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Shelburne Community School Band

HANDBOOK & CURRICULUM

GUIDE

2016-2017

Tim Buckingham, Director tbuckingham@cssu.org

985-3331, ext. 267

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TABLE OF CONTENTS: SCS Band Overview 3 Why Performance Music Education? 4 The Parent’s Role 5 About the Director 5

LEARNING OPPORTUNITIES Lessons 5 Home Practice 5 Band Rehearsals 6 Concerts 6

CURRICULUM GUIDE National Core Arts Standards 7 Performance Criteria 8-9 Other Assessment and Evaluation 10 Rubrics 11 Learning Tools: SmartMusic, SoundCloud, Interactive Practice Studio 11

INCENTIVES & ENRICHMENT Distinguished Musician Award 12 8th Grade Awards 12 District III Music Festival 13 Private Lessons 13 Vermont Youth Orchestra Association 13 Summer Camps 14 FlynnArts 14 Stage Band 14

NUTS & BOLTS Instrument Care 14 Maintenance Supplies 15 Repairs 15 Returns 16

CALENDAR Calendar 2014-2015 16

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SCS BAND OVERVIEW

CONCERT BAND – for beginners; designed for students entering 5th grade but middle school students can enroll with specialized scheduling. Students will learn the foundations of playing a woodwind, brass, or percussion instrument as an individual, in a small group, and in a large ensemble classroom. This program starts with just lessons for the first 9 weeks and then adds the large ensemble class component in November. Concert Band performs two seasonal concerts (March and May).

SYMPHONIC BAND – for second and third year students; designed for 6th and 7thgraders. Students will work towards expanding their range of foundational skills, adding more artistic expression, and increasing technical dexterity. Symphonic Band performs two seasonal concerts (November and May). Third year students also participate in the winter small ensemble program with the Wind Ensemble.

WIND ENSEMBLE – for third and fourth year students: designed for 7th and 8th graders. Students must show evidence of specific learning targets for this ensemble through an audition. These learning targets are performance standards appropriate for entering a 4th year band level. Using a variety of methods, including the Standards of Excellence Book 3, students have multiple learning opportunities for creating, performing, responding, and connecting their musical experience to their lives in small group lessons, collaborative small ensembles, and a large ensemble classroom. In addition to three seasonal concerts (November, March, and May), Wind Ensemble performs in the Shelburne community and travels annually to regional musical festivals and other performance opportunities.

STAGE BAND – enrichment ensemble for exploring jazz, rock, Latin and other styles. This experience is open to any 7th or 8th grader (student must be enrolled in band program – some exceptions may apply to rhythm section players). Meeting on Tuesdays and Thursdays from 7:30-8:05am, Stage Band performs in two seasonal concerts, at SCS Cabaret Night, CSSU Jazz Festival, and the Burlington Discover Jazz Festival.

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WHY PERFORMANCE MUSIC EDUCATION? Learning to perform music has incredible advantages for children. Aside from inherit benefits, music students strengthen academic achievement, enhance brain development, and fill gaps in their learning experience overall. The study of music directly addresses key 21st Century learning skills such as collaboration, critical thinking, communication, and creativity. Above all, the study of music provides a rich context in which to absorb art, culture, and the human experience. Inherit benefits of music education:

• Through creative and reflective learning, students gain a greater capacity to question, interpret, and influence their own lives.

• In a high-level performance environment, hard work and dedicated practice predicts success far more than innate ability. Music performance offers opportunities to fail. Students learn the value of persistence, and of working hard for an uncertain outcome.

• Music study promotes fluency in knowledge systems beyond the linguistic and mathematical, enabling a deeper and broader understanding of our world.

• Students learn to express themselves in multiple ways and become more sensitive to the preferences and feelings of others.

• Students reflect on failures and successes through the creative process, and derive a sense of their own competencies, interests, and challenges.

• Students develop the ability to consistently refine their thinking as part of the creative process, developing the ability to re-evaluate goals and objectives and, if needed, adjust their approach to the objective.

Strengthening academic achievement through the study of music: • The combined results of 30 studies indicate that music instruction

has a significant positive effect on reading. • Schools with music programs have significantly higher graduation

and attendance rates than those without music programs. • Multiple studies indicate that early music instruction is linked to

significant improvements in spatial reasoning. • Students in high-quality school music programs score higher on standardized tests compared to students in

schools with deficient music education programs.1 • Music performance students have higher overall GPA’s in high school and score 38-58 points higher on the SAT’s.2

Enhancing brain development through performance music: • The cognitive structures developed through music instruction help to expose and illuminate more general

organizing structures relevant for other disciplines. • Studies have shown that diligent instrument training from an early age can help the brain remain focused

when absorbing other subjects, from literature to tensor calculus. Filling the gaps in school from involvement in school music:

• Anecdotal evidence indicates that music study helps many students stay engaged and interested not only in music class, but also in their other academic work.3

Source, unless otherwise footnoted, is broadermind.com from the National Association for Music Education, 2014.

1 Journal of Research in Music Education, 2007. 2 The College Board: Profile of SAT and Achievement Test Takers, 2001. 3 Harris Interactive Inc., 2006

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Tim Buckingham

schechterwestchesterlowerschool.wordpress.com

THE PARENT/GUARDIAN’S ROLE

A parent or guardian’s support, encouragement, and patience make a huge impact on a child’s musical study. A parent does not need to know how to play a musical instrument and/or read music to lend essential support. Although the child should assume the main responsibility for the instrument and home practice, he/she will need a parent to help them stay on track:

● Support home practice by helping to set up a practice space. ● Encourage effort, not just results. ● Set goals together with your child – this heightens the joy of

playing and practicing. ● Attend all concerts. ● Consider private lessons for your child – consult with the band

director for teacher referrals.

ABOUT THE DIRECTOR Timothy Buckingham is a dynamic music educator known for excellent instruction and assessment, collaborative work with the school community, and quality performances. He is a member of the National Association for Music Education and the Vermont Music Educator’s Association. A drummer and percussionist, Mr. Buckingham received a music education degree from the College of Wooster in Ohio and his graduate work has focused on curriculum design, technology, and the middle school learner. He consistently serves as an adjudicator, clinician, or private teacher and mentors student interns from the University of Vermont. Mr. Buckingham has performed regionally with various bands, pit orchestras, and other ensembles. Mr. Buckingham lives in Waterbury Center with his wife, Anne Decker, a music teacher and conductor, and his daughters Eliana and Maclyn. He enjoys outdoor recreation, cooking, and sky watching.

Contact information: tbuckingham@cssu.org 802-985-3331, ext. 267 or 802-578-7153

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A practicing space should have: Good chair and light Mirror Music stand Pencil Tech device Metronome and Tuner Internet access (if accessible by an app)

123rf.com

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LEARNING OPPORTUNITIES

LESSONS

Lessons are the essential supplement to an instrumental program and serve as a “lab”. It allows for more individualized instruction, instrument-specific technical coaching, thorough assessment, and provides opportunities for small ensemble skill development. Every band student receives one small group lesson about once every two weeks.

Lessons last 45 minutes and are scheduled during other classes. To minimize impact, lessons are rotated in the schedule so that time periods are not affected continually.

The Band Schedule is available for viewing on a Google Sheet, linked from the Google Classroom and our band web page http://www.scsvt.org/Page/709, and is also posted on the band board at school.

It is the student’s responsibility to • attend lesson (or a make-up) • keep track of the rotating lesson schedule • respectfully remind teacher about the lesson to leave the classroom • follow-up with teacher and/or peer to review missed content • schedule a time, if necessary, to make up any work

HOME PRACTICE Home practice is the most important part of a student’s success in band. It is homework and as a guideline and should be done on a routine basis, about 3 to 4 times weekly for about 20-30 minutes. Each student is responsible for maintaining a practice log to keep track of assignments and progress through each period of time between lessons. When practicing at home, students are urged pay careful attention to proper technique, beat, and rhythm. A practicing space should be designated at home and be free of distractions. It should accommodate the following at the right:

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Wind Ensemble Tour Concert, April 2016

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FALL and WINTER Black bottoms (e.g. pants, skirt) and white top (e.g. button down collared shirt), ties optional, black dress shoes.

SPRING Dress pants or skirt with top or collared shirt (colors fine), tie preferred, dress shoes. .

BAND REHEARSALS

Band rehearsal, our class time, is primarily for building large ensemble skills: balance, blending, intonation, and group cohesiveness. There is little time to work on the notes and rhythms in the band music. Therefore, it is expected that students come prepared so that time is used productively during rehearsal. Students are responsible for bringing their instrument, book, music folder and a pencil for each rehearsal. Attendance is required. CONCERT BAND: Wednesdays and Fridays, 10:20-11:00, starting November 9. SYMPHONIC BAND: Mondays, Wednesdays, alternating Fridays, Period 5, 11:55-12:45. WIND ENSEMBLE: Tuesday, Thursday, alternating Fridays, Period 5, 11:55-12:45.

CONCERTS Concerts are the culminating experiences that are simply the pinnacle of a performance music class. Therefore, it is essential that the logistics of the event go smoothly to ensure that the students are relaxed and focused.

• ATTENDANCE AT ALL CONCERTS IS REQUIRED (when a student’s ensemble is performing). Please refer now to the calendar at the end of this handbook.

• All students are expected to be ready for warm-ups, referred to as CALL TIME , in the band room, usually 30 minutes prior to the concert. Plan to arrive 40 minutes prior to concert time.

• Students are asked to be in following appropriate “concert” dress:

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CURRICULUM GUIDE

NATIONAL CORE ARTS STANDARDS The design of the SCS band curriculum follows the four artistic processes of the National Core Arts Standards:

Each of the four artistic processes has a set of common anchor standards that are designed to connect across the arts:

Each of the common anchor standards has their own specific standards for the various artistic disciplines . The SCS band curriculum follows the novice and intermediate levels of the music standards within the “Ensemble Strand”. Here is a link to a chart of those standards. Increasingly, my goals is to address all of the ensemble standards throughout the 4 years of the band program and students will be connecting many of the learning outcomes and performance tasks in the class to these “parent” standards. As we move forward at SCS to standards-based instruction, assessment, and reporting, we will fine-tune these connections to improve student learning.

CREATING Conceiving and developing new

artistic ideas and work

RESPONDING Understanding and evaluating how

the arts convey meaning

PERFORMING Realizing artistic ideas and work

through interpretation and presentation

CONNECTING Relating artistic ideas and work

with personal meaning and external content

RESPONDING 7) Perceive and analyze artistic work. 8) Interpret intent and meaning in artistic work. 9) Apply criteria to evaluate artistic work.

(see performance criteria on following page)

CREATING 1) Generate and conceptualize artistic ideas and work. 2) Organize and develop artistic ideas and work. 3) Refine and complete artistic work.

PERFORMING 4) Analyze, interpret, and select artistic work for presentation. 5) Develop and refine artistic work for presentation.

(see performance criteria on following page)

6) Convey meaning through the presentation of artistic work.

CONNECTING 10) Synthesize and relate knowledge and personal experiences to make art (music). 11) Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

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NOTE ACCURACY Perform the correct notes by:

1) Identifying the letter names (and accidentals).

2) Identifying & placing the notes on the correct line or space on the staff.

3) Executing the correct fingering (or partial for brass)

on your instrument.

RHYTHM Perform the correct rhythm by:

1) Identifying the rhythmic value of the written notes.

2) Understanding how to vocalize and clap/tap the pattern, using knowledge of time signature & the counting system.

3) Playing the written notes with correct timing and

relationships. 4) Following a steady beat

TEMPO Perform a steady beat with proper speed by:

1) Internalizing the musical pulse.

2) Monitoring the beat with your foot, metronome, or by watching the conductor in an ensemble.

3) Adjusting the steady tempo to match the style, the

composer’s intent, and/or your needs or interpretation.

TONE QUALITY Improve the quality of your tone by:

1) Listening to your instrument’s characteristic tone quality performed by experienced players.

2) Supplying lots of air support and applying proper technique.

3) Selecting the appropriate equipment such as

mouthpiece and/or reeds.

TECHNIQUE Establish strong technique by:

1) Using proper embouchure.

2) Using proper playing position by: • holding the instrument properly • placing hands and fingers properly

on the instrument • maintaining upright posture

3) Improving tone quality and articulation.

ARTICULATION Effectively pronounce notes by:

1) Attacking the start of the notes properly with your tongue.

2) Releasing the end of the notes smoothly. 3) Observing ties and slurs in the written music. 4) Interpreting the style of the written music Supplying lots of air support.

EXPRESSION Express art ist ic ideas by:

1) Adjusting the dynamics. 2) Interpreting the style of the music, adjusting

articulation. 3) Phrasing musical ideas, effectively breathing in

between them.

INTONATION Improve accuracy of pitch by:

1) Using proper technique.

2) Listening carefully to others to match pitch. 3) Practicing specific exercises using intervals. 4) Becoming aware of the natural tendencies of your

instrument and your own playing, adjusting accordingly.

PERFORMANCE CRITERIA As you will see in the PERFORMING and RESPONDING standards in the processes of evaluating and refining musical work, you will often see “technical accuracy” and “expression”. The 8 following criteria are used very often:

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STICKING Choose left or r ight sticking by:

1) Following indicating sticking pattern in written music

(if provided)

2) Choosing a smooth, alternating pattern that is efficient.

3) Substituting a rudiment that promotes an effective or

efficient use of sticking.

PLAYING AREA Choose the playing area on the drumhead (or bar)

by:

1) Interpreting the written style and dynamics of written music.

2) Knowing the different sounds and capabilities of

the drum 3) Striking the drum head in an area that achieves

musical expression.

ROLLS Improve multiple bounce or open stroke rolls by:

1) Identifying the rhythmic value and strokes of the roll

in the written music. 2) Understanding the primary strokes of the roll and how

they are counted. 3) Sticking the roll with proper starting and ending sticks. 4) Executing roll with smoothness and proper

articulation. 5) Interpreting the style of music to choose multiple

bounce or open-stroke roll.

ARTICULATION Improve rolls, accents, and f lams by:

1) Adjusting stick height effectively to express

accents. 2) Blending multiple bounce strokes in a multiple

bounce roll 3) Sub-dividing open-stroke rolls 4) Preparing stick position to execute right and left

flams.

For percussionists who are playing non-melodic instruments, such as the snare drum, instead of Note Accuracy, Tone Quality, and Intonation (as they do not apply), we apply the following criteria. Furthermore, we adapt the Articulation criterion, to match drumming:

For melodic percussionists, playing instruments mallet percussion such as bells or xylophone, we adjust several criteria from both lists above to match the demands of the instrument. On occasion, language is omitted that applies to wind instruments or non-melodic percussion to match the technical aspects of mallet percussion.

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BALANCE Adjust your individual dynamics by:

1) Listening carefully to the melodic and harmonic

lines, determining which is most important to highlight.

2) Watching and responding to the conductor’s cues and expression.

3) Drawing from rehearsal experience and knowledge

of the musical literature.

BLEND Improve ensemble blend by:

1) Familiarizing the contribution of each instrument’s characteristic sound to the ensemble.

2) Adjusting dynamics, technique, and articulation of your own sound to match timbre (or texture) of other instruments.

3) Drawing from rehearsal experience and knowledge of the musical literature.

4) Following a steady beat

ENSEMBLE CRITERIA The use of the additional criteria are used to develop, refine, assess, or evaluate ensemble performance:

RUBRICS Rubrics (or learning scales) are routinely used to help assess, evaluate, and record performance for individuals and groups. Often the rubric assessment data is collected to inform instruction, form future evaluations, and adjust curricula. Copies of the variety of assessment rubrics can be viewed on our web page at http://www.scsvt.org/Page/709. PRACTICE LOG ASSESSMENT Students are responsible for maintaining a practice log throughout each trimester that is used as an active reference by students, teachers, and parents. Each practice period (the period time between lessons) will have specific assignments and a list of routine exercises (mechanics focus). Students must provide a self-assessment and a parent/guardian must initial log for assessment to be recorded.

LEARNING TOOLS

Google Classroom is our main learning management system (LMS. It is there that students can keep track of schedules, calendars, and have reference to this Band Handbook and Curriculum Guide. This will be home to all announcements, assignments, and necessary links to other Google tools. Parents can view your child’s classes in this LMS – please ask your child’s team teachers for access. We also use the band web page for announcements and links.

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Noteflight is a web-based, school-subscribed music notation program. Each student has a “seat” in this program through our general music classroom at SCS. Students can compose music, archive and share compositions, and work with teacher-established templates for various assignments.

Vocaroo is a website that simply can record and provide options for the recording to be formatted and archived. Students do not need an account and can save and share recordings (as mp3 files) in their Google Drive.

SmartMusic is a computer software program that requires a paid annual subscription. Students must have a microphone. There is also the additional tool of an app downloadable for smart devices. Smartmusic has a practice studio with various tools; a variety of mechanics exercises like warm-ups and scale; and our method book exercises (and even some of our band sheet music). Students can play along with the music, adjusting the types of accompaniments and tempo to suit their current fluency. There is immediate assessment.

IPS, or Interactive Practice Studio, is a subscribed downloadable program that comes with the purchase of the Traditions of Excellence Method Books (used mostly for Concert and Symphonic Bands). The IPS login information is located in the back of the book (and requires a code). IPS (and the DVD) has video lessons, adjustable accompaniments for each exercise, and practice tools.

INCENTIVES & ENRICHMENT

8th GRADE AWARDS Selected 8th graders are awarded the following at a ceremony in June: Julian Music Award: recognition of student(s) for exceptional development in music. Lepecier Award: recognition of student(s) who have shown, through his/her interests, cooperation, and dedication, the promise of future success in music . Band Director’s Award: recognition of a student who has shown consistent development, active participation, and a positive learning approach in band.

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District 3 Music Festival, SCS participants, 2016

olivetreemusicacademy.com

Vermont Youth Orchestra jsc.edu

DISTRICT III MUSIC FESTIVAL All 7th and 8th grade performance music students have the opportunity to audition for the District III Middle School Music Festival. The District middle school teachers collaborate to provide auditions for a regional band, chorus, and orchestra. We hire excellent conductors and organize a 2-day festival and culminating concert at an area school. Drawing from over 15 area middle schools, this festival brings together motivated middle school musicians from Chittenden County and provides a memorable, motivating, and valuable musical experience.

DISTRICTS  SCHEDULE  

 ● EARLY  SEPTEMBER:    get  audition  packet  from  the  band  room:    scales  and  required  piece.  ● SEPTEMBER-­NOVEMBER:    practice,  get  support  from  Mr.  Buckingham/private  teacher.  ● NOVEMBER  5,  2016  (SAT)  9am-­12noon:    audition  at  ADL  School  (transportation  provided).  ● LATE  NOVEMBER:    if  accepted,  receive  music  and  registration.  ● JAN  27-­28,  2017:    Festival  at  location  TBA  (transportation  provided).  ● FEBRUARY  10-­11.  2017:    Festival  dates  due  to  possible  snow  day  on  Jan  27.

PRIVATE LESSONS It’s recommended that students seek private instruction outside of school. A private teacher is an instrument specialist and can devote individualized instruction and provide technical support beyond the band curriculum. This develops a quality mentorship that is often necessary to higher level playing in the future. Please contact the band director for referrals and scholarships.

VERMONT YOUTH ORCHESTRA ASSOCIATION The VYOA provides enrichment ensembles for the area’s student musicians. Regular season auditions are held in May for entrance into two full orchestras (Vermont Youth Orchestra & Vermont Youth Philharmonia) and for two small string orchestras (Vermont Youth Strings & Presto). VYOA also provides Music Day Camp (see below) in the last week of June. All the details about auditions, programs, and concerts are online at www.vyo.org.

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SUMMER CAMPS

Information concerning summer music camps starts arriving in the band office in the winter months! There are a variety of regional programs from day camps to residential programs. Music Day Camp at the VYOA, June 26-30, 2017, is an ideal enrichment for middle and young high school band students. This camp offers great teachers, a variety of musical experiences, and elective classes – all in the beautiful Elley-Long Music Center at St. Michael’s College. Look for information in the band room or at http://www.vyo.org/special-programs/music-day-camp/.

FLYNNARTS CAMPS & CLASSES The Flynn Center for the Performing Arts offers excellent enrichment opportunities for young artists specializing in instrumental and vocal music, dance, and drama. From summer camps to semester-long classes, FlynnArts offers great teachers and memorable opportunities for artistic expression.

STAGE BAND The SCS Band offers an enrichment ensemble program for 7th and 8th graders! Stage Band is a performance class that focuses on playing many musical styles in a jazz big-band format. Students will learn ensemble skills in the Latin, jazz, rock, reggae, and pop styles and the basics of solo improvisation. We perform regularly throughout the school year. Sign-ups begin in early September for the following instruments: trombone (or euphonium), trumpet, saxophones, clarinet, flute, piano (and/or keyboards), bass guitar or upright bass, guitar, drum set, and auxiliary percussion. STAGE BAND REHEARSALS: Tuesday and Thursdays, 7:30-8:00am, September 13 ! June 5.

NUTS & BOLTS

INSTRUMENT CARE The proper care of an instrument ensures it’s long life, prevents interruptions in your child’s study, and minimizes hassles. Students will learn how to properly assemble, clean, and disassemble their instrument as well as how to maintain the equipment and accessories. In general, students must establish good habits in the early years of instrument training.

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MAINTENANCE SUPPLIES

Almost any supply or service for a musical instrument can be ordered through our cooperating dealer, Ellis Music Company. You may place an order even if you are not a rental customer. The student should place a supply order with the band director, call to order the supply (802) 234-6400, or order online at www.ellsmusic.com. The supplies will be delivered to our school at scheduled deliveries every Monday afternoon. Checks payable to: Ellis Music Company. Listed below are the basic maintenance supplies necessary for each instrument. Most come with the rental package, however, some do not. Complete care kits are also sold for each instrument.

Flute: cleaning rod w/ cloth, silver polishing cloth* Clarinet: swab, reeds ^, mouthpiece brush* Saxophones: neck and body swabs*, mouthpiece brush*, lacquer polishing cloth* Trumpet/French Horn/Tuba: valve or rotor oils, mouthpiece brush *, tuning slide grease, lacquer polishing cloth* Trombone: slide oil or mix +, spray bottle of water +, tuning slide grease, * mouthpiece brush*, polishing cloth* Drums and percussion: drum key, pad, sticks and mallets.

* = not included in rental and must be purchased additionally. ^ = one reed is included in the rental but additional reeds must be purchased. Strength: 2 ½ Rico Royal recommended. + = slide comes with rental – students may choose slide “mix” later in his/her study that requires a spray bottle.

REPAIRS The band director can do minor repairs and adjustments to the instruments, however if the repair is beyond the director’s expertise, the instrument will need a repair service. Please do not attempt to fix problems at home. Please contact the band director immediately: tbuckingham@cssu.org. Ellis Music provides an excellent repair service for customers and non-customers alike. Rental customers will have most services covered under the contract’s insurance plan (R&RP). Ellis Music or SCS, in most cases, will provide a loaner instrument for time period the instrument is in the shop.

Area repair services: Ellis Music Company (Bethel): 800-244-7664 (provides weekly pick-up and deliveries at SCS) Advance Music (Burlington): 802-863-8652 Note to Ellis Music customers: for questions regarding the rental contract including insurance coverage or payment arrangements, please contact the company at (802) 234-6400.

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RETURNS If you wish to return your rental or school-owned instrument, please follow these directions (note: rentals continue over the summer and school-owned instruments may be signed out for the summer). 1) Call Ellis Music at (800) 244-7664 if you are a rental customer. 2) Contact the band director at tbuckingham@cssu.org or at 985-3331, ext. 267. 3) Return the instrument to the band office immediately.

CALENDAR Please check all concert dates in bold type and put them on your family calendar! Confirmations and updates to these dates will be posted in the Google Classroom and on the band web page (www.scsvt.org/709).

SCS BAND 2016-2017

DATE EVENT TIME PLACE

September 1 Instrument Demonstration for new students 8:30am Band Room September 6 6-8th grade lesson schedule begins 8:15am Band Room September 8 Ellis Music Instrument Delivery Night 6:30pm Cafeteria September 12 Beginner lesson schedule begins 8:15am Band Room October 20 Unified Arts Curriculum Night 6:30-7:30pm SCS/Band Room November 5 District Music Festival Auditions 9am ADL School November 15 Symph. Band, Wind Ensemble, Choral Concert 7pm Gymnasium January 27-28 District III Music Festival Fri/Sat Essex Middle Sch March 14 Concert Band, Stage Band, & Small Ens. Concert 7pm Gymnasium March 31 Cabaret Night Fundraiser 6:30-9pm Cafeteria May 9 Spring Band Concert #1 7pm Gymnasium

(Wind Ensemble + Stage Band) May 15 (tentative) Stage Band @ CSSU Jazz Festival 7pm CVU H.S. May 23 Spring Band Concert #2 7pm Gymnasium (Concert Band + Symphonic Band) May 29 W.E. @ Memorial Day Ceremony 11am Town Green June 5 Stage Band @ Discover Jazz Festival 12noon Burlington June 15 2016-2017 W.E. @ Graduation Ceremony 4:30pm Gymnasium (subject to change due to snow days)