Rising 9th Grader and Parents Scan Below to Receive Updates
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NEW MARCHING
BAND MEMBER INFORMATION 2024 ● Sectional Dates - ○ July 8th &10th Flute
/Clarinet 4pm-6pm - Trumpet/F-Horn 6pm-8pm ○ July 9th &11th
Saxophone/Trombone 4pm-6pm - F-Horn/Baritone/Tuba - 6pm-8pm ○ Percussion Camp July 8th-12th
5pm-8pm Pre Camp
Parent/Student Meeting (Mandatory) July 12th- 7pm-8pm ● Band Camp Dates ○ July 15th thru 19st - 8am-6pm ○ July 22nd thru 25th - 5pm-8pm ○ July 29th & 30th - July
31st - No Practice ● Band fees: The marching band
fees for the year will be $415. Marching Band Fees cover the following: Band shirt, shoes, gloves, hat Jogging Suit Formal uniform dry-cleaning, maintenance, repair & major alterations Drill & Choreography design School-owned band equipment maintenance/repairs Hydration at rehearsals and performances Marching Band instructional staff Music Band
fees are due in the following payment plan -(3-month
plan) April 30th $50 Deposit, June 21st $182.50, July 15th $182.50 NEW MEMBER PAYMENTS SHOULD BE MADE AT
ALL PAYMENTS SHOULD BE MADE ON CUT TIME VIA YOUR MAGIC LINK. For Assistance email [email protected] or [email protected] |
INFORMACIÓN PARA NUEVOS MIEMBROS DE LA BANDA MARCHANTE 2024 Fechas Seccionales
- ○Julio
8 y 10 - Flauta/Clarinete 4pm-6pm Trompeta/Cuerno Francés 6pm-8pm ○Julio
9 y 10 Saxofón/Trombón
4pm-6pm Cuerno Francés/Barítono/Tuba - 6pm-8pm ○
Julio 8 al 12 - Campamento de percusión
- 5pm - 8pm JUNTA
DE PADRES/ESTUDIANTES PRE-CAMPAMENTO (OBLIGATORIA) JULIO 12 7PM - 8PM Fechas del campamento
de banda: ○Julio
15 al 19 8 am a
6 pm. ○Julio 22 al 25 - 5 pm a 8
pm. ○Julio 29, 30 y 31 - No hay practica. Tarifas de la banda:
Las tarifas de la banda
de música para el año serán de $415. Las tarifas de la banda marchante cubren lo siguiente: ○Camiseta de la banda, zapatos, guantes, gorro y traje deportivo. ○Lavado en seco, mantenimiento, reparación y alteraciones importantes de uniformes formales ○Diseño de ejercicios y coreografías ○Mantenimiento/reparación de instrumentos propiedad de la escuela ○Hidratación en ensayos y participaciones ○Personal
docente de la Banda marchante
○Música Las tarifas de la banda vencen en el siguiente
plan de pago -(plan
de 3 meses) Abril 30- Depósito de $50, 21 de junio $182.50 y 15 de julio
$182.50. LOS PAGOS DEBEN REALIZARSE EN CUT TIME USANDO SU ENLACE
MÁGICO. - SI NECESITA AYUDA ENVÍE UN
CORREO ELECTRÓNICO A PEBBLEBROOKBANDS@GMAIL O [email protected] |
Why Should I Join The Band at Pebblebrook High School?
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Please visit www.pebblebrookbands.com for additional information on our band program .If you have any additional questions contact us. Mr. Kirtdoll or Mr. Jenkins at [email protected] or [email protected]
Other Reasons to Join The Band!
Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, drug abuse).
Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students, researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds true regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time.
Catterall, James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts." Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent.
Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 1998.
Students with band and orchestra experience attend college at a rate twice the national average.
Bands Across the USA.
Music students out-perform non-music students on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science.
B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
One in three of today’s school-aged children will hold an arts-related job at some time in his or her career.
Education Commission on the States.
The College Board, in a publication about college admissions, states, “Preparation in the arts will be valuable to college entrants whatever their intended field of study.”
Academic Preparation for College: What Students Need To Know and Be Able To Do, The College Board
A 1997 Gallup Survey on Americans’ attitudes toward music revealed that 89% of respondents believe music helps a child’s overall development, and 93% believe that music is part of a well-rounded education.
Americans’ Attitudes Toward Music, The Gallup Organization, 1997.
According to a 2000 survey, eighty-one (81) percent of people responding believe that participating in school music corresponds with better grades and test scores. This is an increase of fourteen (14) percent over the 1997 results for the same question.
Attitudes, NAMM (International Music Products Association), 2000.
More music teachers are role models for minority students than teachers of any other subject. Thirty-six (36) percent of surveyed minority students identified music teachers as their role models, compared to twenty-eight (28) percent for English teachers, eleven (11) percent for elementary teachers, and seven (7) percent for physical education teachers.
“Music teachers as role models for African-American students,” Journal of Research in Music Education,1993.
Researchers at the University of California and the Niigata Brain Research Institute in Japan have found an area of the brain that is activated only when reading musical scores.
“Musical Brain – Special Brain Area Found for Reading Music Scores,” NeuroReport, 1998.
Ninety-two (92) percent of people who play an instrument say they were glad they learned to do so, according to a 2000 Gallup Poll.
Gallup Poll Shows Strong Support for Putting Music in Every School’s Curriculum, Giles Communications, 2000.
In academic situations, students in music programs are less likely to draw unfounded conclusions.
Champions of Change, Federal study, 1999.
Nine out of ten adults and teenagers who play instruments agree that music making brings the family closer together.
Music Making and Our Schools, American Music Conference, 2000.
The arts are one of the six subject areas in which the College Board recognizes as essential in order to thrive in college.
Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York
According to the National Education Longitudinal Study of 1988, music students received more academic honors and awards than non-music students. A higher percentage of music participants received As, As/Bs, and Bs than non-music participants.
NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington D.C.
Lewis Thomas, physician and biologist, found that music majors comprise the highest percentage of accepted medical students at 66%.
“The Case for Music in the Schools,” Phi Delta Kappan, February 1994.
Research made between music and intelligence concluded that music training is far greater than computer instruction in improving children’s abstract reasoning skills.
Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, “Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning,” Neurological Research, vol. 19, February 1997
“The arts enrich communities and employees, and also stimulate the kind of intellectual curiosity our company needs to stay competitive.”
Norma R. Augustine, Chairman and Chief Executive Officer, Martin Marietta Corporation
Secondary students who participated in band or orchestra reported the lowest lifetime and current use of all substances (alcohol, tobacco, drug abuse).
Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998
In an analysis of U.S. Department of Education data on more than 25,000 secondary school students, researchers found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." This observation holds true regardless of students' socio-economic status, and differences in those who are involved with instrumental music vs. those who are not is more significant over time.
Catterall, James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts and Human Development: General Involvement and Intensive Involvement in Music and Theater Arts." Los Angeles, CA: The Imagination Project at UCLA Graduate School of Education and Information Studies, 1999.
Students with coursework/experience in music performance and music appreciation scored higher on the SAT: students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did students with no arts participation.
College-Bound Seniors National Report: Profile of SAT Program Test Takers. Princeton, NJ: The College Entrance Examination Board, 2001.
The Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate in terms of students’ musical experience. Students with no ensemble performance experience had a dropout rate of 7.4 percent. Students with one to two years of ensemble experience had a dropout rate of 1 percent, and those with three or more years of performance experience had a dropout rate of 0.0 percent.
Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 1998.
Students with band and orchestra experience attend college at a rate twice the national average.
Bands Across the USA.
Music students out-perform non-music students on achievement tests in reading and math. Skills such as reading, anticipating, memory, listening, forecasting, recall, and concentration are developed in musical performance, and these skills are valuable to students in math, reading, and science.
B. Friedman, “An Evaluation of the Achievement in Reading and Arithmetic of Pupils in Elementary School Instrumental Music Classes,” Dissertation Abstracts International.
One in three of today’s school-aged children will hold an arts-related job at some time in his or her career.
Education Commission on the States.
The College Board, in a publication about college admissions, states, “Preparation in the arts will be valuable to college entrants whatever their intended field of study.”
Academic Preparation for College: What Students Need To Know and Be Able To Do, The College Board
A 1997 Gallup Survey on Americans’ attitudes toward music revealed that 89% of respondents believe music helps a child’s overall development, and 93% believe that music is part of a well-rounded education.
Americans’ Attitudes Toward Music, The Gallup Organization, 1997.
According to a 2000 survey, eighty-one (81) percent of people responding believe that participating in school music corresponds with better grades and test scores. This is an increase of fourteen (14) percent over the 1997 results for the same question.
Attitudes, NAMM (International Music Products Association), 2000.
More music teachers are role models for minority students than teachers of any other subject. Thirty-six (36) percent of surveyed minority students identified music teachers as their role models, compared to twenty-eight (28) percent for English teachers, eleven (11) percent for elementary teachers, and seven (7) percent for physical education teachers.
“Music teachers as role models for African-American students,” Journal of Research in Music Education,1993.
Researchers at the University of California and the Niigata Brain Research Institute in Japan have found an area of the brain that is activated only when reading musical scores.
“Musical Brain – Special Brain Area Found for Reading Music Scores,” NeuroReport, 1998.
Ninety-two (92) percent of people who play an instrument say they were glad they learned to do so, according to a 2000 Gallup Poll.
Gallup Poll Shows Strong Support for Putting Music in Every School’s Curriculum, Giles Communications, 2000.
In academic situations, students in music programs are less likely to draw unfounded conclusions.
Champions of Change, Federal study, 1999.
Nine out of ten adults and teenagers who play instruments agree that music making brings the family closer together.
Music Making and Our Schools, American Music Conference, 2000.
The arts are one of the six subject areas in which the College Board recognizes as essential in order to thrive in college.
Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York
According to the National Education Longitudinal Study of 1988, music students received more academic honors and awards than non-music students. A higher percentage of music participants received As, As/Bs, and Bs than non-music participants.
NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington D.C.
Lewis Thomas, physician and biologist, found that music majors comprise the highest percentage of accepted medical students at 66%.
“The Case for Music in the Schools,” Phi Delta Kappan, February 1994.
Research made between music and intelligence concluded that music training is far greater than computer instruction in improving children’s abstract reasoning skills.
Shaw, Rauscher, Levine, Wright, Dennis and Newcomb, “Music training causes long-term enhancement of preschool children’s spatial-temporal reasoning,” Neurological Research, vol. 19, February 1997
“The arts enrich communities and employees, and also stimulate the kind of intellectual curiosity our company needs to stay competitive.”
Norma R. Augustine, Chairman and Chief Executive Officer, Martin Marietta Corporation