Central Cass High School

Band: 2024-25 Student

Handbook/Syllabus
Mission Statement:

The mission statement of the Central Cass Band is to provide students with an
environment that is both fun and educationally challenging. To work to improve
ourselves and one another as musicians and as socially responsible and
empathetic individuals for the betterment of our band and our community; and
leave a legacy of professionalism to inspire others to achieve greater levels of
excellence. – Developed by the Central Cass Band, 2018-2019

Rules of Conduct:

1. Respect
a. For each other
b. For staff/visitors
c. For our space – more on that later!
d. For instruments and other equipment
2. Be Positive
a. Maintaining a positive attitude is crucial to the strength of an
ensemble
3. Be on time
a. The bell rings at 8:15. I will take attendance at 8:20, if you
are not in your seat with your instrument ready to play, you
will be marked tardy. “Downbeat at 8:20”
4. Participate
a. Engage with all activities to the best of your ability
 5. Responsibility
a. You are responsible for your instrument(s) and its care, this
includes school instruments loaned to you.
b. Concert attendance is crucial to all of our success.
c. You and you alone are responsible for your grade. Grades are
not given, they are earned.
6. Food and Beverage
a. No food or beverage is allowed in the band room except
water. I highly encourage water bottles, especially for
students who play a reed instrument.
b. Do not bring breakfast into the band room.
7. Cell Phone Usage
a. In accordance to the Central Cass Communications Device
Policy, no cell phone, tablet, pager, or computer may be used
between the hours of 8:15am and 3:35pm with the exception
of between classes, during the lunch period, or with the
permission of the instructor.
b. If a cell phone prevents you from coming playing on time, I
will take it.
c. This is out of courtesy of all members of our ensemble.

Conduct yourselves with integrity always. Every day of your

life is an audition. Do the right thing, especially when no one is
watching.
 THE Squirrel BIG 10
“The Squirrel Big 10” is stolen from Mr. Lemar’s wrestling handbook with slight edits. Why did I choose to
borrow these points from Mr. Lemar? Our wrestling program has achieved some great things. They have
done so by adhering to the guidelines below. Many of these things have less to do with wrestling and
music, and more to do with becoming the type of person that you want to be. There are many links between
the value of sports and the value of fine arts. Sports and fine arts are a vehicle to help you become the
person that your family, your friends, your community, and (most importantly) yourself can be proud of.

1. BE COMMITTED TO YOUR ACADEMICS. Be on time for

class. Take good notes. Do extra work, if possible. Talk to your teacher
if you are having a problem and get extra help if you can.
2. BE COMMITTED TO HAVING “CLASS”. Treat teachers, classmates,
support staff, teammates and coaches with respect. Treat other people the
way you want to be treated. Don’t be rude.
3. BE COMMITTED TO DOING THE RIGHT THING. We have school
and team rules…know them. Do the right thing.
4. BE COMMITTED TO THE PROGRAM. As a band member, you live
in a fish bowl. Every word and action will be watched. Being a part of the
Central Cass Community brings many responsibilities. “Every day of your
life is an audition.”
5. BE COMMITTED TO HARD WORK. I believe that hard work
pays off. The player who works the hardest is often the one getting awards,
being appointed section leader, and having other opportunities.
6. BE COMMITTED TO BECOMING A SMART Musician. Understand
the basics of your instrument. Practice with intent. Practice things you are
bad at. Bring a pencil always. ASK QUESTIONS!
7. BE COMMITTED TO THE TEAM. Attitude. Band musicians need to
believe in the team concept. The Squirrel music program is built on the
concept that the team is bigger than the individual. We need to improve
together! Help others who are struggling, don’t be too prideful to ask for
help yourself.
8. BE COMMITTED TO IMPROVEMENT. Musicians should hold
themselves to a high standard. Set goals for yourself. Understand that
results, awards, and nominations are great; but we measure success by
making ourselves 1% better every day. No single failure or success defines
who you are as a musician. Squirrels never quit!
9. BELIEVE IN YOURSELF. Musicians need to play with confidence, and
think positive. Do not get down when you play poorly. Just work that much
harder. Be a leader. Lead by good example.
10. BELIEVE IN YOUR TEAMMATES AND TEACHERS. Encourage each
other and support each other. Be a friend and understand that we are all
different. Therefore, be tolerant of teammates and others. Understand that
your teachers are trying to make you better people and musicians. Learn
to take tough coaching. You must believe that the teachers are doing what
 they think is right for the ensemble and you. Learn your role, and do the
best you can.
Groups and Ensembles:

Concert Band (Grades 9-12): Open to anyone who has completed Junior
High Band or equivalent. We typically perform 3 concerts per year as
well as pep band games. We also participate in the Region B Solo and
Ensemble Contest, Region B Large Group Contest, and the Raging Red
Band Festival at NDSU. For members who get a rating of “regional star”
and Solo and Ensemble Contest, we also make a trip to the State Music
Festival in Bismarck.

Pep Band (Grades 9-12): Required for all members of the concert band.
We typically will play the Homecoming Parade, the Homecoming
Football Game, 2 Girls Basketball games, and 2 Boys Basketball games
over the course of the year. Pep band attendance is factored into your
final grade. Failure to notify me that you will be missing a performance
at least 1 week in advance will result in a 0 and cannot be made up.

Jazz Band (Grades 7-12): Jazz band is an optional opportunity to

perform. Members will play 2 concerts per year, as well as a
performance at NDSU Jazz Festival. This year we will also be going on
a trip to Bismarck for UMary Jazz Festival. There may be other
performance opportunities as well. This ensemble will be an auditioned
group and will primarily feature grades 9-12, but 7th and 8th graders will
be admitted if there is spots available. We perform many different kinds
of music from jazz to Latin to rock and pop. Jazz Band meets Mondays,
Wednesdays, and Fridays at 7:15am before school. Stay tuned for more
info from Mr. N on this later!

Small Ensembles:
In the Spring Semester we will focus on small chamber ensembles.
These ensembles will give students and opportunity to develop their
individual musicality while also learning about working together in
groups in a musical setting. These ensembles will perform one concert at
Central Cass as well as a performance at the Solo and Ensemble Contest.
Ensembles who receive a grade of “regional star” at this contest will get
another opportunity to perform at the State Solo and Ensemble Festival
in Bismarck. The trip to Bismarck will involve a 1-night stay at a hotel.
Every student is required to perform in at least one ensemble. Solos are
optional but highly encouraged.

Honor Bands:
There are many opportunities to audition for local, regional, and state
honor bands. Our students have traditionally participated in the Valley
City State Honor Band, University of North Dakota Honor Band,
Minnesota State University Moorhead Honor Band, All-State Band, and
All-State Jazz Band. These bands are great opportunities to network with
other musicians, make new friends, develop your musicality, and gain
experience. If you have any interest in these types of opportunities
should talk to Mr. N soon!

Learning Objectives by Quarter:

Many learning objectives in band are a yearlong process with lots of

overlap. Things such as intonation, rhythm, phrasing, dynamics, etc will
ALWAYS be a main focus. The below list will instead focus on more
specific aspects of each quarter.

Quarter 1:
- Learning to play as a large ensemble
- Develop good habits when warming up
- Develop Parade style pep band skills
Quarter 2:
- Begin small ensemble work/learn how to practice
Quarter 3:
- Refine small ensemble work
- Develop skills as a pep band in a gym setting
Quarter 4:
- Develop leadership skills for ExtravaBANDza
 - Represent Central Cass well at the various events we have during this
semester such as Raging Red, State Music, and Ensemble Festival.
CONCERT/PERFORMANCE SCHEDULE:

**Concerts in bold are required performances.**

Name Location Date/Time

Homecoming Central Cass 9/20 7:00pm
Friday

Ployhar Honor Band VCSU 10/24-10/25

UND Honor Auditions Fargo-TBD 10/28 to 11/2

School Hours

Fall Band Concert BankNorth Theatre 11/1 7:00pm

(6-12) Friday

MSUM Honor Band MSUM 11/5

Tuesday

Large Group Region Northern Cass 11/6

B Festival School Hours
Wednesday

Fall Jazz Concert BankNorth Theatre 11/19 7:00pm

Tuesday
Winter Band Concert BankNorth Theater 12/9 – 7:00pm
(5-12) Monday

All-State Auditions TBD-Fargo 1/5??

Time TBD

UND Honor Festival UND 1/24 - 1/26

Fri-Sun

UMary Jazz Festival UMary-Bismarck 1/31-2/1

Fri-Sun

NDSU Jazz Festival NDSU 2/6 or 2/7

School hours
+Night concert

Raging Red NDSU 3/4 or 3/5

Band Festival School Hours
Tues or Weds

Small Ensembles BankNorth Theater 3/18 – 7:00pm

Concert Tuesday

All State Music Bismarck 3/23-3/25

Thu-Sat

Solo and Ensemble Valley City St. Univ Weds, 4/2

Contest School Hours

Spring Jazz Concert BankNorth Theatre 4/29 – 7:00pm

Tuesday

State Solo and Bismarck 5/2-5/3

Ensemble Contest Fri-Sat

ExtravaBANDza BankNorth Theater 5/13 – 7:00pm

(5-12) Tuesday

Fine Arts Banquet Central Cass Commons 5/18 TBD

Sunday

IMPORTANT!
If you know you will have conflicts with dates of required performances, please tell me now or as
far in advance as possible. Last minute absences will result in grade penalties. Obviously, illness
and other emergencies may occur. However, I will not be lenient if you choose to tell me that you
are leaving for vacation the day before a concert. Work is also not an acceptable excuse to miss
performances. You are a student and your responsibilities as a student come first. For all intents
and purposes – let me know at least one month in advance if you plan on missing a required
performance. You must communicate absences via email. This is to ensure that there is a record
of the absence for both of us.
What if I miss a performance? Assuming that you talked to me beforehand; you will be required
to take 2 lessons with me. I will not hunt you down to schedule these. Both lessons must happen
within 2 weeks of the performance unless otherwise discussed with me prior. This is your
responsibility. If you miss a performance and you DID NOT tell me with enough notice, you will
still take 2 lessons but you will only receive 40% credit. With concerts being such a large part of
your grade, this has a massive impact. Unless previously discussed, once two weeks has gone by
after a performance you will not be able to make the lessons up. It is important to remember that
the success of an ensemble requires participation from ALL of its members. If you are not there it
hurts the whole group. Emergencies happen, but communication is key.

The policy for missing practices and games without notice in most Central Cass sports results in
being dismissed from the team. I believe that the policies for missing concerts should reflect the
 same high standard. If you miss performances, you will not be dismissed, but you will likely fail
this class.
Pep Band Performances:

*All pep band performances are required. Failure to notify me

that you are not able to attend prior to 1 week before the
performance will result in a 0% and cannot be made up.

Call time is 6pm for all Pep Band performances except the
homecoming parade.

Homecoming Parade – 9/20 – End of school day

Homecoming Football Game – 9/20
Basketball game 1: 12/12 – Girls Basketball vs. Lisbon
Basketball game 2: 1/13 – Girls Basketball vs. Valley City
Basketball game 3: 2/18 – Boys Basketball vs. Valley City
Basketball game 4: 2/28 – Boys Basketball vs. Kindred

Lyres for pep band:

You will need to purchase a lyre to perform with while we are
marching or in the bleachers. Lyres hold music using our
instrument instead of a stand. This needs to be purchased by the
2nd full week of school. I have a very limited number available.
These can be purchased at Eckroth Music or Schmitt Music in
Fargo. Be sure to bring your instrument in with you so that you
get a lyre that fits.
 Grading Policy:

1. Concerts (50%)
a. To get full credit for concerts, you must arrive on
time, dressed in appropriate attire, and participate
fully.
2. Section Checks (10%)
a. Section checks are new and will replace SmartMusic
for High Schoolers.
b. Section checks will happen twice per Semester, most
likely near our concerts. Each check will be worth 5%.
c. All members of an instrument section (saxes,
trumpets, etc) will play a pre-determined selection
from our concert repertoire together for the class. The
group grade is then evaluated. This idea could also be
applied to larger sections such as all woodwinds or all
brass.
3. Pep Band Attendance (20%)
a. Attendance is required, more on this is covered in the
previous Pep Band section of the syllabus.
4. Participation (20%)
a. To earn full participation points for daily rehearsals,
you must have your instrument, a pencil, and your
music. You must participate fully in the lesson.
Violations of cell phone policy may impact
participation points. Participation points are graded by
week.
Semester Course grades are calculated using 40% Quarter 1
weight, 40% of Quarter 2 weight, and 20% on the final
weight.

Class Information:

Attire/ Concert Dress:

Concert attire this year will be all black. We will wear black
tops with black bottoms. If you would like to wear a dress, it
should be knee length or longer. If it is not knee length or
longer, you may wear black leggings or tights underneath. Shoes
should be neutral colored dress shoes (black, brown, gray) or a
mostly black shoe such as black tennis shoes with a white logo.
You may also add an accent with the color of your choosing
such as a tie, scarf, or a bow. During the Christmas concert, you
may wear one festive accessory such as a Christmas sweater or
Christmas socks. You may NOT wear a hat for any concert. If
you have any questions, please talk to me.

What If I miss a performance?

Concerts are required. Refer to the “Important!” section
underneath the concert schedule for a more detailed policy.

School Instrument Rental:

More information will be given to students who need school
instruments. This will cost $100 per year, which is used to keep
up maintenance on the instrument.

BRING A PENCIL EVERYDAY!:

Sometimes we need to make marks or changes in our music. Do
not tell yourself the lie that you will remember these changes
next time. Always have a pencil ready. Do not write on music
with anything other than a pencil.

Section Leaders:
This year I have decided to appoint section leaders, who will
help me facilitate the day-to-day responsibilities of the band.
The responsibilities of the section leaders will include:
1. Attendance at Concerts/Trips/Day to Day
2. Collecting/Passing Out Music
3. Percussion: packing aux box with mallets, music etc for
trips, maintaining the space
4. Help others with music
5. Leadership in small ensembles
6. Checklists of section members for turning in music
7. Section leaders will earn 5 points towards their letter

The Section Leaders for 2024-2025 are:

Flute: Emery Holland

Clarinet: Noah Tholkes
Oboe: Austin Loose
Saxes: Case Muscha
French Horns: Luke Olsen
Trumpets: Ryley Hanson
Trombones/Low Brass: Bennett Parkhouse
Percussion/Basses: Coleson Stahl and Jennings Kuhne
Care For Our Space:
We need to be good stewards of the band room, myself
included. Below are some examples of things to take care of our
space. Can you think of any others that would be good to add?

Organization - Percussion mallets, Percussion cabinets

Classroom materials location
Folders – especially percussion
Stands
Timpani are not tables
Food/Gum
Locker Room: climbing, throwing things, etc
Pencils
The Reed Wall
Practice Rooms/Breakout Sessions - clean up after yourself
Chair stacking
Lost and Found
Covering mallet instruments
Putting away all percussion equipment EVERY DAY
 The Final:

Semester I:
You will write a 1-page paper about one of the pieces that we played this
semester. This should include:
1. A brief biography of the composer
2. The inspiration/story of the piece itself
3. Why you chose this piece
4. 2+ resources
5. You may not use Sleigh Ride
- My score can be used as a resource
- Storm Days are Composer Research Days
- Due Date: the end of our final period
- Location: Schoology Assignments
- Format: .docx
- Weight: 20%
- Font: 11/12 Times New Roman or Arial
- Seniors: exempt from Final Day but NOT this assignment.

Rubric:

Length: 1 full page - 10 points

Less - 0 pts

Citation usage:
10 points – I have links to the sources that I referenced at the end of my
paper OR I have cited the paper using a format (MLA, APA, Chicago)
0 Points – I have not cited my sources OR I do not have enough sources.

Header/Use of Double Space:

5 points - header is correct, double space is used

2 points - Either header is incorrect or double space not used

0 points - No header/incorrect header and double space is not used

Composer Bio:
10 points - provides a basic background on the composer by citing
information such as where/when they were born, ethnic background,
social backgrounds BUT ALSO includes multiple pieces of information
about the composer that is relevant to their musical career such as
current and/or prestigious teaching experience, performance
background, social background, connection to the piece, other famous
pieces composed.

7 points - Provides a basic background

And provides some detail about their musical career (or vice versa)

4 points - Provides basic background but no detail about their musical

career (or vice versa)

0 points - Provides no background

Inspiration/Story of the Piece:

10 points - Accurately tells how the piece was created or inspired. This
can include information such as:
⁃ who commissioned the piece? Why?
⁃ Was the piece inspired by a specific person, event, place or thing?
How?
⁃ How musical information is used to represent the ideas in the piece Ex.
The trumpet part at the end of Sleigh Ride mimics a horse whinny. OR
more conceptual representations: the melancholy melody in this song
represents the devastating impact of 9/11, which the piece was written
about.
⁃ Connections the composer has to this subject matter. Example: the
composer is from Alaska and the piece is about the icy mountain paths
of the northern part of the state.
Why I Chose This Piece:
10 points - Displays clear personal connection to the piece or its ideas.
Multiple Statements are directly connected to the music. There is a
demonstration of what you learned from this piece or its ideas.

7 points - Displays personal connection to the music or its ideas. There

are no statements made directly about the music such as the affect of
tone, timbre, dynamics, melody, harmony, etc. There is a clear
demonstration of what you learned from this piece or its ideas.

4 points - There is not a clear personal connection to the piece but you
displayed what you learned from the piece.

0 points - There is not a clear personal connection and you did not
clearly display what you learned from the piece

Grammar/Punctuation/Spelling:
5 points - A few errors (or none) but overall an appropriate
representation of writing skill at my grade level.

2 points - More than a few errors but it does not distract from the overall
flow/quality of the paper

0 points - A large number of errors that distracts from the flow/quality of

the paper.

Length: 10
Citations: 10
Header/Double Space: 5
Composer Bio: 10
Inspiration/Story: 10
Personal Connection: 10
Grammar: 5
Total: 60

Why are we doing this?

Establishing a personal connection to the music and the composer

enhances our ability to perform. Reflecting on our growth is vital to our
development.

Semester II:
The final for semester II will be to hand back all of our music and check
in our materials. However, there is another brief writing assignment in
the Spring semester, detailed below.

Write 3 paragraphs with a minimum of 5 sentences each reflecting in

your experience at Ensemble Contest. The first paragraph should
describe the musical growth you have achieved through this process.
This would include information such as improvements on dynamics,
tone quality, rhythm, articulation, range, style, etc. There should be
information that says HOW you improved such as practicing slowly,
using a metronome, practicing with a tuner, clapping your rhythms, etc.
The second paragraph should describe your growth as a team member.
This could include developing independence on your part, practicing on
your own time, displaying leadership qualities, being a good follower of
leadership, developing personal connections with your ensemble,
developing good time management skills, etc.

In addition to these two paragraphs, create one musical goal and one
personal goal related to your growth as a team member or person. These
can be as short as 1 sentence each, or longer if you wish.

Due Date: One week after contest. The first rehearsal after contest will
be used as worktime for this project.
Location: Schoology Assignments
Weight: Failure to turn in this paper will result in a 0% concert grade for
Ensemble Festival. If the paper is turned in late 75% credit will be
awarded. There will be no late submissions accepted after 1 week of the
initial deadline.
Font: 11/12 Arial or TNR
Header required
No sources required
Format: .docx

Rubric:

Length:
10 points - at or above the min length.
0 points - under the minimum length.

Grammar/Punctuation/Spelling:
5 points - A few errors (or none) but overall an appropriate
representation of writing skill at my grade level.

2 points - More than a few errors but it does not distract from the overall
flow/quality of the paper

0 points - A large number of errors that distracts from the flow/quality of

the paper.

Header/Use of Double Space:

5 points - header is correct, double space is used

2 points - Either header is incorrect or double space not used

0 points - No header/incorrect header and double space is not used

Musical Growth:
10 points - Can clearly identify at least one point of improvement from a
musical perspective. This may include dynamics, range, tone quality,
rhythm, etc. Ideas are communicated clearly and indicate gains that you
have made as a musician. There is also information on what kind of
work you did to improve such as practicing slowly, clapping rhythms,
practicing with a tuner, etc.

7 points - Can clearly identify at least one point of improvement but

information about strategies used to improve is vague or unclear.

4 points - Indicates a point of improvement but does not offer any

information on strategies used to improve.

0 points - Does not indicate a point of improvement

Personal/Team Growth:
10 points - Can clearly identify at least one point of personal or team
member growth. These ideas are supported by examples of the mindset
you had before this experience vs. the mindset you had after this
experience.

7 points - Can clearly identify at least one point of personal or team

member growth. However, these ideas are supported by vague or unclear
examples of your change in mindset.

4 points - Can clearly identify at least one point of personal or team

member growth but it is not supported by any examples of your change
in mindset.

0 points - does not clearly identify a point of personal or team member

growth.

Goals:
10 points - 1 goal is clearly identified for future musical growth, 1 goal
is clearly identified for future personal/team member growth.
7 points - 1 goal is clear, 1 goal is too vague/incomplete.

4 points - only one goal is presented, but jt is clear OR 2 vague goals are
presented.

0 points - no goals are presented

Length: 10 points
Grammar/Spelling/Punctuation: 5 points
Header: 5 Points
Musical Growth: 10 points
Personal/Team Member Growth: 10 points
Goals: 10 points
Total: 50
 Other Info:

I will dismiss you to put your instruments away at 9:00. Do not leave
class early. Put away stands before you leave.

Schedule:

M, T, W, Th, F – 8:15 - 9:03

*Students who are in choir and band will come to band on Monday and
Wednesday. Fridays will alternate between band and choir.

Contact Info:

Email: brandon.m.noffze@k12.nd.us

Lettering:
We will use the same system that we did last year. Here is a link to the
lettering sheet:
https://docs.google.com/document/d/1vWEwwvAvoaDBjYRfvWTfB0
MODw_bGkJcNSFGHV6MvXE/edit
Please fill this out periodically throughout the year, if you have
questions, please ask.