“Whenever and wherever humans have existed music has existed also.”

Dear families,

My name is Mr. Robinson, and I am one of the three music educators at Stambaugh Middle School. I would like to give a warm welcome to the new musicians entering the program, as well as welcome back to our returning musicians. Whether you are a parent or a student, thank you for making music an important part of your life.

Just like you, I began my journey in instrumental music in middle school. I joined the band program in 6th grade at Lakeland Highlands Middle School right here in Polk County, and it was the most important decision I have ever made that has had a lasting positive impact on my life. After graduating from the International Baccalaureate program at Bartow High School, I attended Florida Southern College where I earned my Bachelor of Music Education, and I later earned my Master of Music Education degree from Florida State University.

The goal of our music programs is to make a difference in people's lives, exalt the human spirit, enhance the quality of life, and ensure that meaningful musical activity is experienced throughout one’s life towards the goal of continuing involvement. It is my responsibility as a music educator to provide all people, regardless of age, cultural heritage, ability, venue, or financial circumstance a means to participate fully in the best musical experience as possible.

As always, I look forward to watching the students grow in both musical knowledge and ability. I am here to help you ensure your student’s success, so please reach out to me any time you need assistance.

Mr. Robinson, Director

When your student is part of the Stambaugh band program, they will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising, composing and arranging, reading and notating, listening and analyzing, evaluating, interdisciplinary relationships, and historical and cultural relationships.

Music Is an End and Means

Engaging in musical experiences, such as composing, performing, improvising, and listening, enables people to create and share musical meanings. This can be very satisfying and fulfilling. The pursuit of musical meaning can have many positive consequences, such as improving physical, emotional, psychological, and spiritual health. It can also benefit families, communities, nations, and cultures. Some values, such as those that require musical experiences and learnings to be diluted, can be complementary to musical values. Music educators may choose to promote such values to gain additional support for music study.

Music Encompasses Mind, Body, and Feeling

People used to think that intelligence was only about thinking with your brain, but now we know that it also includes the body and feelings. There are many forms of intelligence, and one of them is musical intelligence. This is when you can think musically and understand the connections between different sounds. Musical intelligence is something that we are born with, and it uses the body to create meaning. Sound is a powerful tool for doing this. Intelligence is also about feelings. Music allows us to share our feelings with others, and this creates meaning.

Music Is Universal, Cultural, and Individual

All humans cherish music for the values it adds to life. Music can be particular to the culture in which it exists, reflecting and creating the values and ways of being in that culture. The values of music can also be understood as the possession of individuals. Only individuals create and respond to music, even if cooperatively. All three levels of the human condition must be acknowledged as contributing to the values of musical experience. That music fulfills values at all three levels helps account for its indispensable contribution to the quality of human life.

Music Is Product and Process

Musical products that are successful and offer significant meaning to people are considered to be valuable cultural treasures. The process of creating music is just as important as the product itself, and engages the mind, body, and emotions deeply. Music cannot exist without both the process and the product, and both are equally important.

Music Is Pleasurable and Profound

Music is a source of enjoyment, either by itself or as part of other activities. It can express energy, happiness, and elation, and is therefore treasured by many as a way to experience the good things in life. Music can also serve as a way to access deeper, more meaningful experiences that are often seen as sacred or profound. This level of experience is valuable to humans, and all types of music can provide it. Music creates feelings that are available only from music. It does not simply imitate or reproduce experiences that can be had in other ways. All music has the ability to provide significant experience.

Classroom Rules and Expectations

The Stambaugh Middle School band program maintains high expectations for the self-conduct of our musicians. This means every musician must adhere to our rules and procedures, both in and out of the classroom. Please review them below.

Students will...

• Enter the music room or performance location appropriately.

• Locate and prepare instruments or materials necessary for a rehearsal or performance.

• Sit or stand in their assigned seat or location.

• Remain quiet while instructions are given or when music is performed by others in a rehearsal or performance.

• Raise their hand (or give an appropriate cue) and wait to be recognized before asking questions.

• Speak at an appropriate volume level.

• Communicate (verbal or nonverbal) coherently.

• Respond appropriately to verbal instructions and follow directions.

• Respond appropriately to nonverbal cues (visual or tactile).

• Work at assigned tasks as directed.

• Remain stationary while performing or listening to music when appropriate.

• Face in the direction of the audience or the director throughout a performance or rehearsal

• Move appropriately while performing or listening to music when directed to do so.

• Sing or play when given a cue.

• Stop singing or playing when given a cue.

Consequences

If a student shows consistent difficulty meeting classroom expectations, they will pack up their instrument and forfeit their rehearsal points for the day. Discipline will then proceed along the following steps:

1. The behavior issue is documented.

2. The behavior issue is documented, and the parents are contacted.

3. The behavior issue is documented, and the parents are contacted.

   • A parent conference may be requested if deemed necessary by the parents or the student’s other teachers.

4. The student receives an office referral for each subsequent behavior issue, and the parents are contacted.

Major behavior issues will result in an office referral, skipping the first three steps.

Observing Your Student

If you are ever concerned about your student’s classroom behavior, please contact me and I will set up a way for you to discreetly observe your student in class.

Performance Expectations

Attendance

As this is a performance-based class, concert participation is a requirement for all student musicians. Students must arrive at any event before the call time. There may also be times in which an after-school rehearsal or off-campus performance is necessary. These include, but are not limited to:

• School performances

• Concert Pre-MPA

• Concert MPA

• Community performances

Commitments requiring time outside of normal school hours will be clearly communicated to you well in advance.

Performance Materials

Students are responsible for bringing their own materials to concerts. This includes their instrument, music, music stand (if necessary), reeds, swabs, valve oil, drum sticks, mallets, etc.

Uniform

For concerts, unless communicated otherwise, all students are expected to adhere to the professional “concert black” uniform.

Appropriate Attire

• Full-length black dresses with a minimum of 3/4 length sleeves.

• Black, floor-length skirts paired with black formal tops with a minimum of 3/4 length sleeves.

• Black dress pants paired with black formal tops with a minimum of 3/4 length sleeves.

• Black closed-toe shoes.

• Black hosiery or long black socks, depending on the outfit.

• If a belt is worn, it should also be black.

• Simple, studs earrings - no other jewelry is appropriate.

Inappropriate Attire

• Tuxedos or overly formal attire.

• Casual clothing such as t-shirts, jeans, or sneakers.

• Short or revealing attire.

• Any clothing, accessories, or footwear that is not black.

• Noisy or flashy jewelry or accessories that could distract from the performance.

• Visible undergarments.

This ensures that audience focus is on the ensemble as a whole and not an individual student’s outfit. If you are unable to get these materials before a concert, please let me know as soon as possible.

H.O.U.N.D.S. Expectations

Stambaugh Middle School will EMPOWER each student, every day, with knowledge, character, and skills to be successful HOUNDS. Hounds are Honorable, Organized, Understanding, Nurturing, and Determined to be Successful every day.

Honorable

Band students at Stambaugh Middle School learn to conduct themselves with integrity, respect, and honor. They acknowledge the contributions of each band member, respect the music and its composers, and maintain a positive and professional attitude during practice and performances. Honorable band members understand the importance of teamwork and commit to being reliable and trustworthy within the band community.

Organized

Being part of a band requires a high level of organization. Stambaugh band students learn to manage their time efficiently to balance school work, band practice, and personal time. They keep their sheet music, instruments, and performance attire in order and ready to use. Organization also applies to their efforts in arranging events and fundraisers to support the band program.

Understanding

Band students learn to be understanding, not only of the music they play but also of the different roles and skills within the band. They empathize with and support one another, and they value the diverse backgrounds and talents that each member brings. They also understand and respect the historical and cultural contexts of the music they perform. 

Nurturing

In the Stambaugh band, students are encouraged to nurture their talents, their peers, and their love for music. They provide support and encouragement to each other, fostering a sense of belonging and community. They continually nurture their own musical abilities through practice and performance, seeking to grow and improve every day.

Determined

Determination is key to mastering an instrument and performing in a band. Stambaugh band students demonstrate perseverance in the face of challenges, whether it's mastering a complex piece of music, performing in front of an audience, or balancing their commitments. Their determination drives them to reach their individual and collective goals.

Successful

Success in the Stambaugh band program is defined by more than just musical achievement. It includes personal growth, collaboration, and the development of life skills such as responsibility, discipline, and leadership. By striving for these forms of success, band students embody the values and goals of the Stambaugh Middle School community every day.

Financial difficulties

It is my responsibility as a music educator to ensure that everyone has equal access to a high-quality music education regardless of financial status. If you have trouble meeting any of the financial obligations for the program, please reach out to me, and I will work with you to make sure you student has everything they need to be successful. All students are encouraged to participate fully in fundraisers to ensure that the program remains well-funded for everyone's benefit.

Classroom Materials

Students are expected to have the following items to class every day:

• Pencil

• Method Book

  • Beginning Band / Concert Band:  Tradition of Excellence Book 1 (red)

  • Symphonic Band:  Tradition of Excellence Book 2 (blue)

• Instruments

• Instrument accessories

  • These vary depending on whether you play a woodwind, brass, or percussion instrument. Once instruments have been assigned, I will send home a detailed list of necessary items for each specific instrument.

• Music folder with music.

Damaged Materials

If a student is provided any school-owned materials, they will be held financially responsible for repairs or replacements if the materials are lost or damaged due to negligence. If such a situation occurs, students should inform me as soon as possible.

Instrument Rentals

I know getting an instrument is very exciting! Please wait until after I have assigned instruments to the students. As the director, it is my responsibility to ensure the ensemble has a balanced instrumentation. The students will be able to pick at least three of their favorite options, and one of those options will then be selected for them.

Use Carlton Music Center

Instrument rentals are handled through Carlton Music Center in Winter Haven. This is the only source for instruments that I, along with the rest of the county, recommend. There are many benefits to renting from Carlton Music Center:

• Over 50 years of providing quality musical instrument rentals

• Rent-to-own monthly with no obligation to buy

• Return or exchange instruments at any time

• All rent applies towards the purchase price

• 30% discount for early payoffs

• Maintenance & Replacement (M&R) covers all repairs

• Fast turnaround times with a local repair shop

• M&R covers 80% of the instrument's total value if lost, stolen, or damaged beyond repair

• Free service calls to schools

For more information, visit https://carltonmusic.com/collections/rent-online.

Approved Instrument Brands

If you choose instead to purchase an instrument from another retailer or second-hand marketplace, please make sure it is one of these high-quality brands: Armstrong, Artley, Bach, Besson, Benge, Blessing, Bueshcer, Buffet-Crampon, Bundy, Conn, Eastman, Emerson, Fox, Gemeinhardt, Getzen, Glaesel, Holton, Jupiter, Keilwerth, King, Knilling, Leblanc, Martin, Scherl & Roth, Schroetter, Selmer, St. Petersburg, Yanagisawa, Vito, and Yamaha.

Beware of Cheap, Low-Quality Instruments

Don't buy an instrument from a store or website that also sells toilet paper! These cheap, low-quality instruments fail in tone, technique, intonation, and reliability, and they are are not suitable for classrooms. They negatively impact young musicians' success and are not designed for quality music education. Most likely, you are only going to buy or rent one instrument for your student's whole musical career, so it needs to be a good one!

The student’s overall grade is determined by achievement in the following categories:

• Class Rehearsals – 20%

• Pass-Off Completion – 20%

• Written Work or Other Assignments – 20%

• Concerts – 40%

Class Rehearsals

Students start each rehearsal with a total of 3 points. It's their responsibility to retain these points by successfully developing and demonstrating effective rehearsal strategies, as well as by consistently maintaining appropriate rehearsal etiquette throughout the entire class period. If a student packs up before the end of rehearsal, this will be considered as 'Did Not Attempt,' resulting in a loss of points.

Pass-Off Completion

As a performance-based class, student assessments will be centered on their proficiency and progress with their instruments, monitored through their advancement in the method book. Each page in the method book addresses various aspects of music performance. To successfully complete a pass-off, the student must play the test line at the bottom of each page without error, thereby demonstrating mastery of the page's objectives. Their score will be based on their progress on their instrument relative to the goal set by Mr. Robinson. This approach allows students to advance at a pace most suitable for them, while still holding them accountable for consistent progress.

Written Work

From time to time, students will be required to complete written assignments, typically online quizzes designed to reinforce essential music theory concepts or delve into the historical and cultural aspects of music. Most assignments will be available online via Schoology. I don't set specific due dates. However, as soon as an assignment is posted, students will initially receive a zero. This zero will remain until the assignment is completed. This method is not intended to penalize students but is a form of positive reinforcement to encourage them to complete assignments in a timely manner. As soon as the assignment is turned in, the zero turns into the grade they earned, which allows students to see the immediate positive impact of their work. Students are also welcome to redo assignments to correct any errors as many times as they need. If any help is needed, students can visit me before or after school, or reach out via call, text, or email for assistance.

Concerts

Participation in all concerts is mandatory for all students. Concerts are the culmination of our everyday classwork, where students have the opportunity to showcase their dedication and hard work. Students will be graded on their efforts in playing their instruments, their concert etiquette, and their post-concert self-reflection.

Making Up Absences

Students can make up for a missed concert. To pre-excuse an absence, I must receive a notice from the parent at least one week in advance explaining why the student will not be able to attend. Exceptions will be made for emergencies. Pre-excused absences do not include vacations or outings planned after the performance dates have been announced, or failure to arrange transportation to the event.

For both pre-excused and unexcused absences, students can make up their concert grade by playing their concert music in an individual performance test, which will be assessed using the same rubric. Those with a pre-excused absence will also receive an alternate assignment in place of the concert etiquette portion of their grade. However, this option will not be available to students with unexcused absences.

The most important thing about practice is to do it regularly and make it a part of your daily routine! Our time in class is used to learn new things and improve as an ensemble. We are not always able to focus on individual needs. This means that only participating in class is not enough to make progress and contribute to a band that sounds good. Learning a musical instrument means learning a new "language" and developing the mental and physical skills (dexterity, endurance, muscle memory) to translate that new language into sound. You have to practice at home. But don't panic about having to spend huge amounts of time practicing; most beginners can flourish with just 15 minute sessions several times a week.

For Parents:

• Above all, be involved and aware. You don't have to play the instrument your child is learning or even know much about music to be involved and helpful.

• In order to practice, kids need to have their instruments available. If the instrument is usually in the music room at school while your child is at home, your child is not going to make much progress on the instrument. Please help your child make sure his or her instrument is at home as much as possible.

• Know what your child is supposed to be practicing daily.

• Have an idea of what the material is supposed to sound like. You can usually find someone else playing the material somewhere on the internet or using the Interactive Practice Studio by following the instructions in the back of the method book.

• Help your child incorporate practice into his or her daily routine.

• Gently remind your child to practice. Even students who love playing their instruments often don't have the emotional intelligence at this age to discipline themselves adequately.

• Think about using appropriate incentives to motivate.

• Keep an ear open; ask yourself if your child is simply "going through the motions" rather than seriously trying to progress and to address problem spots in the material.

• Remind your child that they are part of a team; the other band members are counting on them to sound as good as they can.

For students:

• Practicing for shorter periods daily or several times a week is always better than "cramming."

• Set a regular time to practice or otherwise make practice part of your routine.

• Find a comfy, quiet place to practice without distractions like TV.

• Set goals for each practice session.

• Know what the exercise or passage should sound like.

• Break the music down into smaller sections if dealing with a difficult piece, and tackle it one section at a time.

• Focus on the more challenging parts of what you are working on.

• Be engaged with your practice session mentally while playing; don't just "go through the motions."

• Don't stop once you get a passage or exercise right; repeat it several times to get it ingrained.

• Use a metronome to help you get rhythm and tempo right.

• Record yourself on occasion to check your playing.

• Remember that a band is a team; everyone needs to do their best in order for the band to sound good.

• Most of all, play for the fun of it!!!

Most communication from me will be via email, so please be sure to check yours regularly. This may include information about upcoming events, extra opportunities for your student, and behavior issues. If there is a major upcoming event, I will also use several other forms of communication to notify you. This may include letters, text messages, phone calls, website updates, or social media. This way, you should receive important information in several formats.

I am always happy to help with anything. If you need to reach me, you can email me at jeffrey.robinson@polk-fl.net. You can also text me at (863) 968-6349. Phone calls are automatically sent to voicemail, which I also check regularly. Please add this number to your phone so you know if I am trying to reach you. I do ask for your understanding that out of respect for my home life I may not respond outside of school hours.