grading and Reporting<br />
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What is clear about grading and reporting systems in general is that there has been tons of talk and research on the topic. What this chapter clearly points out is that we know a lot about grading and reporting students' work and we've known this information for a very very long time. But what's troubling throughout the literature is while the education community has known a lot about student learning and how to evaluate it for this very long period of time that we have had public education in America, this knowledge has not actually made it into the practice of grading and reporting. Its really been since the 1990s that what we have learned is really starting to find its way into the classroom.<br />
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Its not a big surprise to educators that we are struggling with this topic in our profession. I know personally I am struggling right now (hence why I ready the book and am writing the blog). What was interesting to me in the first chapter of this book was quotes from reports that clearly listed serious problems with the current grading systems of....1933. This is not a new problem and so it makes it even more troubling that we have an issue at all.<br />
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<i>Early Developments....</i><br />
Grading and reporting systems didn't come about until after the 1850s. Back in the days of the one room school house everyone just learned together and teachers went to a students' home and just shared their progress over a nice meal or happy hour :) (ok I added that part). It wasn't until the late 1800s in which the whole concept of grade levels crept up into education and with this came new ideas about curriculum and teaching methods....and with that came formal student assessments. Back then they were simply a list of the skills a student had mastered and what they needed to improve. Simple enough. My favorite observation about these assessments was that these assessments were done "primarily for students' benefits." This was the first instance of failing students because if they didn't master the necessary skills they couldn't go on to the next level....welcome to our first narrative report card.<br />
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Next we find ourselves in a new era of American education....compulsory education. With the influx of students and the growing need to evaluate this large quantity of students elementary education continued to mostly focus on the narrative style of report card while at the high school level grading moved to the more percentage style based grades that were precursors to the grading and reporting systems that we have today.<br />
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<i>Problems with Subjectivity in Grading</i><br />
Percentage based grading may have crept up on American education but not the criticism of it. As early as 1912 a study was released that brought up serious concerns about the "reliability of percentage grades as accurate indicators of students achievement" (p. 26). For me this is what caught my attention early on in the book. Percentage based grades is what I use because I know no other way and the resources that I am given at my job are percentage based grade book systems. What kind of education malpractice am I committing if I am using a grading system that doesn't even reflect their achievement? Well that brought me to the morale dilemma I have been unpacking for the last few months.....here we are....<br />
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The book continues to elaborate on this topic through specific examples. You can read the book for more on that but here's what I can tell you....it was shocking....but they were real world examples...from 1912....that sounded an awful lot like now.<br />
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<i>Modern Grading & Reporting Systems</i><br />
In the era of modern grading we see the move from percentage scores to "scales that had fewer and larger categories" (p. 27). This includes scales like "excellent, average, poor" or our modern grading system of "A, B, C, D, F" We also see the emergence of grading on the curve. It was believed at the time that grading on the curve was a good idea because students intelligence scores often resembled a "normal probability curve," it was believed to be fair and equitable, and finally it was easier for teachers. What is easier for teachers might not be what is right for students. "Grading on the curve also relieved teachers of the difficult task of having to identify specific learning criteria (p.27)." The book goes on to say/assume this "Fortunately, educators today have a better understanding of the flawed premises behind this practice and its many negative consequences."<br />
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What has happened in the last several years is that we have seen schools abandon the traditional grading systems by getting rid of grades, moving to pass/fail systems, and final the mastery learning approach. Since there is no common ground on what actually works we have a lot of different systems in our education midst. We've got letter grades and number systems. We've got "proficient" and "distinguished". We've got "standards based" reporting systems. We commonly find the more traditional approaches taking place at the secondary level where they are adding plus and minuses to the grades and then trying to lump in a multitude of factors into a single letter grade. As the book quotes "the result is a 'hodgepodge grade of attitude, effort, and achievement" (p. 28). And you know what my response to that statement was....<br />
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Great. That's exactly what I have been doing.<br />
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<i>The Effects of Grading on Students</i><br />
One of the my biggest concerns about our current education system is that my students are not actually focused on learning but are focused on getting an A for their transcript (or they don't care about their grades because they don't care about learning and aren't going to go to college). Well, I am a super big dork and one of my favorite things in the world is to learn. I like learning instruments. I like learning about history. I will be the one standing there reading every sign at Yosemite including all the materials they handed us when they entered the park and am disappointed that I don't have service....not because I can't check in on facebook but because I can't wikipedia the hell out of that place to learn more.<br />
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Ok ...so back to the kids...they are effected by our grading systems in a profound way, this we may or may not know. If you didn't know that....well they are. Our grades and our commentary that we give them on their papers in our red pens. All of it matters. Students who receive comments with grades achieve higher scores than those just given a mark. Grades aren't essential to teaching and learning people, but here's the big one "grading can be used in positive ways to enhance students' achievement and performance," in other words "grades can be used for good & not evil" (that's my quote by the way). And "positive effects can be gained with relatively little effort on the part of teachers"(p. 29). Crazy......if we give the kids just a little it will go a long way! "The message teachers communicate in their comments to students is vital to its effects on students."<br />
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So what do we need to do as a profession? We need to know our "ever-expanding" knowledge base about education. We need to learn and then actually change. We need to know where we came from and move forward. We need to make "thoughtful decisions" because if we don't well....."we are indeed doomed to repeat that history, committing the same mistakes again and again (Cuban, 1990), and will never realize our true potential as educators".<br />
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And ain't that the truth! (and just think all of these powerful statements in quotes came from a delightful book with kind of a boring title....I'm telling you....you should really read the whole thing at some point).<br />
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Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-40885201069211783502013-08-10T09:47:00.000-07:002013-08-10T09:47:39.408-07:00Old versus New....the Impetus for ChangeDisclaimer: This blog is part of a series that summarizes and discusses the book "Developing Grading & Reporting Systems for Student Learning" by Thomas R. Guskey & Jane M. Bailey. Please consider reading the whole book....these are just my thoughts on the text....<br />
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Chapter 1: Defining the Impetus for Change<br />
Chapter 1 really sets the stage for what is going to come in the book. We all know that change isn't easy, especially in education but part of our responsibility as a professional educator is to grade which the book points out is an "exercise in professional judgement."<br />
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The book outlines five different "developments that make change in grading and reporting systems imperative." Keep in mind that this book was actually written in 2001 (but still very timely) so hence the lack of discussion of modern education movements such as common core.<br />
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"1. The Growing emphasis on standards & performance assessments that makes current reporting practices inadequate.<br />
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2. Parents & community members are demanding more and better information about student learning progress.<br />
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3. Advances in technology allow for more efficient reporting of detailed information on student learning.<br />
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4. Grading and reporting are recognized as one of educators most important responsibilities.<br />
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5. There is growing awareness of the gap between our knowledge base and common practice in grading and reporting.<br />
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The book talks also about "Standards for Teacher Competence" which is not something that I had given much thought to but it presents a few standards from a publication called <i>Standards for Teacher Competence in Educational Assessment of Students </i>from 1990. There are two standards that the book brings up. One is standard 5 which states "Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments." Teachers need to be prepared to know how to combine various sources of information to generate grades that reflect the students performance in their class and on the assigned tasks. Standard 6 states "Teachers should be skilled at communicating assessment results to students, parents, other lay audiences, and other educators," Standard 6 calls for teachers not only to have a knowledge of assessment results but how to also communicate them. <br />
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The goal of the book is to help teachers be successful at grading and assessment. There is some interesting reading in chapter 1 including a personal reflection from the authors, ideas about teachers, students, and parents perceptions on grading and reporting. There is also a very interesting section on "The Points-Driven Academic Economy of Classrooms" that is a few good paragraphs worth of reading. Ultimately there is a lot of perceptions on grading and reporting between the various groups of stakeholders. The book highly recommends from the very beginning this concept: <b>"Multifaceted reporting systems that include a collection of reporting tools to satisfy the diverse information needs of teachers, students, parents, and other interested persons present the best and most practical solution to these challenging communication problems." (</b>"Developing Grading & Reporting Systems for Student Learning" by Thomas R. Guskey & Jane M. Bailey, pg. 23)<br />
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So get ready because its time to start to figure this whole thing out! <b> </b>Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0tag:blogger.com,1999:blog-8641482661272945578.post-70004278725720119002013-08-09T13:25:00.003-07:002013-08-09T13:26:37.355-07:00Back to School/Back to GradingFor a very very long time I have struggled with the concept of assigning grades/keeping a grade book etc. in our performance based classes. While we talk a lot about assessment and standards and now common core curriculum I didn't feel like we have talked a lot about the nuts and bolts of managing assessment in terms of handling grades etc.....<br />
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So I started a journey this summer that is no where close to being done. Solving this problem of grading and reporting student learning in my own classroom. Through the support of my friend Matt (a fellow band director who also decided to read the same book) we picked up the following book:<br />
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And I just finished reading the entire thing. So for the first time on this blog I am going to try to run a "series" of blog posts that summarize and share the information presented in the book. I recommend that you read the book but if you can't, won't, or don't oh well. I loved the book and agree with the authors that I think there should be used and abused copies in every classroom and staff room in America because if nothing else this book makes you really thinking about grading systems. You don't have to agree with everything in the book but as a teacher we have a responsibility to stand behind what we decide to present in our classrooms and how we choose to evaluate and grade student learning.<br />
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So I will be summarizing each chapter briefly focusing on what I believe is going to be most relevant for my music classroom (and maybe yours...again which is why I recommend that YOU read the book). The ideas presented are not mine but a summary of each chapter. I will also be sharing samples of how implement these ideas into my classroom. I already know it won't necessarily be pretty but I have to start somewhere. <br />
<br />Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com2tag:blogger.com,1999:blog-8641482661272945578.post-5584887707064330092013-02-25T21:20:00.002-08:002013-02-25T21:20:59.267-08:00Fundraiser: 2nd Annual ST Play A Thon<div class="separator" style="clear: both; text-align: center;">
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Part of the fun of this blog is sharing fundraising information. The Santa Teresa Music Play A Thon is going to need more than one blog to talk about it but here's an intro into what it is. <br />
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My band staff member/percussion educator/musician extraordinaire, <a href="http://www.scottrenobrian.com/" target="_blank">Reno Brian</a>, brought our program the idea for this fundraiser that he done at his high school. We embraced the idea, even though its a ton of work, to put together the Play A Thon with the hope that eventually this would be one of the only fundraisers that we do in the entire year. In our second year, I believe we have barely scrapped the surface of what is possible with this fundraiser....but that's another blog.<br />
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What is it? Well here's what<a href="https://www.facebook.com/events/445691745509598/?fref=ts" target="_blank"> Facebook</a> says "The
Playathon is a FREE performance fundraising event in which various
ensembles at STHS come together for an 16-hour musical marathon. Come
enjoy music from our award-winning Jazz Bands and Concert Ensembles, and
even some student rock bands. Donations go to new marching band
uniforms, instrument repairs, staff instruction, music purchases, and
much more. This year's theme is Viva Las Vegas and will feature music
inspired by the iconic city. Some of San Jose's finest food trucks will be on hand to support
the public portion of the 16 hours of continuous music. They are
donating part of the profits to support the next generation of
musicians.This event is open to the public after 3pm.<span class="text_exposed_show"> Free to the public. Donations are tax-deductible." </span><br />
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Committees were formed in the fall for everything from decorations, prizes, advertising and media, and pledge parties. Parents and students join the committees because an important element of this event is that we want the students to do a majority of the work and participate in the planning and execution of the event itself. The students and parents have all been hard at work on the event planning for months. </div>
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Prior to the event the students volunteer on their committees. The students have been building props and decorations for the event, which the theme this year is "Viva Las Vegas" The student prize committee has been soliciting local businesses for donations of prizes for our student prize drawing (students earn drawing tickets through all their volunteer efforts that they can use to enter for prizes at the prize drawing) and for a silent auction like drawing as well (the public can buy tickets and put them in for various items in our public drawing). </div>
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The big thing that students have been participating in are pledge parties. This is where a family hosts a group 10 students at their home and go out amongst the neighborhood and knock on doors, play some songs, and ask for donations. To date we have made just over $7,000 on our pledge parties. </div>
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We have also been soliciting donations for our uniform sponsorship drive as well. </div>
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The event is a fundraiser, before and during the event. Last year we raised around $10,000. With our new marching band uniforms in production we hope to raise as much money as possible to assist in that purchase as well as to continue to support student scholarships and badly needed instrument purchases. The event is also a thank-you event for our community for their support of our program. Its also a celebration for all the students' hard work. While they do perform at the event they also receive drawing tickets and a delicious free meal donated by Buca di Beppo and Whole Foods (the students actually were able to secure the Buca di Beppo donation themselves which is awesome). </div>
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So in a nutshell that's the Play A Thon. If you are local we hope you can come check it out. Visit our website at www.600building.com or join us at our event on Facebook at <a href="https://www.facebook.com/events/445691745509598/?fref=ts">https://www.facebook.com/events/445691745509598/?fref=ts</a></div>
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<span itemprop="description"><span class="fsl"></span></span>Julie Boundshttp://www.blogger.com/profile/06891619574976720180noreply@blogger.com0