Fairfield-Suisun USD Music Program Plan 2006-2011

Fairfield-Suisun USD Music Program Plan 2006-2011
Fairfield-Suisun U.S.D.
Music Program Plan 2006-2011
Page 1 of 29
Table of Contents
Introduction
Page 3
Key Members
Page 3
Framework
Page 4
Parent Participation
Page 8
Inclusion of All Learners
Page 8
Highly Qualified Teachers
Page 8
Technology
Page 8
Ideal Elementary School Program
Page 9
Ideal Elementary Materials List
Page 10
Staffing/Professional Development
Page 11
Ideal Middle School Program
Page 12
Staffing/Professional Development
Page 13
Ideal High School Program
Page 14
Ideal High Materials List
Page 15
Staffing/Professional Development
Page 18
Proposed Budget
Page 19
Cost Estimates
Page 22
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Introduction
This plan was created with the cooperation of all members of the music program in FSUSD.
Key Members
Steve Taylor: Department Chair
Joan Gaut
Scott Miller
Louise Jacob
Karen Lockhart
Andrea McFarland
Jon Mounts
Justin Enright
Jennifer Doherty
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From California Department of Education Visual and Performing Arts Frameworks (2001)
This framework incorporates ten principles to accelerate and sustain proficiency in the visual and performing arts for all learners.
These principles are used to guide the framework and address the complexity of the content and delivery of instruction in dance,
music, theatre, and the visual arts. They also direct the purpose, design, delivery, and evaluation of instruction. The principles
established are as follows:
1. Support of Education Code sections 51210 and 51220 requiring instruction in the arts.
Section 51210 specifies that the required adopted course of study used by schools for grades one through six must include the visual
and performing arts. Section 51220 specifies the same requirement for grades seven through twelve. As with all other subject areas
except physical education, the Education Code does not state the number of minutes of instruction required, although it does require
schools to provide instruction in the arts for all students. (See Appendix A.)
2. Use of the visual and performing arts content standards adopted by the State Board of Education as the basis of curriculum.
Those standards serve as curriculum guideposts for teachers and provide clear-cut curriculum goals for all learners. (Note: The
Western Association of Schools and Colleges also looks for standards-based courses during its accreditation process.) Curriculum
based on the content standards requires active learning through the study, practice, creation, or performance of works of art. It also
requires reading about the arts and artists; researching the arts from the past and present; writing about the arts and artists to reflect
on one’s own observations, experiences, and ideas about the arts; and participating in arts criticism based on reliable information
and clear criteria.
3. Definition of a balanced, comprehensive arts program as one in which the arts are studied as discrete disciplines related to
each other and, when appropriate, to other subject areas in the curriculum. Students in a comprehensive program are
expected to master the standards of an arts discipline, which are grouped under the following strands:
Artistic perception refers to processing, analyzing, and responding to sensory information through the use of the language and skills
unique to dance, music, theatre, and the visual arts.
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Creative expression involves creating a work, performing, and participating in the arts disciplines. Students apply processes and
skills in composing, arranging, and performing a work and use a variety of means to communicate meaning and intent in their own
original formal and informal works.
Historical and cultural context concerns the work students do toward understanding the historical contributions and cultural
dimensions of an arts discipline. Students analyze roles, functions, development in the discipline, and human diversity as it relates to
that discipline. They also examine closely musicians, composers, artists, writers, actors, dancers, and choreographers as well as
cultures and historical periods.
Aesthetic valuing includes analyzing and critiquing works of dance, music, theatre, and the visual arts. Students apply processes and
skills to productions or performances. They also critically assess and derive meaning from the work of a discipline, including their
own, and from performances and original works based on the elements and principles of an arts discipline, aesthetic qualities, and
human responses.
Connections, relationships, and applications involve connecting and applying what is learned in one arts discipline and comparing it
to learning in the other arts, other subject areas, and careers. Students develop competencies and creative skills in problem solving,
communication, and time management that contribute to lifelong learning, including career skills. They also learn about careers in and
related to arts disciplines.
4. Promotion of alignment of standards-based curriculum, assessment, and instruction throughout the grades at the school and
school district levels to provide a comprehensive, coherent structure for visual and performing arts teaching and learning.
That alignment will prepare students to meet the new visual and performing arts requirement for freshman admission to the University
of California and the California State University (see Appendix B). It will also require that teachers be prepared through preservice
and in-service professional development programs to teach a standards-based curriculum in the arts.
5. View of assessment of student work as essential to a standards-based program in the arts.
The assessment of student work in the arts helps students learn more about what they know and can do, provides teachers with
information for improving curriculum and instruction, and gives school districts the data required for ensuring accountability.
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Performance assessments, such as those involving portfolios, projects, exhibitions, and reflections, are inherent in the arts and in the
artistic process.
6. Expansion of an emphasis on using new media and electronic technology in the arts.
In the past 200 years, technological processes have provided many new ways of making, recording, and delivering the arts, allowing a
variety of systems to document, create, and teach dance, music, theatre, and the visual arts. This framework uses the term new media
and electronic technology to reach back over the past 200 years to photography and film and includes the most recent developments
in computer technology and electronic, audio, and digital media.
7. Inclusion of all learners in the classroom.
At each school level arts instruction should provide avenues in which each student can work at a personalized pace to learn and
develop self-expression and self-confidence. Curriculum and instruction may need to be modified or adapted to encourage the
successful participation of students with a variety of disabilities and those who excel or have a special interest in the arts.
8. A broad view of culture.
Students experience the five component strands in the arts content standards from the perspective of American culture and of
worldwide ethnic, racial, religious, and cultural groups. Respect for the multiplicity of cultures pervades the framework and the
content standards.
9. Recognition of the role the arts play in preparing students for careers and full participation in society.
Arts education provides direct training for jobs in the flourishing arts industry in California. (See examples of careers in the visual
and performing arts in Appendix C.) According to information on workforce development related to arts education, “Creative
industries are key to the economy of California and a source of future employment for up to one in five California students.” 1
Further, education in the arts prepares students for work in any field. The National Governors Association (NGA) states that
“programs incorporating the arts have proven to be educational, developmentally rich, and cost-effective ways to provide students
with the skills they need to be productive participants in today’s economy.” It also expresses the conviction that the arts are one tool
that states can use to enhance workforce readiness for students in both general and at-risk populations. 2
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10. Usefulness to teachers, arts professionals, library media teachers, administrators, parents, and supporters of the arts.
The Visual and Performing Arts Framework is a tool for teachers and a guide for publishers and those who develop educational
materials. It is also useful to those planning arts programs as well as to staff developers, artists who teach in the schools, principals,
district and county leaders of curriculum and instruction, those who provide the arts in the community, college and university arts
teachers and educators, parents, community members, and business and industry leaders.
Those involved in teaching the visual and performing arts may include classroom teachers, library media teachers, arts specialist
teachers, artists, and community members. All who teach the arts are helping to shape students’ abilities to think, observe, create, use
imagination, organize thoughts and feelings, assess critically, and respond in predictable and unpredictable ways. They communicate
to their students that the arts are about enjoying the rich benefits of life, engaging in multiple opportunities for self-expression, and
delighting in the creative efforts of others. As students achieve in the arts, they participate in society by looking at things carefully,
hearing things thoughtfully, and feeling things sensitively. When students have access to the arts throughout their school years, they
have opportunities to grow as creative, intellectual, and spiritual human beings.
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Parent Participation
Parental involvement is critical to the success of any academic program. Input from parents on the evolution of the programs offered
needs to be obtain through surveys, forums or other methods to obtain information to facilitate student participation in a variety of
music courses whether focusing on music theory, composition and music technology, guitar classes, piano classes, vocal or
instrumental music courses and ensembles.
Inclusion of all learners in the classroom
At each school level arts instruction should provide avenues in which each student can work at a personalized pace to learn and
develop self-expression and self-confidence. Curriculum and instruction may need to be modified or adapted to encourage the
successful participation of students with a variety of disabilities and those who excel or have a special interest in the arts (California
Department of Education Framework 2001).
Students in Fairfield-Suisun Unified School District should have access to similar programs at all sites at each level, elementary,
middle and high. While we acknowledge that each site has variety of needs, resources and facilities, effort should be made to provide
programs that children would receive at any school in the district. Each student enrolled in the District can expect to have an
opportunity to develop their talents and follow their musical interests at their neighborhood site. Each site has a responsibility to offer
their students an opportunity to develop skills and artistry whether those interests and talents lead them to vocal music, instrumental
music; including guitar and keyboard, attached units, drum line, composition and music technology or musical theater.
Highly Qualified Teachers
Highly qualified teachers in music instructions should be energetic, dedicated and possess creativity and foresight. A highly qualified
and effective music teacher must bring in other curricular areas that allow the students to make connections to their previous
experiences and learning. A highly qualified and effective music teacher should also be somewhat of a “Renaissance Person” able to
connect music with language arts, social sciences, technology and sciences. A highly qualified and effective music teacher will infuse
the student with a desire to continue making music a part of their life beyond their academic careers
Expansion of an emphasis on using new media and electronic technology in the arts.
In the past 200 years, technological processes have provided many new ways of making, recording, and delivering the arts, allowing a
variety of systems to document, create, and teach dance, music, theatre, and the visual arts. This framework uses the term new media
and electronic technology to reach back over the past 200 years to photography and film and includes the most recent developments
in computer technology and electronic, audio, and digital media (California Department of Education Framework 2001).
Technology continues to rapidly change not only the methods of instruction and assessment, but in availability in specific content to
support instruction. With the explosion of digital music, the technological and professional development needs have increased beyond
the scope of instruments for instruction.
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FSUSD Elementary School
School Activities
Program:
Instrumental Wind
Program:
Beginning Band
Choral Program:
Beginning Choir
Orchestral Program:
Beginning Orchestra
An ideal elementary school in FSUSD would offer the above course selections based on student needs.
Music programs in the early grades provide essential first steps for students as they develop their ability to communicate their thoughts, feelings,
and understanding concerning the world around them. Through music the students gain the knowledge and skills needed to express their ideas
creatively in verbal and nonverbal ways. The programs should include performing and experiencing the arts as well as talking, reading, and
writing about them. The delivery of programs to help students achieve music content standards should involve the collaboration of credentialed
music specialists, classroom teachers, professional artists, and other community resource persons. In addition, by having students read literature
about the arts and artists that includes stories, biographies, and histories of dance, music, theatre, and the visual arts, the teacher helps the
students understand the connections between the creative work they do and that done by others.
Elementary School Standards
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
Listen to, Analyze, and Describe Music
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and
accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
Compose, Arrange, and Improvise
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
Diversity of Music
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities,
and human responses.
Analyze and Critically Assess
Derive Meaning
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and
resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
Careers and Career-Related Skills
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Elementary Materials List
Facilities:
A large classrooms with the ability to accommodate up to 40 children
Curriculum:
Class sets of adopted textbooks, teachers additions, cd’s and accompaniment books
Standards of Excellence Books
Instruments:
Piano on dolly with bench
Bass Xylophone (Sonor)
Trombones
Rhythm sticks
Tenor Alto Metallophone
Trumpets
Lummi Sticks
Tenor Alto Xylophone
Alto Saxes
Tambourines
Alto Glockenspiel
Tenor Saxes
Guiros
Soprano Glockenspiel
Bass Clarinets
Triangles
Rotary Tympani
Flutes
Maracas
Orrf rhythm, melody, instruments
Clarinets
Woodblocks
Timpani
Sleigh bell
Sandpaper blocks
Bass Drum, stand, beater
Whip
Jingle Sticks
Snare drum, stand
¾ size tuba
Hand drums
Suspended cymbal, stand
Baritones
Cymbals (hand held)
Crash symbols
Resonator bells, case, mallets
Shakers
Temple blocks and stand
Autoharp, cases
Agogo bells
Cabasa
Songflutes and recorders
Bongo drums
Cowbell
Boomwhackers
Conga drums
Chinese bells, stand
Bass Metallophone (Sonor)
Slide whistle
Furniture/Equipment
A traveling cart for itinerate music
Storage shelves
6’ folding table
specialist
Non-folding chairs, variety of sizes or
Instrument cabinets
Music stands, storage charts
Wenger Flip Forms
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White Board
Teachers desk and chair
Locking file cabinet
Mounted Television
DVD/VCR combo player
Performance Music for instrumental and
choir
Travel expenses for offsite performances
Wall mounted screen
Wall mounted maps of US and World
Bulletin Board
Technology
Printer
SmartBoard with projector
Performance/Repair On-going Costs
Accompanist for performances
Conductors chair
Podium
Risers
Overhead projector and cart
Computer
Midi keyboard with interface
Sound tech
Repair Budget
Staffing/Professional Development
All professional development programs in the arts should be based on the content standards and guidelines presented in the
Visual and Performing Arts Framework. Training should prepare teachers to use the state-adopted arts instructional materials
effectively in kindergarten through grade eight. The training can be particularly useful for teachers in schools with limited
resources and access to only a few district specialists. Those who provide professional development programs must be able to
demonstrate the effective ness of their recommendations for the typically diverse California classroom and be competent to instruct
teachers.
Schools and school districts should support teachers’ lifelong learning with released time and funding in ongoing, planned
professional development pro grams coordinated at the district level. Professional development may include courses at institutions of
higher education; participation in meetings and conferences of regional, state, and national education and arts education organizations;
and institutes and workshops offered by The California Arts Project (TCAP) and professional arts organizations. (See Selected
References and Resources for information on contacting arts education organizations.)
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FSUSD Middle School
School Activities
Program:
Marching Band
Pageantry
Winter Percussion
Instrumental Wind
Program:
Jazz Band
Beginning Band
Intermediate Band
Advanced Band
Choral Program:
Beginning Choir
Intermediate Choir
Advanced Choir
Orchestral Program:
Beginning Orchestra
Intermediate Orchestra
Advanced Orchestra
An ideal middle school in FSUSD would offer the above course selections based on student needs.
Exploration, an important part of a middle school arts program, should include all the requisites of the standards-based
elementary-level program with essential additions. Courses in music are designed to increase and refine students’ knowledge and
skills beyond those learned at the elementary school level. Experience in the music programs will expand their knowledge and skill and
to make personal connections with the world, the school, and themselves. they should continue their development in the five strands.
Strategies for implementation may include a rotation or exploratory schedule for all students along with yearlong courses
Middle school music specialists should direct students to achieve the content standards. District and school administrators along
with faculty should collaborate to provide a comprehensive music program for all students that are standards based and relevant.
Middle school students should begin to develop a firm foundation to be prepared for more focused study in high school. Accordingly,
articulation needs to occur between the middle school and high school teachers.
Middle School Standards
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other auralMiddle
information,
usingMaterials
the terminology
School
Listof music.
Read and Notate Music
Listen to, Analyze, and Describe Music
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and
accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
Compose, Arrange, and Improvise
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
Diversity of Music
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the elements of music, aesthetic qualities,
and human responses.
Analyze and Critically Assess
Derive Meaning
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and
resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
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Careers and Career-Related Skills
Staffing/Professional Development
All professional development programs in the arts should be based on the content standards and guidelines presented in the
Visual and Performing Arts Framework. Training should prepare teachers to use the state-adopted arts instructional materials
effectively in kindergarten through grade eight. The training can be particularly useful for teachers in schools with limited
resources and access to only a few district specialists. Those who provide professional development programs must be able to
demonstrate the effective ness of their recommendations for the typically diverse California classroom and be competent to instruct
teachers.
Schools and school districts should support teachers’ lifelong learning with released time and funding in ongoing, planned
professional development pro grams coordinated at the district level. Professional development may include courses at institutions of
higher education; participation in meetings and conferences of regional, state, and national education and arts education organizations;
and institutes and workshops offered by The California Arts Project (TCAP) and professional arts organizations. (See Selected
References and Resources for information on contacting arts education organizations.)
Page 13 of 29
An ideal high school in FSUSD would offer the above course selections based on student needs.
FSUSD High School
High school arts programs should be based on an overall vision of secondary education. That is, they
should engage every student in a rigorous, standards-based curriculum enabling the student to make
the transition from high school to higher education and a career. During their high school years,
students have the opportunity to continue with in-depth instruction in the arts by selecting standardsbased courses in one or more of the four arts disciplines. After a one-year course, a student should
reach the beginning or proficient level of achievement described in the arts content standards. And
after two or more years in the same discipline, a student should reach the advanced level of
achievement (see Chapter 3). Yearlong high school courses in music should all be approved to meet
the new visual and performing arts requirement for freshman admission to the University of
California and the California State University.
Through careful planning and allocation of resources, problems in scheduling and cooperative
curriculum planning of subject-centered and arts-connected instruction can be accommodated.
Credentialed arts specialist teachers should provide the instruction, and professional artists and other
arts providers can serve as important resources. Student clubs, parent groups, and community
resources all enhance the curriculum by helping to create an environment that encourages all students
to develop an appreciation of and support for the arts.
1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
Listen to, Analyze, and Describe Music
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and
improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
Compose, Arrange, and Improvise
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians,
and composers.
Role of Music
Diversity of Music
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians in a cultural context according to the
elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
Derive Meaning
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving,
communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in
and related to music.
Connections and Applications
Careers and Career-Related Skills
Instrumental Wind Program:
Jazz Band
Wind Ensemble - Advance
Symphonic Band – Intermediate Advanced
Concert Band - Intermediate
Beginning Percussion - Beginners
School Activities Program:
Marching Band
Pageantry
Winter Percussion
Percussion Ensemble
Pep Band
Musical
Music Technology Program:
Music Tech I – Introduction to Sound
Recording and Musical Composition
Music Tech II – Intermediate Recording
and Composition
Music Tech III – Advanced Recording and
Composition
Orchestral Program:
Orchestra I – Advanced
Orchestra II – Intermediate
Advanced
Orchestra III – Intermediate
Choral Program:
Beginning Choir
Intermediate Choir
Advanced Choir
Show Choir
Jazz Choir
Men’s Choir
Women’s Choir
Piano Keyboarding Program:
Piano I - Beginners
Piano II - Intermediate
Piano III – Advanced.
Intermediate
Piano IV – Advanced
Other:
Music History
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Middle/High School Materials List
Facilities:
A large classrooms with the ability to accommodate up to 40 children, performance area (stage), field for marching band, multi-use
facility
Curriculum:
Choral Music
Marching Music
Orchestra Music
Instruments:
Bass Drum
48" Concert Gong
Low Octave Crotales
Bass Drum Stand
22" Wind Gong
Set of Sleigh Bells
Piccolo Snare Drum
Peking Opera Gongs
Ocean Drum
Concert Snare Drum
Gamelean Gongs
Set of Three Roto Toms
Field Snare Drum
48"Gong Stand
6" Ice Bell
Concert Snare Drum Stands
6" Abel Triangle
Wind machine
16" Concert Crash Cymbals- one pair
4" Abel Triangle
Hand Siren
18" Concert Crash Cymbals- one pair
6" Grover Triangle
Set of 5 Timpani Drums
Assorted bird calls and whistles, police,
20" Concert Crash Cymbals- one pair
9" Grover Triangle
slide, bird call, march, duck call
Cymbal Craddle Stand
Triangle Multi Clamps
Bulb Car Horns
16" Concert Suspended Cymbal
Set of 12 Stoessel Triangle Beaters
75 lb Anvil
18" Concert Suspended Cymbal
12" Germanic Silver Tambourine
Set of 8 Steel Drums
22" Concert Suspended Cymbal
12" Berlium Copper Tambourine
Conga Drum
Gooseneck Suspended Cymbal Stands
Set of 5 Black Swamp Temple Blocks
Tumba Drum
Set of 4 Concert Tom Tom Drums- 10",
12", 13" and 14"
Set of 3 Black Swamp Wood Blocks
Quinto Drum
Concert Tom Tom Stands
Pair of machine castanets
Pair of Bongos
4 Octave Rosewood Xylophone
Pair of paddle castanets
Djembe- 14"
3 Octave Fall Creek Glockenspiel
Wind chimes
22" Frame Drum
3.5 Octave Yamaha Vibraphone
Mark Tree
12" Doumbeck
5 Octave Rosewood Marimba
Bell Tree
Cuicua Drum
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Chimes
High Octave Crotales
Pair of Maracas
Afuche Cabasa
Pair of Claves
Cajons, small, medium and large
Full Drum Set w/ hardware, throne and
cymbals
Set of Cases for drum set
Xylophone w/ field frame
Glockenspiels
Drum Harness
Indoor 50' x 80' floor (tarp)
Practice Stands
Accessory Clamps
Accessory Stands
Assorted Suspended Cymbals
Contra Alto Clarinet
Contra Bass Clarinet
Alto Saxophone
Tenor Saxophone
Baritone Saxophone
Soprano Saxophone
Trumpet
Cornet
Flugel Horn
Assorted mutes
Furniture/Equipment/Uniforms
Grand Piano Truck
Upright Piano Truck
Wenger Music Stands
Set of 5 cow bells
Shaker
Pair of Ago-Go Bells
Pair of 20" Marching Cymbals
4.3 Octave Marimba w/ field frame
Vibraphone w/field frame
Assorted Drum Heads
Trap Tables
Wenger Percussion Cabinets
Assorted Mallets
Piccolo
Flute
Oboe
Bb Clarinet
Eb Clarinet
Bassoon
English Horn
Alto Clarinet
Bass Clarinet
Mouthpieces- All various instruments
Stereo Cabinet
Gym Floor Tarp 50x80
Rack Mount Portable System
Guiro
Rope Tension Snare Drum w/ sling and
case
Rope Tension Bass Drum w/ sling and
case
Set of 22" Marching Cymbals
13" Marching Snare Drum
Qunits (Tenor Drums)
Set of 6 Marching Bass Drums
Marching Snare Cases
Marching Quint Cases
Marching Bass Drum Cases
Cymbal Bags
Trap Cases
Large Anvil Cases with locking wheels
French Horn
Marching French Horn
Marching Baritone Horn
Euphonium
Trombone
Trombone
Bass Trombone
Tuba
Sousaphone
Wenger Cabinet and Locker System
Music Library Filing System
Savin C3030 color copier
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Megavox Portable PA system w/stands and
Microphone
TV Wall Mounts
Band Uniforms
Concert Uniforms
Uniform Rack
Pageantry
Wenger Choral Risers
Choral Uniforms
Director Podium
Director Music Stand
Director Chair
Acoustic Guitar
Midi Keyboard
Workstation Chairs
Mac Pro Computer w/monitor
Expanded Music Lab Workstation
Projection Screen
Projector
Smart Board System with mixer, speakers
Computer dedicated to the Smart Board
System
Stereo System including tape, cd, dvd
Wenger Music Chairs
Wenger Stand Racks
Wenger Chair Racks
White board
Upright concert piano
Grand Piano
Yamaha Electric Piano
Synthesizer
Red Head Bass Amp
Guitar Amp
Upright String Basses
Fender Precision Bass
Electric Guitar
Technology
Site License for Sibelius Pro 4.0
Peterson Tuner Model 5000
Rizo 220UI with document feeder
Computer Workstations w/ Lexmark E234
printers
Safe
Sousaphone/tuba Rack
Percussion Workstation
Portable Bose Boom box w/cd and cassette
Flags, Poles
King Sabers
Rifles- 36"
Set of ID letters appropriate to individual
school
Practice Rifles
Sabers
Yamaha Metronome
Seiko tuner
Mixer Sound Board with equalizer
Powered Speakers with stands
CD duplicator
CD label maker
Music Training Software Programs,
Theory, Ear and Rhythm
Monitor Speakers
Recording Mikes
Vocal Mikes
Instrumental Mikes
TV monitors
CD Recording console
Lap Top Computer with Pro Tools
Stereo Speakers
Performance/Repair On-going Costs
Page 17 of 29
Performance Music for instrumental and
choir
Travel expenses for offsite performances
Accompanist for performances
Sound tech
Repair Budget
Staffing/Professional Development
Teachers in music must be trained in critical areas during pre-service education and through long-term professional development until
those areas are further developed, refined, and expanded throughout the teachers’ careers.
Teachers should engage in ongoing professional development to acquire knowledge of (1) the strands of the arts content standards,
including, when appropriate, training related to state-adopted visual and performing arts instructional materials; (2) processes and
products in arts education; (3) the interdependence and independence of the arts; (4) the arts and learning across the curriculum; (5)
affective and cognitive aspects of the arts; (6) world arts and cultures; (7) collaboration and articulation; (8) student assessment; and
(9) the uses of new media and electronic technology.
Page 18 of 29
Budget
The items listed above were based on the inference that FSUSD did not have any of the above items or equipment. We are in
agreement that some of the items are available for FSUSD students, but not at all sites and levels. Students in FSUSD should have the
similar opportunities at their neighborhood school and future purchases will be based on needs and the availability of other funding
sources (current budget, boosters, etc.)
To illustrate the point and try to provide some guidance three elementary sites (Richardson, KI, Laurel Creek) were looked at to see
what each site needs. Below is a current sample of needs based on three different schools. Any additional funding that is approved
(by the music leadership committee along with school/district office curriculum staff) will be distributed by basic needs with an
established priority based on the variety of funding sources.
The chart below illustrates that Richardson is in greater need in the number of materials and equipment than KI. But each item has
different costs associated with them including the number of students who attend the school. All decisions on funding distribution
must include the costs per item along with number of students.
Richardson
DVD/VCR Player
Printer
Projector
Computer Programs
Lockable File Cabinets (3)
Storage Shelves
Instrument Cabinets
Bulletin Board
Adopted Texts
Lummi Sticks
Guiros (8)
Triangles (8)
Maracas (4)
KI
Music Cart
White boards (2)
DVD/VCR Player
Projector
Wall Map
Adopted Texts
Tambourines (4)
Guiros (4)
Handdrums (8)
Tenor Alto Metallophone
Tenor Alto Xylophone
Accompanist
Bass Drum
Laurel Creek
White Board
DVD/VCR Player
Mounted Television
Projector
Smart Board
Wall Map
Bulletin Board
Folding Table
Adopted Texts
Rhythm Sticks
Lummi Sticks
Tambourines (3)
Guiros (6)
Page 19 of 29
Woodblocks (8)
Sandpaper blocks (8)
Handdrums (8)
Hand held Cymbals
Shakers (8)
Agogo Drums (3)
Bongo Drums (3)
Conga Drums (3)
Resonator Bells
Song Flutes
Boomwhackers
Bass Metallophone
Bass Xylophone
Tenor Alto Metallophone
Tenor Alto Xylophone
Alto Glockenspiel
Soprano Glockenspiel
Tympani (3)
Sonor
Orff Instruments
Pani
Piano on dolly
Piano bench
Performance music
Accompanist
Parent Survey
Performance costs
Snare Drum
Cymbal
Temple Blocks
Cabasa
Chinese bells and stand
Whip
¾ Tubas
Baritones King (5)
Trombones (5)
Trumpets (10)
Tenor Saxes (2)
Bass Clarinets (2)
Flutes (5)
Clarinets (8)
Podium
Repair Costs
Triangles (5)
Woodblocks (6)
Jingle Sticks (7)
Handdrums (5)
Shakers (8)
Agogo Drums (1)
Bongo Drums (3)
Conga Drums (1)
Song Flutes
Bass Metallophone
Tenor Alto Metallophone
Tenor Alto Xylophone
Alto Glockenspiel
Soprano Glockenspiel
Midi Synthensizer
Sound tech
Accompanist
Parent Survey
Performance costs
Crash Cymbal
Chinese bells and stand
Whip
Baritones King (4)
Trombones (5)
Trumpets (4)
Alto Saxes (3)
Tenor Saxes (1)
Bass Clarinets (1)
Flutes (11)
Clarinets (11)
Page 20 of 29
Cabasa
Woodblock
Chinese bells and stand
Slide Whistle
Sleigh Bell
Whip
¾ Tubas
Baritones King (6)
Trombones (8)
Trumpets (6)
Alto Saxes (5)
Flutes (15)
Clarinets (15)
Music Stands (40)
Conductors Chair
File Cabinet
Podium
Money to purchase music rights
Standards of Excellence Books
Repair Costs
Music Stands (40)
Conductors Chair
Podium
Standards of Excellence Books
Page 21 of 29
Below are cost estimates per item discussed in previous pages.
2007 Cost Estimates Per Item
Quantity
Concert Percussion
Item
1 Bass Drum
1 Bass Drum Stand
1 Piccolo Snare Drum
1 Concert Snare Drum
1 Field Snare Drum
3 Concert Snare Drum Stands
1 16" Concert Crash Cymbals- one pair
1 18" Concert Crash Cymbals- one pair
1 20" Concert Crash Cymbals- one pair
1 Cymbal Craddle Stand
1 16" Concert Suspended Cymbal
1 18" Concert Suspended Cymbal
1 22" Concert Suspended Cymbal
3 Gooseneck Suspended Cymbal Stands
1 Set of 4 Concert Tom Tom Drums- 10", 12", 13" and 14"
2 Concert Tom Tom Stands
1 4 Octave Rosewood Xylophone
1 3 Octave Fall Creek Glockenspiel
1 3.5 Octave Yamaha Vibraphone
1 5 Octave Rosewood Marimba
1 Chimes
1 48" Concert Gong
1 22" Wind Gong
3 Peking Opera Gongs
2 Gamelean Gongs
Brand
Cost
Total
$1,175.00
$650.00
$700.00
$925.00
$884.00
$75.00
$325.00
$400.00
$425.00
$139.00
$229.00
$299.00
$329.00
$70.00
$400.00
$175.00
$6,700.00
$2,000.00
$2,500.00
$13,000.00
$2,499.00
$2,000.00
$120.00
$65.00
$75.00
$1,175.00
$650.00
$700.00
$925.00
$884.00
$225.00
$325.00
$400.00
$425.00
$139.00
$229.00
$299.00
$329.00
$210.00
$400.00
$350.00
$6,700.00
$2,000.00
$2,500.00
$13,000.00
$2,499.00
$2,000.00
$120.00
$195.00
$150.00
Page 22 of 29
1 48"Gong Stand
1 6" Abel Triangle
1 4" Abel Triangle
1 6" Grover Triangle
1 9" Grover Triangle
3 Triangle Multi Clamps
1 Set of 12 Stoessel Triangle Beaters
1 12" Germanic Silver Tambourine
1 12" Berlium Copper Tambourine
1 Set of 5 Black Swamp Temple Blocks
1 Set of 3 Black Swamp Wood Blocks
1 Pair of machine castanets
1 Pair of paddle castanets
1 Wind chimes
1 Mark Tree
1 Bell Tree
1 High Octave Crotales
1 Low Octave Crotales
1 Set of Sleigh Bells
1 Ocean Drum
1 Set of Three Roto Toms
1 6" Ice Bell
1 Wind machine
1 Hand Siren
1 Set of 5 Timpani Drums
1 Assorted bird calls and whistles, police, slide, bird call, march, duck call
2 Bulb Car Horns
1 75 lb Anvil
$400.00
$45.00
$65.00
$72.00
$78.00
$25.00
$72.00
$100.00
$125.00
$437.00
$100.00
$105.00
$55.00
$130.00
$140.00
$75.00
$739.00
$739.00
$45.00
$70.00
$150.00
$35.00
$200.00
$495.00
$40,000.00
$120.00
$150.00
$50.00
$400.00
$45.00
$65.00
$72.00
$78.00
$75.00
$72.00
$100.00
$125.00
$437.00
$100.00
$105.00
$55.00
$130.00
$140.00
$75.00
$739.00
$739.00
$45.00
$70.00
$150.00
$35.00
$200.00
$495.00
$40,000.00
$120.00
$300.00
$50.00
1 Set of 8 Steel Drums
1 Conga Drum
$13,999.00
$395.00
$13,999.00
$395.00
Latin/Ethnic Percussion
Page 23 of 29
1 Tumba Drum
1 Quinto Drum
1 Pair of Bongos
1 Set of Timbales
1 Djembe- 14"
1 22" Frame Drum
1 12" Doumbeck
1 Cuicua Drum
1 Guiro
1 Pair of Maracas
1 Pair of Claves
1 Set of 5 cow bells
1 Shaker
1 Pair of Ago-Go Bells
1 Afuche Cabasa
1 Cajons, small, medium and large
1 Full Drum Set w/ hardware, throne and cymbals
1 Set of Cases for drum set
$429.00
$389.00
$259.00
$459.00
$179.00
$120.00
$40.00
$155.00
$50.00
$45.00
$20.00
$175.00
$21.00
$30.00
$30.00
$349.00
$2,500.00
$500.00
$429.00
$389.00
$259.00
$459.00
$179.00
$120.00
$40.00
$155.00
$50.00
$45.00
$20.00
$175.00
$21.00
$30.00
$30.00
$349.00
$2,500.00
$500.00
$1,050.00
$1,129.00
$187.00
$429.00
$789.00
$2,892.00
$1,096.00
$4,129.00
$4,155.00
$2,715.00
$729.00
$235.00
$3,150.00
$1,129.00
$374.00
$2,574.00
$2,367.00
$2,892.00
$5,480.00
$16,516.00
$16,620.00
$5,430.00
$1,458.00
$3,525.00
Marching Percussion
3 Rope Tension Snare Drum w/ sling and case
1 Rope Tension Bass Drum w/ sling and case
2 Set of 22" Marching Cymbals
6 13" Marching Snare Drum
3 Qunits (Tenor Drums)
1 Set of 6 Marching Bass Drums
5 Pair of 20" Marching Cymbals
4 4.3 Octave Marimba w/ field frame
4 Vibraphone w/field frame
2 Xylophone w/ field frame
2 Glockenspiels
15 Drum Harness
Page 24 of 29
1 Indoor 50' x 80' floor (tarp)
15 Practice Stands
12 Accessory Clamps
12 Accessory Stands
8 Assorted Suspended Cymbals
6 Marching Snare Cases
3 Marching Quint Cases
6 Marching Bass Drum Cases
5 Cymbal Bags
2 Trap Cases
2 Large Anvil Cases with locking wheels
1 Assorted Mallets
1 Assorted Drum Heads
2 Trap Tables
2 Wenger Percussion Cabinets
$2,000.00
$72.00
$40.00
$35.00
$200.00
$100.00
$195.00
$170.00
$49.00
$150.00
$2,100.00
$1,000.00
$1,000.00
$80.00
$325.00
$2,000.00
$1,080.00
$480.00
$420.00
$1,600.00
$600.00
$585.00
$1,020.00
$245.00
$300.00
$4,200.00
$1,000.00
$1,000.00
$160.00
$650.00
5 Midi Keyboard
5 Workstation Chairs
5 Mac Pro Computer w/monitor
15 Site License for Sibelius Pro 4.0
1 Peterson Tuner Model 5000
5 Seiko tuner
5 Yamaha Metronome
2 Megavox Portable PA system w/stands and Microphone
1 Music Training Software Programs, Theory, Ear and Rhythm
5 Expanded Music Lab Workstation
$500.00
$350.00
$3,198.00
$150.00
$4,800.00
$200.00
$120.00
$1,746.00
$2,000.00
$1,095.00
$2,500.00
$1,750.00
$15,990.00
$2,250.00
$4,800.00
$1,000.00
$600.00
$3,492.00
$2,000.00
$5,475.00
$1,750.00
$2,017.00
$8,690.00
$2,000.00
$1,750.00
$2,017.00
$8,690.00
$2,000.00
Technology
Audio Visual
1 Projection Screen
1 Projector
1 Smart Board System with mixer, speakers
1 Computer dedicated to the Smart Board System
Page 25 of 29
1 Stereo System including tape, cd, dvd
4 Stereo Speakers
1 Mixer Sound Board with equalizer
6 Powered Speakers with stands
1 CD duplicator
1 CD label maker
2 TV monitors
2 TV Wall Mounts
1 CD Recording console
4 Monitor Speakers
2 Recording Mikes
4 Vocal Mikes
12 Instrumental Mikes
1 Rack Mount Portable System
1 Lap Top Computer with Pro Tools
1 Stereo Cabinet
$1,000.00
$250.00
$1,500.00
$1,000.00
$2,500.00
$150.00
$2,300.00
$150.00
$2,000.00
$460.00
$375.00
$150.00
$200.00
$500.00
$3,500.00
$1,700.00
$1,000.00
$1,000.00
$1,500.00
$6,000.00
$2,500.00
$150.00
$4,600.00
$300.00
$2,000.00
$1,840.00
$750.00
$600.00
$2,400.00
$500.00
$3,500.00
$1,700.00
$490.00
$395.00
$41.00
$67.00
$375.00
$275.00
$238.00
$10,000.00
$35,000.00
$3,000.00
$3,000.00
$2,000.00
$1,000.00
$2,000.00
$490.00
$395.00
$4,100.00
$6,700.00
$1,875.00
$1,925.00
$238.00
$10,000.00
$35,000.00
$3,000.00
$3,000.00
$2,000.00
$1,000.00
$6,000.00
Band Room Equipment
1 Grand Piano Truck
1 Upright Piano Truck
100 Wenger Music Stands
100 Wenger Music Chairs
5 Wenger Stand Racks
7 Wenger Chair Racks
1 White board
1 Upright concert piano
1 Grand Piano
1 Yamaha Electric Piano
1 Synthesizer
1 Red Head Bass Amp
1 Guitar Amp
3 Upright String Basses
Page 26 of 29
1 Fender Precision Bass
1 Electric Guitar
1 Acoustic Guitar
1 Director Podium
1 Director Music Stand
1 Director Chair
1 Wenger Cabinet and Locker System
7 Music Library Filing System
1 Savin C3030 color copier
1 Rizo 220UI with document feeder
2 Computer Workstations w/ Lexmark E234 printers
1 Safe
15 Sousaphone/tuba Rack
1 Percussion Workstation
$800.00
$800.00
$800.00
$816.00
$350.00
$540.00
$27,926.00
$9,600.00
$15,000.00
$9,000.00
$3,000.00
$500.00
$199.00
$1,397.00
$800.00
$800.00
$800.00
$816.00
$350.00
$540.00
$27,926.00
$67,200.00
$15,000.00
$9,000.00
$6,000.00
$500.00
$2,985.00
$1,397.00
1 Portable Bose Boom box w/cd and cassette
30 Flags, Poles
10 King Sabers
10 Rifles- 36"
2 Set of ID letters appropriate to individual school
30 Practice Rifles
30 Sabers
3 Gym Floor Tarp 50x80
Quantity may differ based on enrollment
6 Piccolo
5 Flute
6 Oboe
10 Bb Clarinet
2 Eb Clarinet
4 Bassoon
2 English Horn
$1,200.00
$75.00
$200.00
$30.00
$10,800.00
$30.00
$60.00
$2,000.00
$1,200.00
$2,250.00
$2,000.00
$300.00
$21,600.00
$900.00
$1,800.00
$6,000.00
$3,300.00
$2,400.00
$3,150.00
$1,408.00
$2,620.00
$6,950.00
$5,950.00
$19,800.00
$12,000.00
$18,900.00
$14,080.00
$5,240.00
$27,800.00
$11,900.00
Pageantry
Band Instrumentation
Yamaha YPC82
Yamaha YFL461HA
Yamaha YOB441
Buffet E11
Buffet E11
Fox III Bassoon
Fox 520
Page 27 of 29
3 Alto Clarinet
10 Bass Clarinet
2 Contra Alto Clarinet
2 Contra Bass Clarinet
5 Alto Saxophone
6 Tenor Saxophone
7 Baritone Saxophone
1 Soprano Saxophone
10 Trumpet
10 Cornet
5 Flugel Horn
10 French Horn
5 Marching French Horn
5 Marching Baritone Horn
10 Euphonium
15 Trombone
5 Trombone
5 Bass Trombone
6 Tuba
9 Sousaphone
Yamaha YCL 230
$1,655.00
Yamaha YCL221
$2,236.00
Selmer 1440
$2,825.00
Leblanc 340
$13,500.00
Yamaha YAS 475A
$2,498.00
Yamaha YTS 475A
$2,839.00
Yamaha YBS 62
$8,813.00
Selmer 51
$5,135.00
Yamaha 4335GS
$1,777.00
Yamaha YCR6335HS $2,700.00
Yamaha 631G
$1,939.00
Holton 180
$4,560.00
Yamaha YHR 302M
$2,234.00
Yamaha YBH 301M
$2,349.00
Yamaha YEP 321
$3,254.00
Bach 42B
$3,145.00
King 2102G
$2,285.00
Holton TR181
$3,885.00
Miraphone 186
$8,995.00
King
$7,305.00
$4,965.00
$22,360.00
$5,650.00
$27,000.00
$12,490.00
$17,034.00
$61,691.00
$5,135.00
$17,770.00
$27,000.00
$9,695.00
$45,600.00
$11,170.00
$11,745.00
$32,540.00
$47,175.00
$11,425.00
$19,425.00
$53,970.00
$65,745.00
$80.00
$16,000.00
100 Assorted mutes- Trumpet, Horn, Trombone, Tuba, Euphonium
$100.00
$10,000.00
150 Band Uniforms
150 Concert Uniforms
5 Uniform Rack
50 Pageantry
$600.00
$150.00
$795.00
$300.00
$90,000.00
$22,500.00
$3,975.00
$15,000.00
$1,438.00
$11,504.00
Mouthpieces
200 Mouthpieces- All various instruments
Mutes
Band Uniforms
Holds 48 hat/jacket
Choir
8 Wenger Choral Risers
Page 28 of 29
1 Choral Music
100 Choral Uniforms
Grand Total
$4,000.00
$150.00
$4,000.00
$15,000.00
$1,316,670.00
Page 29 of 29
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