May 2008

U.S. SERVICE BAND CONCERT
The Neuqua Valley High School Music Department is proud to announce that on Saturday evening, June 28 the United States Army Field Band and Soldier’s Chorus, “The Musical Ambassadors of the Army,” from Washington D.C. will appear in concert in the NVHS auditorium.  Since its formation in 1946, the Field Band has appeared in all 50 states and in more than 30 countries on four continents. Under the direction of Colonel Thomas H. Pamatier, the 65 member concert band and 29 member mixed chorus will present a diverse program of marches, overtures, popular music, and patriotic selections.  As a “thank you” for hosting the concert, several NV band members will be invited to the stage to join the Field Band in a performance of John Phillip Sousa’s legendary Washington Post March.  Information on this exciting opportunity will be forthcoming from Mr. Lauff.  As is customary with all U.S. Service Band concerts there will be no admission charge, but tickets will be required.  The concert will begin at 7:30 p.m.

MARCHING WILDCATS CARRY-ON THE TRADITIONS
On Monday morning May 26, the Marching Wildcats will carry-on our tradition of honoring those men and women who have given the ultimate sacrifice for our country by performing as part of the Naperville Memorial Day Parade.  Memorial Day is certainly a Day of Remembrance that provides a moment for all of us to reflect on the past.  At the same time, Memorial Day traditionally marks the end of another school year; the graduation of another senior class.  Without a doubt, all of our marching band staff members, including Mrs. Binder, Mrs. Pfeil, Mr. Duker, Mr. Timmins, and Dr. Jerger look forward every year to proudly walking down the street with the young people of our school and community – our nation’s future.

A very proud part of the Memorial Day Parade tradition for the Marching Wildcats is the recognition of members of the senior class which, by the time of the parade, are Neuqua Valley H.S.alumni.  Seniors are given the honor of turning the gold side of the uniform cape to face out.  A gold cape symbolizes the academic achievement of that student, as well as the service that musician has provided to our school and community as a member of the NVHS Wildcat Marching Band.

Since its inception, the philosophy of the NV marching band program has been built on the performance of great music, be it for a halftime show or a parade.  Consequently, the Marching Wildcats have traditionally prepared a “classic” march for any parade performance.  The upcoming Memorial Day Parade will continue that tradition as the band will perform Colossus of Columbia by Russell Alexander.  At last fall’s Labor Day Parade and again on New Year’s Eve in Tampa, the marching band thrilled the crowd with Thunder and Blazes by Julius Fucik.  Over the past couple of years our parade audiences, and our musicians, have enjoyed the strains of several Sousa marches, including Riders to the Flag, Solid Men to the Front, and Semper Fidelis, as well as Glory of the Gridiron by Harry Alford.  Over the course of four years a member of the NVHS marching band will have performed 8 world famous marches.

Memorial Day: What a great tradition!

BRAVO!
In closing, Mrs. Luhn and I would like to extend our Congratulations & Bravos to the musicians of Concert Winds and the Concert Bands.  The Concert Bands have studied and performed a wide variety of repertoire ranging from Baroque organ music and contemporary symphonies, to African and Korean folksongs, Latin American dances, cherished Broadway melodies, and classic marches.

The Gold Building concert bands have made significant progress in the development of a range of technical skills.  In addition every Concert Wind and Concert Band musician has taken at least a few steps towards being able to "think like a composer" in order to understand and utilize the expressive tools needed to release the composer's ideas from the printed page. A STANDING OVATION  to all of the 9^th grade musicians that expanded their musical activities this year by performing as a member of the Wildcat Marching Band, Pep Band,  Jazz Bands, Percussion Ensembles, Steel Bands, or in any number of woodwind, brass and percussion chamber ensembles.  Each of you has made a significant contribution to the musical excellence that is part of being a member of the NVHS music department.  The musicianship, creativity, and eagerness of the Concert Wind and Concert Band musicians to pursue the performance of the highest quality repertoire at the highest possible performance level is an essential ingredient in the formula that has brought national recognition to the Neuqua Valley High School music program.

Remember: "We are what we repeatedly do.  Excellence, then, is not an act, but a habit."  Based on the achievements of the 2007-08 freshmen ensembles, expectations for the future are high.  Without a doubt, Mrs. Luhn, Mr. Lauff, Mr. Staley,  and I will continue to challenge your development as a musician, and to provide meaningful opportunities to serve in leadership roles.  All of the Class of 2011 musicians are still at the early stages of the journey.  Although it is impossible to predict what specific musical opportunities lay ahead, both here at Neuqua Valley and down the road, it is without question that music, music-making, and the arts in general, can and will enrich their lives for many years to come. Best Wishes to all of the Concert Wind and Concert Band musicians as they continue the musical journey as members of the Symphonic Bands, Wind Symphony and Wind Ensemble or as future composers in the music theory program.  Best Wishes to the 92 senior NVHS Band members who "just yesterday" walked on the stage for their first performance with the concert bands and within a few weeks will walk across the stage to receive their diploma and be recognized for their many accomplishments and contributions to the NVHS music program.

Former Secretary of Education Richard Riley once stated: "If young Americans are to succeed and to contribute to our 'economy of ideas,' they will need an education that develops imaginative, flexible and tough-minded thinking.  The arts powerfully nurture the ability to think in this manner."   In a much deeper sense, however, the consequences of engaging in the arts, in studying music, in playing the in band, are multiple opportunities to experience and create great beauty; to be moved to laughter or tears by a simple melody or an incessant rhythm; to experience the complete range of human emotions and values; to be human and to share humanity.

Mrs. Luhn & Mr. Jastrow 

Neuqua Valley High School has a large and high quality jazz program. The main goal of the jazz program is to give students the essential tools necessary to enjoy jazz for the rest of their lives. We build upon the incredible jazz foundation they receive in middle school, and we hope they either play or enjoy jazz in some way long after they leave the halls of NVHS.

 To that goal, I would like to share some jazz information.

 April is Jazz Appreciation Month. This celebration, initiated by the Smithsonian Institution's National Museum of American History, launched in the summer of 2001. The following FAQs have been copied from the Smithsonian Jazz website, and they further explain Jazz Appreciation Month (JAM).

At NVHS, we will celebrate JAM with the Southside Jazz Showcase on Tuesday, April 15. The Jazz Orchestra will also hold open rehearsals in the auditorium lobby on Friday mornings this month. There may even be doughnuts on one of the Fridays….

What is Jazz Appreciation Month?
The concept is simple: designate one month for an annual public spotlight on jazz. Jazz Appreciation Month (or JAM) is intended to draw public attention to the glories of jazz as both an historical and a living treasure. The idea is to encourage musicians, concert halls, schools,colleges, museums, libraries, and public broadcasters to offer special programs on jazz every April.

What are the purposes of Jazz Appreciation Month?
To draw greater public attention to the extraordinary heritage and history of jazz and its importance as an American cultural heritage. In addition, JAM is intended to stimulate the current jazz scene and encourage people of all ages to participate in jazz—to study the music, attend concerts, listen to jazz on radio and recordings, read books about jazz, and support institutional jazz programs.

Why is it needed?
Many people do not fully appreciate the joys, power, and glories of jazz. JAM is an effort by those who are passionate about jazz to share it with those who are not as familiar with it. JAM will encourage people to take jazz more seriously as a vital part of America’s cultural patrimony and as a great gift to the world, as well as to have fun with it.

Who designated it?
The Smithsonian Institution's National Museum of American History has led this initiative and has enlisted a distinguished roster of federal agencies and departments, non-governmental organizations, foundations, and broadcasting networks. For more information, visit www.smithsonianjazz.org.

Has the United States Congress supported this initiative?
Yes, the U.S. Congress passed legislation which was signed by the President in August 2003, Public Law 108-72, declaring “(1) the Smithsonian Institution’s National Museum of American History should be commended for establishing a Jazz Appreciation Month; and (2) musicians, schools, colleges, libraries, concert halls, museums, radio and television stations, and other organizations should develop programs to explore, perpetuate, and honor jazz as a national and world treasure.”

Why is the Smithsonian initiating Jazz Appreciation Month?
The Smithsonian operates the world’s most comprehensive set of jazz programs–it collects jazz artifacts, documents, recordings, and oral histories; curates exhibitions and traveling exhibitions; operates its own big band, the Smithsonian Jazz Masterworks Orchestra; publishes books and recordings on jazz; offers fellowships for research in its collections; and offers concerts, educational workshops, master classes, lectures, seminars, and symposia. Launching JAM is consistent with the Smithsonian’s 30-year record of leadership in jazz.

What is the Smithsonian doing to celebrate Jazz Appreciation Month?
The noted producer-musician Quincy Jones helped the Smithsonian’s National Museum of American History announce the Jazz Appreciation Month initiative, at a press conference in July 2001. Branford Marsalis helped kick off the first JAM, in April 2002. The Smithsonian Jazz Masterworks Orchestra, the museum’s acclaimed 18-member big band, performed a weekend of concerts. There were lectures, educational offerings, and an exhibition. Also, in honor of Jazz Appreciation Month, the museum will continue to collaborate with other national institutions in a range of educational and outreach activities as it has in the past. To assist teachers, librarians, and others in celebrating JAM, the Museum has published a series of posters and the brochure How to Celebrate Jazz Appreciation Month.

Why was April chosen?
April was chosen for two reasons. First, April maximizes JAM’s educational potential because it is the end of the school year when schools can not only participate, but student jazz ensembles can culminate year-long preparations and play at their best. Secondly, April is also the birth month of a number of leading figures in jazz: Duke Ellington, Ella Fitzgerald, Bessie Smith, Johnny Dodds, Billie Holiday, Charles Mingus, Lionel Hampton, Gerry Mulligan, Shorty Rogers, Tito Puente, and Herbie Hancock.

So, do something Jazzy this month!

March 2008

To the Students of the Neuqua Valley High School Band Department:

 In the past two years my life has changed a lot. I’ve become a teacher at Neuqua Valley, I’ve become engaged to my fiancée and I’ve even gotten a Wii.  My life is continuing to change this summer, as I am getting married to my fiancée Diana.  While considering the changes in my personal life and the future goals I have as an educator, I have decided that this year will be my last at Neuqua Valley High School. 

 For the past two years my fiancée and I have worked in different cities—Chicago and Naperville—and we feel it’s important that we begin our married life working within a closer location of each other (50 miles is a little much right now).  As a teacher, I feel that it is time for me to explore other opportunities. I am interested in pursuing my goal of gaining a wider perspective as an educator and learning how I can affect the role of music in different communities.  I am currently exploring teaching opportunities in the Chicagoland area and I plan to continue teaching music.  

 I know that I will miss the people I have met here.  The hardest part of my decision was knowing that I would have to leave all of you.  But I am confident that you will be taken care of by the rest of the music staff here, who will continue to give you a fantastic musical experience.

 My time at Neuqua Valley has been unforgettable and I’m looking forward to continuing to share the rest of this year with all of you, creating the expression, the beauty, the energy and the magic that we call music.

 -Mr. Tang 

February 2008

With the start of 3^rd quarter come the solo and ensemble season, quarter performance projects, and placement auditions for the 2008-2009 school year.  It’s a busy time, to say the least, but also an exciting one for the staff, as it provides ample opportunities for us to hear students individually and in small groups—a huge feat with over 500 students involved in the band program at NVHS! 

 As I’ve worked with students in their solo and ensemble help sessions over the past month, almost all have come with correct notes and solid rhythm—a great start!  The next step, and the one that we spend the majority of our time together on, is the ever-elusive concept of playing with expression.  True expressive musical performance reflects both the intent of the composer and the individual interpretation of the performer. 

 Recently, while reading a book on rehearsal technique, I came across a statement by John Williamson, director of bands at Central Michigan University.  When speaking about musical expression, he says that “We’re not just putting the right note in the right place; we’re putting it in a certain place in time, moving in a certain direction, with certain feelings.” The task can certainly seem daunting, especially to our young musicians.  With that in mind, here are a few key things to think about when preparing your solo, ensemble or upcoming audition materials: 

1. Phrases in music are very similar to sentences in our written and spoken language.  Written communication uses punctuation to show sentence structure, and our when we speak, our vocal inflection helps to convey the meaning of our words.  In music, melodic cadences (phrase endings) show points of rest.  Musicians must interpret melodies as a complete thought that moves to the cadence point, and not as individual pitches.
    

2. Within each musical phrase is a definitive climax pitch.  To play with expression, you must locate the point of highest intensity in each phrase and crescendo to that point.  In the words of Professor Dennis Glocke, “Music is always moving TO someplace or coming FROM someplace.  Occasionally we arrive at an AT.  The performance must reflect the movement to, the movement away, or the arrival.”
    

3. Dynamic contrast is key for a successful expressive performance.  Though a composer may notate a passage at a given dynamic level, the actual performance almost always contains volumes both louder and softer than the written dynamic.  In other words, mezzo forte doesn’t simply mean mezzo forte!  Melodies have shape, and it is up to the performer to create those “hills and valleys.” 

 Look for a packet of audition materials (etude, scale sheet, and rhythms) to come home in the near future.  As you prepare the etude, think critically about musical expression, as expression makes the difference between a good performance and a GREAT performance.    

 Third quarter performance projects will be heard March 10-March 19, during band and option periods.  Remember, audition performances are a part of the formula for class placement. Every year, the band staff meets for several hours over several days to talk through class placements for each individual student. The audition plays a large factor in the placement, but it is not the only factor. 

 Good luck, and thanks for your hard work so far this quarter!

-Mrs. Luhn

Tips for Parents of NVHS Musicians

Or, how to support your child’s growth as a musician and a young adult in the NVHS Music Program:

 Honor your child’s commitment

1. Clear your calendar of conflicts with performances.  Visit Neuquamusic.org for up to the minute information regarding rehearsal and performance schedules.

2. Attend all scheduled performances. 

3. Provide a space, and allot appropriate time for undisturbed practice every day. 

Participate by being there

1. Involve yourself in the workings of the music department.  There are many opportunities for parents to participate.  Talk with the executive board member of your choice.

2. Encourage your child to practice as you would encourage him or her to study. 

3. Provide music lessons, if economically feasible, from a professional musician.  Weekly lessons should be a priority. 
   For a list of private Instructor please visit Band  Orchestra  Choir

4. Support scholarships and clinicians by becoming a Music Patron.

Reflect your pride in the musical growth of your child

1. Positive post-concert conversation is always acceptable.  Your child will provide their own critique of the performance (as a natural part of being a self-reflective musician) and should be encouraged to delay any critical comments until another day.  

2. In addition to noticing the quality of the music performed, you may, when appropriate, comment positively on your child’s poise, professionalism and obvious commitment to music making. 

3. You are your child’s institutional memory.  You remember how far they have progressed since their very first performances.  They need you to remind them that their hard work is paying off, that you notice their maturation as a musician and that their effort matters to you.

Communicate with NVHS Music Staff

1. The staff at NVHS respects you and your child. 

2. The staff at NVHS is committed to providing students the best music education.  Thank you for respecting our efforts.

3. Show your respect for the staff in casual conversations with your child and help build the trust needed for your child to be willing to accept the best education from us.

4. When conflicts arise, place a call to the staff member with direct knowledge of the conflict.  This is the most likely way to find the best solution.  If the best solution is unacceptable to you, a call to the Department Chair is the next step.  The Department Chair is fully committed to finding the best solution to any conflict.  Clarity, consistency and equity are guiding principles in this process.

5. Trust the NVHS music staff.  We understand implicitly that the easiest solution does not always provide the best education for your child.   We need you to trust us when your child does not see the immediate benefit of following a prescribed path.  Trust us to make the best choice for your child until they are able to make the best choice on their own.

6. There is a philosophical underpinning to and pedagogical reason for every program and policy of the NVHS music program.  We all strive to honor and respect the integrity of this program.  

 We want your child to thrive in the NVHS Music Program.  Children appreciate consistency in the messages they hear from adults.  Together, we may convey to all NVHS musicians the value we place on their efforts to refine their skills and develop their artistic voices.

 “We are what we repeatedly do.  Excellence, then, is not an act, but a habit”    - Aristotle