military band – intermediate musician...

NationalDefence

Défensenationale

A-CR-CCP-905/PG-001

Issued on Authority of the Chief of the Defence Staff

Canada

CANADIAN CADET ORGANIZATIONS

MILITARY BAND – INTERMEDIATE MUSICIANQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-905/PG-002

NationalDefence

Défensenationale

A-CR-CCP-905/PG-001

Issued on Authority of the Chief of the Defence Staff

OPI: D Cdts 3 – Senior Staff Officer Youth Programs Development 2009-01-15

Canada

CANADIAN CADET ORGANIZATIONS

MILITARY BAND – INTERMEDIATE MUSICIANQUALIFICATION STANDARD AND PLAN

(ENGLISH)

Cette publication est disponible en français sous le numéro A-CR-CCP-905/PG-002

A-CR-CCP-905/PG-001

LIST OF EFFECTIVE PAGES

Contact Officer: D Cdts 3-2-7 – Staff Officer Common Cadet Program Development© 2009 DND/MDN Canada

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Insert latest changed pages and dispose of superseded pages in accordance with applicable orders.

NOTE The portion of the text affected by the latest change is indicated by a black vertical line

in the margin of the page. Changes to illustrations are indicated by miniature pointinghands or black vertical lines.

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FOREWORD AND PREFACE

1. Issuing Authority. This Qualification Standard and Plan (QSP) A-CR-CCP-905/PG-001 was developedunder the authority of the Director Cadets and Junior Canadian Rangers (D Cdts & JCR) in accordancewith CATO 11-03, Cadet Program Mandate, CATO 11-04, Cadet Program Outline, CATO 31-03, Sea CadetProgram Outline, CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline,and issued on the authority of the Chief of Defence Staff.

2. Development. Development of this QSP was in accordance with the performance-oriented concept oftraining outlined in the Canadian Forces Individual Training and Education System A-P9-050 Series, Manual ofIndividual Training and Education, with modifications to meet the needs of the Canadian Cadet Organizations(CCO).

3. Purpose of the QSP. The QSP is to be used by Cadet Summer Training Centres to conduct theIntermediate Musician qualification course, as outlined in CATO 11-04, Cadet Program Outline, CATO 31-03,Sea Cadet Program Outline, CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet ProgramOutline.

4. Suggested Changes. Suggested changes to this document shall be forwarded through the normalchain of command to National Defence Headquarters (NDHQ) Attention: Staff Officer Common Cadet ProgramDevelopment (D Cdts 3-2-7) or by e-mail to [email protected]. Suggested changes shall be in tabularformat with three columns to capture; the page number, the paragraph/sub-paragraph number and suggestedtext amendment.

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TABLE OF CONTENTS

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PAGE

CHAPTER 1 GENERAL 1-1

AIMS 1-1PROGRAM MISSION AND PARTICIPANT OUTCOMES 1-1OUTLINE OF TRAINING 1-1PROGRAM DESIGN 1-2COURSE COMPONENTS 1-2PERFORMANCE OBJECTIVES 1-2METHOD OF ACHIEVING OBJECTIVES 1-6TRAINING PREREQUISITES 1-6USE OF THE QSP 1-7

CHAPTER 2 TRAINING MANAGEMENT DETAILS 2-1

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS 2-1TRAINING DETAILS 2-1TRAINING CAPACITY 2-3TRAINING STAFF REQUIREMENTS 2-4RESOURCE REQUIREMENTS 2-6TRAINING ADMINISTRATION 2-6QUALIFICATION 2-6RELATED DOCUMENTS 2-6REFERENCES 2-7Annex A – MILITARY BAND – INTERMEDIATE MUSICIAN SUMMARY ANDTIME ALLOCATION 2A-1Annex B – SAMPLE SCHEDULE 2B-1Annex C – RESOURCE REQUIREMENTS 2C-1Annex D – REFERENCES 2D-1

CHAPTER 3 CADET EVALUATION 3-1

PURPOSE 3-1LEARNER EVALUATION 3-1CADET EVALUATION DESIGN AND DEVELOPMENT 3-1CP DEVELOPMENTAL PERIODS (DPs) 3-2CADET ASSESSMENT OF LEARNING PLAN 3-2ASSESSMENT INSTRUCTIONS AND ASSESSMENT INSTRUMENTS 3-3ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES 3-3MILITARY BAND – INTERMEDIATE MUSICIAN QUALIFICATION STANDARD 3-3RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT 3-3CADETS NOT MEETING THE QUALIFICATION STANDARD 3-3RECORDING AND REPORTING CADET ACHIEVEMENT 3-4MILITARY BAND – INTERMEDIATE MUSICIAN CERTIFICATE OFQUALIFICATION 3-4MONITORING CADET PROGRESS 3-4TRAINING COUNSELLING SESSION 3-4TRAINING REVIEW BOARD (TRB) 3-4Annex A – CHARACTERISTICS OF CP DPs 3A-1Annex B – ASSESSMENT OF LEARNING PLAN – MILITARY BAND –INTERMEDIATE MUSICIAN 3B-1Appendix 1 – SIM20 PC – ASSESSMENT INSTRUCTIONS 3B1-1

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PAGEAppendix 2 – SIM21 PC – ASSESSMENT INSTRUCTIONS 3B2-1Appendix 3 – SIM22 PC – ASSESSMENT INSTRUCTIONS 3B3-1Annex C – MILITARY BAND – INTERMEDIATE MUSICIAN QUALIFICATIONRECORD 3C-1Annex D – CADET INTERVIEW GUIDELINES 3D-1Appendix 1 – CADET INTERVIEW FORM 3D1-1Annex E – TRAINING COUNSELLING SESSION GUIDELINES 3E-1Appendix 1 – TRAINING COUNSELLING SESSION FORM 3E1-1Annex F – TRAINING REVIEW BOARD (TRB) GUIDELINES 3F-1Appendix 1 – TRAINING REVIEW BOARD FORM 3F1-1

CHAPTER 4 PERFORMANCE OBJECTIVES 4-1-1

SECTION 1 PERFORMANCE OBJECTIVES (POs), TRAINING PLAN AND ON-THE-JOBTRAINING (OJT) 4-1-1PURPOSE 4-1-1PERFORMANCE OBJECTIVES 4-1-1TRAINING PLAN 4-1-1ENABLING OBJECTIVES 4-1-1LESSON SPECIFICATIONS 4-1-1INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION 4-1-2ASSESSMENT FOR LEARNING 4-1-2OJT – OVERVIEW 4-1-2OJT – DPO/Pl WO/FSgt DUTIES 4-1-2OJT – MILITARY BAND PERFORMANCE 4-1-2

SECTION 2 PO SX13 – MAINTAIN A PRIMARY INSTRUMENT 4-2-1EO SIM13.01W – MAINTAIN A PRIMARY WOODWIND INSTRUMENT 4-2-2EO SIM13.01B – MAINTAIN A PRIMARY BRASS INSTRUMENT 4-2-4EO SIM13.01P – MAINTAIN A SNARE DRUM 4-2-7EO SIM13.02 – IDENTIFY INSTRUMENT MAKES AND MODELS 4-2-9

SECTION 3 PO S115 – APPLY MUSIC THEORY 4-3-1EO S115.01 – REVIEW MUSIC PROFICIENCY LEVEL BASIC THEORY 4-3-2EO S115.02 – IDENTIFY ACCIDENTALS 4-3-4EO S115.03 – IDENTIFY INTERVALS 4-3-6EO S115.04 – WRITE SCALES 4-3-8EO S115.05 – IDENTIFY KEY SIGNATURES 4-3-10EO S115.06 – RECOGNIZE RHYTHM 4-3-12EO S115.07 – DEFINE MUSIC SYMBOLS AND TERMS 4-3-14EO S115.08 – REVIEW MUSIC PROFICIENCY LEVEL ONE THEORY 4-3-16

SECTION 4 PO S215 – APPLY MUSIC THEORY 4-4-1EO S215.01 – RECOGNIZE RHYTHM 4-4-2EO S215.02 – IDENTIFY INTERVALS BY DISTANCE 4-4-4EO S215.03 – WRITE SCALES 4-4-6EO S215.04 – WRITE SCALES USING KEY SIGNATURES 4-4-8EO S215.05 – DEFINE MUSIC SYMBOLS AND TERMS 4-4-11

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PAGEEO S215.06 – REVIEW MUSIC PROFICIENCY LEVEL TWO THEORY 4-4-13

SECTION 5 PO X16 – DEMONSTRATE RHYTHM AND AURAL SKILLS 4-5-1EO SIM16.01 – DEMONSTRATE RHYTHM SKILLS 4-5-2EO SIM16.02 – REPRODUCE A FIVE-NOTE MELODY 4-5-4

SECTION 6 PO X17 – PLAY SCALES AND/OR RUDIMENTS 4-6-1EO SIM17.01 – ANALYZE MUSIC PROFICIENCY LEVEL SCALES AND/ORRUDIMENTS 4-6-2EO SIM17.02 – PLAY MUSIC PROFICIENCY LEVEL SCALES AND/ORRUDIMENTS 4-6-4

SECTION 7 PO X18 – SIGHT-READ MUSIC 4-7-1EO SIM18.01 – EMPLOY SIGHT-READING STRATEGIES 4-7-2EO SIM18.02 – SIGHT-READ MUSIC 4-7-4

SECTION 8 PO X19 – PERFORM LEVEL MUSIC 4-8-1EO SIM19.01 – ANALYZE MUSIC PROFICIENCY LEVEL MUSIC 4-8-2EO SIM19.02 – PARTICIPATE IN MASTER CLASSES 4-8-4EO SIM19.03 – PERFORM MUSIC PROFICIENCY LEVEL MUSIC 4-8-7

SECTION 9 PO SIM20 – PERFORM THE LEADERSHIP ROLE OF AN INTERMEDIATEMUSICIAN 4-9-1EO SIM20.01 – DESCRIBE THE MILITARY BAND – INTERMEDIATEMUSICIAN COURSE 4-9-3EO SIM20.02 – PERFORM THE DUTIES OF A BAND SECTION LEADER 4-9-5EO SIM20.03 – ASSIST WITH BAND MANAGEMENT 4-9-8EO SIM20.04 – PRACTICE SELF-ASSESSMENT 4-9-10

SECTION 10 PO SIM21 – EXECUTE DRILL AS A MEMBER OF A BAND 4-10-1EO SIM21.01 – EXECUTE BAND DRILL 4-10-4EO SIM21.02 – PERFORM THE ROLE OF A DRUM MAJOR 4-10-7EO SIM21.03 – PERFORM AS A MEMBER OF A BAND FOR A GRADUATIONPARADE 4-10-11

SECTION 11 PO SIM22 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND 4-11-1EO SIM22.01 – PARTICIPATE IN INDIVIDUAL PRACTICE AND PRIVATEINSTRUCTION 4-11-3EO SIM22.02 – PARTICIPATE IN SECTIONAL REHEARSALS 4-11-5EO SIM22.03 – PARTICIPATE IN ENSEMBLE REHEARSALS 4-11-7EO SIM22.04 – ATTEND A MUSICAL PERFORMANCE 4-11-10

SECTION 12 PO SIM23 – DESCRIBE THE HISTORY OF MILITARY BANDS 4-12-1EO SIM23.01 – DESCRIBE THE HISTORY OF A MILITARY BANDINSTRUMENT 4-12-3EO SIM23.02 – DESCRIBE THE HISTORY OF MILITARY BANDS 4-12-5

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PAGESECTION 13 PO SIM25 – PARTICIPATE IN MILITARY BAND ELECTIVE TRAINING 4-13-1

SECTION 14 PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION 4-14-1

Annex A – INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS 4A-1Annex B – ON-THE-JOB TRAINING (OJT) DIVISIONAL PETTY OFFICER(DPO)/PLATOON WARRANT OFFICER (Pl WO)/FLIGHT SERGEANT (FSgt)DUTIES 4B-1Appendix 1 – OJT – DPO/Pl WO/FSgt DUTIES CHECKLIST 4B1-1Annex C – ON-THE-JOB TRAINING (OJT) – SPECIALTY (MILITARY BANDPERFORMANCE) 4C-1Appendix 1 – OJT – SPECIALTY (MILITARY BAND PERFORMANCE) 4C1-1

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CHAPTER 1GENERAL

AIMS

1. The aim of the Cadet Program (CP) is to develop in youth the attributes of good citizenship andleadership, promote physical fitness, and stimulate the interest of youth in the sea, land and air activities ofthe Canadian Forces (CF).

2. The aim of the training resulting from this Qualification Standard and Plan (QSP) is to develop the musicproficiency of cadets and prepare them to support their corps/squadron bands and related music activities.

PROGRAM MISSION AND PARTICIPANT OUTCOMES

3. The mission of the CP is to contribute to the development and preparation of youth for the transitionfrom adolescence to adulthood, enabling cadets to meet the challenges of modern society, through a dynamic,community-based program.

4. CP participant outcomes are the benefits for the cadet during and/or after their involvement with theprogram that relate to knowledge, skills, attitudes, values, behaviour, condition, or status. The five outcomesof the CP are:

a. emotional and physical well-being,

b. social competence,

c. cognitive competence,

d. proactive citizenship, and

e. understanding the CF.

5. The program mission and participant outcomes are explained in greater detail in CATO 11-03, CadetProgram Mandate.

OUTLINE OF TRAINING

6. The CSTC Program provides training that is integral to the CP and focuses on giving a set portion ofthe cadet population instruction and opportunities to develop advanced knowledge and skills in specializedactivities and to develop instructors/leaders for these activities for all components of the CP. Additionally, itprovides these cadets further opportunities to develop, practice, and employ the general knowledge and skillsobtained through the corps/squadron program.

7. Description of Need. Cadet corps/squadrons require training opportunities that reinforce andsupplement music training conducted during the corps/squadron program’s optional program and/or duringregionally directed activities. Based on the training resulting from this QSP, cadets will achieve the MilitaryBand – Intermediate Musician qualification and will be able to further develop music, drill and ceremonial,and leadership knowledge and skills learned during the corps/squadron program and/or regionally directedactivities.

8. Each CSTC qualification requires completion of a series of performance objectives (POs) and associatedenabling objectives (EOs).

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PROGRAM DESIGN

9. Training associated with the Military Band – Intermediate Musician qualification has been designed:

a. assuming that the cadets attending are between 14 and 15 years of age;

b. assuming that the cadets have an interest in and aptitude for music training;

c. assuming that cadets have not yet attained the Music Proficiency Level One qualification;

d. assuming that cadets have successfully completed Phase Three/Silver Star/Proficiency LevelThree qualification;

e. using age appropriate learning strategies;

f. using a typical training day consisting of eight 40 minute periods conducted during the daytimewith the evening dedicated to extra-curricular activities and free time;

g. using a week that typically begins on Monday and ends the following Sunday consisting of amaximum of six training days and a minimum of one day dedicated to extra-curricular activitiesand free time;

h. including training which is experiential and skills-based, with a lesser focus on theoreticalknowledge; and

i. assuming that learning will take place through a combination of programmed periods of instruction,unstructured discussions, teachable moments, coaching/mentoring opportunities and structuredreflection.

COURSE COMPONENTS

10. Mandatory Training. Mandatory training consists of those activities outlined in this QSP that CSTCs arerequired to conduct. These activities are comprised of the following two sub-components:

a. Standard Components. Standard components are periods allocated to provide the basicadministrative structure required to conduct a CSTC qualification course. These components aredescribed in more detail in Chapter 2.

b. Specialty Training. Specialty training are those periods allocated in support of a specificqualification aim and described in the requisite POs.

11. Extra-Curricular Activities. Extra-curricular activities are active and passive opportunities offered tocadets daily from the end of formal training to lights-out and during “Sunday routine”. Ancillary in nature, extra-curricular activities add value to the CSTC experience by: enhancing what is learned during the day, offeringfun recreational opportunities that encourage socialization, and allowing cadets to pursue personal interests.Specific direction regarding extra-curricular activities can be found in CATO 11-04, Cadet Program Outline.

PERFORMANCE OBJECTIVES

12. The following identifies the PO numbering system used within this QSP:

a. All CSTC PO numbers begin with the letter “S” to denote “Summer” and are usually followed bythree digits, to include:

(1) the first digit which denotes the Music Proficiency Level associated with the PO (ie, MusicProficiency Level Basic is represented by the digit 0, Music Proficiency Level One isrepresented by the digit 1, etc);

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(2) the second and third digits which denotes the music topic area associated with the PO takendirectly from A-CR-CCP-910/PG-001, Military Band – Music Proficiency Levels QualificationStandard, and include:

(a) 00–12 – Allocated to topics within the corps/squadron program,

(b) 13 – Instrument Maintenance,

(c) 14 – Allocated to the Pipe Band – Music Proficiency Levels Qualification Standard,

(d) 15 – Music Theory,

(e) 16 – Rhythm and Aural Skills,

(f) 17 – Scales and Rudiments,

(g) 18 – Sight-reading, and

(h) 19 – Level Music;

(3) certain POs use letters at the end of the three digits to provide further differentiation, toinclude:

(a) W – Woodwind,

(b) B – Brass,

(c) P – Percussion,

(d) M – Melodic,

(e) G – Mallet Percussion, and

(f) D – Snare Drum; and

(4) additional Military Band – Intermediate Musician POs begin with SIM (“S” for “Summer” and“IM” for “Intermediate Musician”) and are proceeded by the following numbers which relateto the corresponding topic area, to include:

(a) 20 – Leadership,

(b) 21 – Drill and Ceremonial,

(c) 22 – Ensemble Music,

(d) 23 – Military Band History, and

(e) 25 – Elective Training.

13. The following are the POs that form the content of the Military Band – Intermediate Musician qualification:

a. Instrument Maintenance. PO SIM13 – Maintain a Primary Instrument (Chapter 4, Section 2):

(1) The aim of PO SIM13 (Chapter 4, Section 2) is to provide cadets with knowledge andskills of instrument maintenance associated with Music Proficiency Level One and Twoqualifications.

(2) This PO supports music training by providing the skill set to accept personal responsibilityand accountability for an assigned resource. Music training contributes directly to theachievement of the program aim of developing in youth the attributes of good citizenship

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and leadership and stimulating the interest of youth in the sea, land, and air activities of theCanadian Forces and also contributes to the participant outcomes of social competence,cognitive competence, and understanding the Canadian Forces.

b. Music Theory. PO S115 – Apply Music Theory (Chapter 4, Section 3) and PO S215 – ApplyMusic Theory (Chapter 4, Section 4):

(1) The aim of POs S115 (Chapter 4, Section 3) and S215 (Chapter 4, Section 4) is to providecadets with the knowledge of music theory associated with Music Proficiency Level Oneand Two qualification.

(2) This PO supports music training by providing the cadets the theoretical foundation tosupport practical music training. Music training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand stimulating the interest of youth in the sea, land, and air activities of the CanadianForces and also contributes to the participant outcomes of cognitive competence andunderstanding the Canadian Forces.

c. Rhythm and Aural Skills. PO SIM16 – Demonstrate Rhythm and Aural Skills (Chapter 4,Section 5):

(1) The aim of PO SIM16 (Chapter 4, Section 5) is to provide cadets with the knowledge andskills to demonstrate the rhythm and aural skills associated with Music Proficiency LevelOne and Two qualification.

(2) This PO supports music training by providing the cadets the practical skills to supportadditional practical music training. Music training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand stimulating the interest of youth in the sea, land, and air activities of the CanadianForces and also contributes to the participant outcomes of cognitive competence andunderstanding the Canadian Forces.

d. Scales and Rudiments. PO SIM17 – Play Scales and/or Rudiments (Chapter 4, Section 6):

(1) The aim of PO SIM17 (Chapter 4, Section 6) is to provide cadets with the knowledge andskills to play the required scales or rudiments associated with Music Proficiency Level Oneand Two qualification.


e. Sight-Reading. PO SIM18 – Sight-Read Music (Chapter 4, Section 7):

(1) The aim of PO SIM18 (Chapter 4, Section 7) is to provide cadets with the skills to sight-read music in support of Music Proficiency Level One and Two qualification.


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f. Music Proficiency Level Music. PO SIM19 – Perform Level Music (Chapter 4, Section 8):

(1) The aim of PO SIM19 (Chapter 4, Section 8) is to provide cadets with the knowledge andskills to play the required Music Proficiency Level music associated with Music ProficiencyLevel One and Two qualifications.

(2) This PO supports music training by providing the practical skills to perform music. Musictraining contributes directly to the achievement of the program aim of developing in youththe attributes of good citizenship and leadership and stimulating the interest of youth in thesea, land, and air activities of the Canadian Forces and also contributes to the participantoutcomes of social competence, cognitive competence, and understanding the CanadianForces.

g. Leadership. PO SIM20 – Perform the Leadership Role of an Intermediate Musician (Chapter 4,Section 9):

(1) The aim of PO SIM20 (Chapter 4, Section 9) is to provide cadets with knowledge and skillsto practice leadership during naturally occurring leadership opportunities.

(2) This PO supports leadership training by providing the skill set to perform the leadership roleof an intermediate musician. Leadership training contributes directly to the achievement ofthe program aim of developing in youth the attributes of good citizenship and leadershipand the participant outcomes of social competence and cognitive competence.

h. Drill and Ceremonial. PO SIM21 – Execute Drill As a Member of a Band (Chapter 4, Section 10):

(1) The aim of PO SIM21 (Chapter 4, Section 10) is to provide cadets with the knowledge andskills to execute drill as a member of a band.

(2) This PO supports drill and ceremonial training by introducing the skill set required to executeband drill. Drill and ceremonial training contributes directly to the program aims of promotingphysical fitness, and stimulating the interest of youth in the sea, land, and air activities of theCanadian Forces and also contributes to the participant outcomes of physical well-being,social competence, cognitive competence, and understanding the Canadian Forces.

i. Ensemble Music. PO SIM22 – Perform Ensemble Music As a Member of a Band (Chapter 4,Section 11):

(1) The aim of PO SIM22 (Chapter 4, Section 11) is to provide cadets with the knowledge andskills to perform ensemble music as a member of a band.

(2) This PO supports music training by providing an opportunity for the cadets to apply thepractical skills of music through performance. Music training contributes directly to theachievement of the program aim of developing in youth the attributes of good citizenshipand leadership and stimulating the interest of youth in the sea, land, and air activities of theCanadian Forces and also contributes to the participant outcomes of social competence,cognitive competence, and understanding the Canadian Forces.

j. Military Band History. PO SIM23 – Describe the History of Military Bands (Chapter 4,Section 12):

(1) The aim of PO SIM23 (Chapter 4, Section 12) is to provide cadets with the knowledge ofthe history of military bands.

(2) This PO supports music training by providing the historical foundation for military bandtraining. Music history contributes directly to the achievement of the program aim ofdeveloping in youth the attributes of good citizenship and leadership and stimulating the

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interest of youth in the sea, land, and air activities of the Canadian Forces and alsocontributes to the participant outcomes of social competence, cognitive competence andunderstanding the Canadian Forces.

k. Military Band Elective Training. PO SIM25 – Participate in Military Band Elective Training(Chapter 4, Section 13):

(1) The aim of PO SIM25 (Chapter 4, Section 13) is to provide cadets the opportunity to exploreadditional areas of music training.

(2) This PO supports music training by providing additional opportunities for the cadetsto develop practical skills of music training. Music training contributes directly to theachievement of the program aim of developing in youth the attributes of good citizenshipand leadership and stimulating the interest of youth in the sea, land, and air activities of theCanadian Forces and also contributes to the participant outcomes of social competence,cognitive competence, and understanding the Canadian Forces.

l. First Aid. PO S310 – Attain Standard First Aid Qualification (Chapter 4, Section 14):

(1) The aim of PO S310 (Chapter 4, Section 14) is to provide the cadet with the ability to stabilizea casualty until the casualty can receive medical attention.

(2) This PO supports music training by providing the skill set to perform first aid during trainingactivities. First aid contributes to the achievement of the program aim of developing theattributes of good citizenship and leadership and the participant outcome of proactivecitizenship by providing the cadet with the ability to actively assist other citizens in a timeof physical distress.

METHOD OF ACHIEVING OBJECTIVES

14. The majority of Military Band – Intermediate Musician POs are skills-related. Skills are acquired throughpractical periods of instruction and practice. In order to achieve the POs, a hands-on learning approach isessential. The following guidance may assist in the implementation of training:

a. Some theory is required for safety purposes and for introducing new material. However, mostmaterial can be taught using hands-on practical methods.

b. Ensure training is well organized and planned for in advance to allow instructors adequate timeto prepare for the delivery/conduct of training. This includes reviewing lesson specifications andinstructional guides and creating instructional materials as required.

c. Schedule training such that the material is presented in a manner to ensure a smooth flow fromone activity to the next.

d. Take adequate time for cadets to reflect upon and be debriefed on experiential training activities,to include discussing the ways that experience can benefit them in the future.

TRAINING PREREQUISITES

15. To participate in the Military Band – Intermediate Musician qualification course, a youth must be amember of a cadet corps/squadron, as specified in A-CR-CCP-950/PT-001, Queen’s Regulations and Ordersfor the Canadian Cadet Organization, Article 4.01, and be eligible to attend CSTC training as outlined in A-CR-CCP-950/PT-001, Article 5.03, and in accordance with CATO 31-03, Sea Cadet Program Outline, CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline.

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USE OF THE QSP

16. This QSP shall be used as the primary authority governing the development, implementation, conduct,and evaluation of the training and standards for the Military Band – Intermediate Musician qualification. ThisQSP shall also be used by D Cdts & JCR as the primary reference for validation of Military Band – IntermediateMusician qualification training.

17. Military Band – Intermediate Musician qualification training shall be conducted using this QSP as thetraining control document in conjunction with the following publications:

a. A-CR-CCP-905/PF-001, Canadian Cadet Organizations, Military Band – Intermediate Musician,Instructional Guides,

b. A-CR-CCP-910/PG-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels Qualification Standard,

c. A-CR-CCP-910/PX-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels, Theory Assessments, and

d. A-CR-CCP-910/PY-001, Canadian Cadet Organizations, Military Band – Music ProficiencyLevels, Theory Assessments – Answer Keys.

18. Any deviation from the requirements detailed in this publication due to training limitations must beapproved by D Cdts 3, Senior Staff Officer Youth Programs Development, NDHQ.

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CHAPTER 2TRAINING MANAGEMENT DETAILS

RESPONSIBLE AGENCY AND TRAINING ESTABLISHMENTS

1. The Managing Authority for the Military Band – Intermediate Musician qualification is D Cdts & JCR.The conduct of training is the responsibility of the Regional Cadet Support Units (RCSUs) through authorizedCSTCs.

TRAINING DETAILS

2. In accordance with CATO 11-04, Cadet Program Outline, CATO 31-03, Sea Cadet Program Outline,CATO 40-01, Army Cadet Program Outline, and CATO 51-01, Air Cadet Program Outline, the Military Band –Intermediate Musician qualification course is conducted over a six-week period consisting of thirty five trainingdays.

3. Standard Components. Standard components are activities that form part of all CSTC courses. Theseactivities take place during the training day but are normally not directly related to POs or achieving thequalification. The standard component activities are:

a. In Routine. Four periods scheduled at the beginning of the course for administrative in routine.While most administrative matters may have been dealt with prior to the first training day, theseperiods have been allocated to allow for scheduling flexibility at the beginning of a course.

b. Briefings. Two periods allocated to a combination of introductory briefings, such as:

(1) CO briefing,

(2) department briefing,

(3) fire and safety briefing,

(4) MIR briefing, and

(5) CHAP briefing, etc.

c. Divisional Officer (DO)/Platoon Commander (Pl Comd)/Flight Commander (Flt Comd)Periods. One period per week provided to the DO/Pl Comd/Flt Comd to do such things as teambonding and/or building activities, debriefings, reflecting, or to address any issues related to qualityof life.

d. Life Skills. One period per week for moral and/or spiritual instruction.

e. Recreational Sports/Swim. Four periods per week (not including the last week which has two).

f. CO’s Discretion. Two periods per week to be scheduled at the CO’s discretion. The intention ofthese periods is to provide the opportunity to have cadets participate in such things as:

(1) special ceremonies,

(2) additional CF familiarization activities, or

(3) local community events.

g. Spare Periods. Two periods per week to be used at the discretion of the Course Officer (Crse O)allowing flexibility to account for things such as weather or availability of facilities.

A-CR-CCP-905/PG-001

2-2

h. Weekly Parade. Two periods per week (not including the last week of a course) for a CSTC-level parade.

i. Course Administration. Two periods per week for routine matters, such as:

(1) initial cadet interviews,

(2) Divisional/Platoon/Flight senior briefing,

(3) cadet banking,

(4) supply,

(5) course critiques, and

(6) course reports/final cadet interviews.

j. Graduation Parade Practice. Two periods to be scheduled in the last week of a course forrehearsal of the graduation parade.

k. Graduation Parade. Two periods to carry out a graduation parade.

l. Out Routine. Four periods scheduled at the end of the course for administrative out routine. Whilemost administrative matters are usually dealt with after the last training day, these periods havebeen allocated to allow for scheduling flexibility at the end of a course.

4. Period Allocation. There are a total of eight 40-minute periods allocated each day based on a six-daytraining week. A detailed period allocation of specialty training is located in Annex A. Total period allocationby PO is as follows:

Standard Components No. of pdIn Routine 4Briefings 2DO/Pl Comd/Flt Comd Periods 6Life Skills 6Recreational Sports 22CO’s Discretion 12Spare Periods 12Weekly Parade 10Course Administration 12Graduation Parade Practice 2Graduation Parade 2Out Routine 4

Total 94

SPECIALTY TRAININGTopic PO Performance Objective No. of pd

Instrument Maintenance SIM13 Maintain a Primary Instrument 2S115 Apply Music Theory 11Music TheoryS215 Apply Music Theory 12

Rhythm and Aural Skills SIM16 Demonstrate Rhythm Skills 2Scales and Rudiments SIM17 Play Scales and/or Rudiments 1Sight-Reading SIM18 Sight-Read Music 1

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2-3

SPECIALTY TRAININGTopic PO Performance Objective No. of pd

Music Proficiency Level Music SIM19 Perform Music Proficiency Level Music 6Leadership SIM20 Perform the Leadership Role of an Intermediate

Musician6

Drill and Ceremonial SIM21 Execute Drill As a Member of a Band 12Ensemble Music SIM22 Perform Ensemble Music As a Member of a Band 88Military Band History SIM23 Describe the History of Military Bands 2Military Band Elective Training SIM25 Participate in Military Band Elective Training 7First Aid S310 Attain Standard First Aid Qualification 16CSTC Specific Activity N/A N/A 4On the Job Training (OJT) N/A OJT – DPO/Pl WO/FSgt Duties 8On the Job Training (OJT) N/A OJT – Participate in Military Band Performances 8

Total 186

5. Scheduling. When planning training, the lesson specifications found in Chapter 4 shall be consulted fordetailed information. While a sample schedule is located in Annex B, it does not account for the many variablesCSTCs face when developing course schedules. Some of the things the training staff should consider whendeveloping the course schedule include, but are not limited to:

a. the training environment required for each activity;

b. the availability of technical specialists to conduct the activity, if required;

c. the availability of shared facilities and the requirements of other courses that use those facilities;and

d. the availability of shared equipment and the requirements of other courses that use thatequipment.

TRAINING CAPACITY

6. Training capacity will be directed annually by NDHQ/D Cdts & JCR. The optimum division/platoon/flight(band) size is 28 cadets. The number of cadets per division/platoon/flight (band) should not exceed 35.

7. The following is a suggested instrumentation breakdown for a band consisting of 28 cadets that can beused as a guide when course loading each Military Band – Intermediate Musician serial. Regions can adapt thisbreakdown to suit any specific regional purpose. Furthermore, regions may request to conduct tri-elementalMilitary Band – Intermediate Musician qualification course serials to enhance course loading:

a. Flute x 4,

b. Clarinet x 4,

c. Saxophone x 4,

d. Trumpet x 6,

e. Trombone/Euphonium x 4,

f. Tuba x 1, and

g. Percussion x 5.

A-CR-CCP-905/PG-001

2-4

8. Other instruments (eg, oboe, bassoon, French horn) can be substituted within this suggestedinstrumentation breakdown as required.

TRAINING STAFF REQUIREMENTS

9. The training staff is directly involved in the delivery of training and supervision of cadets during thedesignated training day. The training staff structure is primarily comprised of positions from both the standardcompany organizational system and instructional or training support cadre(s). The following reflects theminimum requirements for training staff but does not reflect the additional support and supervisory staff (eg,administration, supply, logistics, barracks supervision, extra-curricular activities, etc) at the CSTC.

a. Course Officer (Crse O):

Rank MOSID Number Qualification

Minimum:

Captain QualificationorDP2 Junior Officer CICQualification.

Preferred:

Senior Instructor CourseorCIC Training Officer Course.

Preferred Music Qualification/Experience:

Lt(N)/Capt00232-0100232-0200232-03

1

Music education (eg, B Mus, DEC)orequivalent music experience, and Music instruction experience.

b. Divisional Officer (DO)/Platoon Commander (Pl Comd)/Flight Commander (Flt Comd):


Minimum:

Basic Officer QualificationorBasic Military Officer Qualification(CIC Common).

Preferred:

SLt/Lt,A/SLt/2Lt,or NCdt/Ocdt

00232-0100232-0200232-03

1 per Division/Platoon/Flight(Band)

Military Occupation Course (Sea/Army/Air)orBasic Military Officer Qualification.

A-CR-CCP-905/PG-001

2-5




c. Assistant Instructors/Staff Cadets:


Minimum:

Phase Four, Gold Star orProficiency Level Four, andMusic Proficiency Level Three.

Preferred:

PO1/WO/FSgt,or PO2/Sgt N/A

3-4 perDivision/Platoon/Flight (Band)(1 Woodwind/1 Brass/1 PercussionInstructor) Military Band – Advanced Musician.

d. Staff cadet positions may be organized in different manners based on the requirements of theCSTC. The flexibility is intended to allow the CSTC to balance instruction and supervision ofcadets between the divisional/company/flight/squadron staff and instructional or training supportcadre(s) staff positions. If one or two staff cadet positions are designated as divisional/company/flight/squadron staff, the remaining staff resources should be used to offset instructional or trainingsupport cadre(s) requirements. A minimum of one staff cadet position per division/platoon/flightshall be designated as Divisional Petty Officer (DPO)/Platoon Warrant Officer (Pl WO)/FlightSergeant (FSgt).

10. Technical Specialists. Technical specialists possess specific specialty qualifications and typicallysupport a variety of courses conducted at the CSTC. The number of technical specialists required is influencedby policy documentation specific to the activity (eg, CATOs, Water Safety Orders, etc) and by local CSTCcircumstances, as is the structure for instructional or training support cadre(s). The technical specialists requiredin support of Military Band – Intermediate Musician are:

a. Fitness and Sports Instructor(s) as required in support of recreational sports,

b. Air Rifle Marksmanship Instructor(s)/Range Safety Officers (RSOs) as required in support ofrecreational marksmanship and summer biathlon,

c. Standard First Aid Instructor(s) as required in support of first aid training PO S310 (Chapter 4,Section 14), and

d. Music Instructor(s) as required in support of PO SIM13 (Chapter 4, Section 2), PO S115(Chapter 4, Section 3), PO S215 (Chapter 4, Section 4), PO SIM16 (Chapter 4, Section 5),

A-CR-CCP-905/PG-001

2-6

PO SIM17 (Chapter 4, Section 6), PO SIM19 (Chapter 4, Section 8), PO SIM20 (Chapter 4,Section 9), PO SIM22 (Chapter 4, Section 11), PO SIM25 (Chapter 4, Section 13), to include:


Minimum:

Basic Officer QualificationorBasic Military Officer Qualification(CIC Common).

Preferred:

Military Occupation Course (Sea/Army/Air)orBasic Military Officer Qualification.


SLt/Lt,A/SLt/2Lt,or NCdt/Ocdt

00232-0100232-0200232-03

3(1 Woodwind/1 Brass/1 PercussionInstructor)


Note: These music instructors can be used to support other music training (eg, BasicMusician, Advanced Musician).

RESOURCE REQUIREMENTS

11. RCSU COs are responsible for ensuring that required equipment and supplies are available. A detailedlist of material, audiovisual equipment, and training/learning aids required to conduct the training is located inAnnex C.

TRAINING ADMINISTRATION

12. Cadet Evaluation. Details on cadet evaluation are found in Chapter 3.

13. Records and Reports. Training staff shall maintain records and reports as required in accordancewith Chapter 3. Upon completion of training, the Military Band – Intermediate Musician Qualification Record(Chapter 3, Annex C) shall be returned to the cadet corps/squadron to be recorded on the cadet’s DND 2399,Cadet Personnel Record. A copy shall also be forwarded to the RCMA.

QUALIFICATION

14. The Military Band – Intermediate Musician qualification and associated badge is awarded to cadets forparticipation in training activities in accordance with Chapter 3.

RELATED DOCUMENTS

15. This QSP is to be used in conjunction with:

a. Cadet Administrative and Training Orders (CATOs),

A-CR-CCP-905/PG-001

2-7

b. A-CR-CCP-905/PF-001,

c. A-CR-CCP-910/PG-001,

d. A-CR-CCP-910/PX-001, and

e. A-CR-CCP-910/PY-001.

REFERENCES

16. A list of references used in this QSP is located in Annex D.

A-CR-CCP-905/PG-001


2-8

A-CR-CCP-905/PG-001Chapter 2, Annex A

2A-1

MILITARY BAND – INTERMEDIATE MUSICIAN SUMMARY AND TIME ALLOCATION

PERIOD ALLOCATION

PO Performance Objective EO Enabling Objective No.of pd

SIM13.01 W Maintain a Primary Woodwind InstrumentSIM13.01 B Maintain a Primary Brass InstrumentSIM13.01 P Maintain a Snare Drum

1

SIM13.02 Identify Instrument Makes and Models 1S013 PC 0

SIM13 Maintain a Primary Instrument

PO SIM13 – Total 2

S115.01 Review Music Proficiency Level BasicTheory

1

S115.02 Identify Accidentals 1S115.03 Identify Intervals 1S115.04 Write Scales 2S115.05 Identify Key Signatures 1S115.06 Recognize Rhythm 1S115.07 Define Music Symbols and Terms 1

S115.08 Review Music Proficiency Level OneTheory

2

S215.01 Recognize Rhythm 1S215.02 Identify Intervals by Distance 1S215.03 Write Scales 2S215.04 Write Scales Using Key Signatures 4S215.05 Define Music Symbols and Terms 1

S215.06 Review Music Proficiency Level TwoTheory

2

S115 PC 1S215 PC 1

SX15 Apply Music Theory

PO SX15 – Total 23SIM16.01 Demonstrate Rhythm Skills 1SIM16.02 Reproduce a Five-Note Melody 1SIM16 PC 0

SIM16 Demonstrate Rhythm andAural Skills


SIM17.01 Analyze Music Proficiency Level Scalesand/or Rudiments

1

SIM17.02 Play Music Proficiency Level Scales and/orRudiments

0

SIM17 PC 0

SIM17 Play Scales and/or Rudiments

PO SIM17 – Total 1SIM18.01 Employ Sight-Reading Strategies 1SIM18.02 Sight-Read Music 0SIM18 PC 0

SIM18 Sight-Read Music



2A-2

PO Performance Objective EO Enabling Objective No.of pd

SIM19.01 Analyze Music Proficiency Level Music 1SIM19.02 Participate in Master Classes 5SIM19.03 Perform Music Proficiency Level Music 0SIM19 PC 0

SIM19 Perform Level Music


SIM20.01 Describe the Military Band – IntermediateMusician Course

1

SIM20.02 Perform the Duties of a Band SectionLeader

2

SIM20.03 Assist With Band Management 2SIM20.04 Practice Self-Assessment 1SIM20 PC 0

SIM20 Perform the Leadership Roleof a Intermediate Musician

PO SIM20 – Total 6SIM21.01 Execute Band Drill 7SIM21.02 Perform the Role of a Drum Major 3

SIM21.03 Perform As a Member of Band for aGraduation Parade

2

SIM21 PC 0

SIM21 Execute Drill As a Member ofa Band


SIM22.01 Participate in Individual Practice andPrivate Instruction

36

SIM22.02 Participate in Sectional Rehearsals 12SIM22.03 Participate in Ensemble Rehearsals 38SIM22.04 Attend a Musical Performance 2SIM22 PC 0

SIM22 Perform Ensemble Music As aMember of a Band


SIM23.01 Describe the History of a Military BandInstrument

1

SIM23.02 Describe the History of Military Bands 1SIM22 PC 0

SIM23 Describe the History ofMilitary Bands

PO SIM23 – Total 2Participate in Military Band Elective Training 7SIM25

PO SIM25 – Total 7CSTC Specific Activity 4N/A

CSTC Specific Activity – Total 4Perform the Duties of a Divisional Petty Officer/Platoon Warrant Officer/Flight Sergeant 8Participate in Military Band Performances 8

OJT

On the Job Training – Total 16Attain Standard First Aid Qualification 16S310

Standard First Aid – Total 16 Specialty Training 186

Standard Components 94

Total 280

A-CR-CCP-905/PG-001Chapter 2, Annex B

2B-1

SAMPLE SCHEDULE


2B-2


2B-3


2B-4


2B-5


2B-6

A-CR-CCP-905/PG-001Chapter 2, Annex C

2C-1

RESOURCE REQUIREMENTS

Note: Resource allocation is based on a division/platoon/flight (band) of 28 cadets and 5 staff and, dependingon the item and duration of use, may be drawn on an as required basis, allowing the sharing ofresources within the CSTC.

Item Qty PO/EO

Concert Snare Drum 1 Concert Percussion

Concert Bass Drum 1 Concert Percussion

Crash Cymbols 1 Concert Percussion

Suspended Symbol 1 Concert Percussion

Concert Snare Drum Stand 1 Concert Percussion

Concert Bass Drum Stand 1 Concert Percussion

Crash Cymbols Stand 1 Concert Percussion

Suspended Symbol Stand 1 Concert Percussion

Triangle 1 Concert Percussion

Cowbell 1 Concert Percussion

Woodblock 1 Concert Percussion

Tambourine 1 Concert Percussion

Xylophone 1 Concert Percussion

Flute With Case 1 per Flute Player Primary Instrument

Oboe With Case 1 per Oboe Player Primary Instrument

Bassoon With Case 1 per Bassoon Player Primary Instrument

Clarinet With Case 1 per Clarinet Player Primary Instrument

Saxophone With Case 1 per Saxophone Player Primary Instrument

Trumpet With Case 1 per Trumpet Player Primary Instrument

French Horn With Case 1 per French Horn Player Primary Instrument

Trombone With Case 1 per Trombone Player Primary Instrument

Euphonium With Case 1 per Euphonium Player Primary Instrument

Tuba With Case 1 per Tuba Player Primary Instrument

Snare Drum With Case 1 per Snare Drummer Primary Instrument

Glockenspiel 1 per Mallet Percussion Player Primary Instrument


2C-2

Item Qty PO/EO

Keyboard or Piano 1 S115, S215, SIM16

Manuscript Paper 5 Sheets per Cadet SIM115 & SIM215

Pencil With Eraser 1 per Cadet SIM115 & SIM215

Instrument Polishing Cloth 1 per Brass Instrument SIM13.01 W/B

Primary Instruments 1 per Cadet SIM13.01 W/B/P, SIM16.02,SIM17.02, SIM18.02,SIM19.02, SIM19.03,

SIM21.01, SIM21.03, SIM22.01,SIM22.02, SIM22.03, & OJT

Rotary Valve Oil 1 per French Horn SIM13.01B

Slide Cream 1 per Trombone SIM13.01B

Slide Grease 1 per Trombone SIM13.01B

Valve Oil 1 per Trumpet,Euphonium, and Tuba

SIM13.01B

Mouthpiece Puller 1 SIM13.01B

Drum Key 1 per Percussion Player SIM13.01P

Glockenspiel Slings 1 per Glockenspiel Player SIM13.01P, SIM17.02, SIM18.02,SIM19.02, SIM19.03, SIM20.02,SIM21.01, SIM21.03, SIM22.01,

SIM22.02, SIM22.03, & OJT

Drum Slings 1 per Percussion Player SIM13.01P, SIM17.02, SIM18.02,SIM19.02, SIM19.03, SIM20.02,SIM21.01, SIM21.03, SIM22.01,

SIM22.02, SIM22.03, & OJT

Drumsitcks (Pair) 1 per Percussion Player SIM13.01P, SIM17.02, SIM18.02,SIM19.02, SIM19.03, SIM20.02,SIM21.01, SIM21.03, SIM22.01,

SIM22.02, SIM22.03, & OJT

Mallets (Pair) 1 per Percussion Player SIM13.01P, SIM17.02, SIM18.02,SIM19.02, SIM19.03, SIM20.02,SIM21.01, SIM21.03, SIM22.01,

SIM22.02, SIM22.03, & OJT

Cloth 1 per Cadet SIM13.01P/W

Bassoon Swabs – Large 1 per Bassoon SIM13.01W

Bassoon Swabs – Small 1 per Bassoon SIM13.01W


2C-3

Item Qty PO/EO

Clairnet Swabs 1 per Clarinet SIM13.01W

Cork Grease 1 per Clarinet, Saxophone,Oboe and Bassoon

SIM13.01W

Flute Cleaning Rod 1 per Flute SIM13.01W

Oboe Swabs 1 per Oboe SIM13.01W

Saxophone Swabs 1 per Saxophone SIM13.01W

Pad Papers 1 per Woodwind Player SIM13.01W

Reed 1 per Applicable Instrument SIM16.02, SIM17.02, SIM18.02,SIM19.02, SIM19.03,


Instrument Fingering Charts 1 per Cadet SIM17.01, SIM17.02, SIM18.01,SIM18.02, SIM19.01,

SIM19.02, SIM19.03, SIM22.01,SIM22.02, SIM22.03 & OJT

Flute Lyre 1 per Flute Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Oboe Lyre 1 per Oboe Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Bassoon Lyre 1 per Bassoon Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Clarinet Lyre 1 per Clarinet Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Saxophone Lyre 1 per Saxophone Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Trumpet Lyre 1 per Trumpet Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,



2C-4

Item Qty PO/EO

French Horn Lyre 1 per French Horn Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Trombone Lyre 1 per Trombone Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Euphonium Lyre 1 per Euphonium Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Tuba Lyre 1 per Tuba Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Saxophone Neckstrap 1 per Alto Saxophone andTenor Saxophone Player

SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Saxophone Harness 1 per Baritone Saxophone Player SIM17.02, SIM18.02, SIM19.02,SIM19.03, SIM20.02,


Conductor’s Baton 5 SIM20.02, SIM22.02,SIM22.03 & OJT

Mace 1 SIM21.01 – .03 & OJT

Parade Bass Drum 1 SIM21.01 – 03

March Pack With Pages 1 per Cadet SIM21.01 & SIM21.03

Bass Drum Harness 1 SIM21.01, SIM21.03 & OJT

Conductor’s Music Stand 1 SIM21.03, SIM22.02,SIM22.03 & OJT

Tuner 1 per 4 Cadets SIM22.01, SIM22.02, SIM22.03

Metronome 1 per 4 Cadets SIM22.01, SIM22.02, SIM22.03

Concert Percussion (Set) 1 SIM22.01, SIM22.02, SIM22.03

Music Stand 1 per Cadet SIM22.01, SIM22.02,SIM22.03 & OJT


2C-5

Item Qty PO/EO

Conductor’s Podium 1 SIM22.02, SIM22.03 & OJT



2C-6

A-CR-CCP-905/PG-001Chapter 2, Annex D

2D-1

REFERENCES

TEXTS HELD BY UNIT

A0-002 A-PD-201-000/PT-000 DHH 3-2 (2005). The Canadian Forces Manual of Drill and Ceremonial.Ottawa, ON: Department of National Defence.

A0-031 A-PD-202-001/FP-000 DC (1993). Canadian Forces Military Bands and Marches: BandInstructions. Ottawa, ON: Department of National Defence.

A0-100 A-CR-CCP-910/PG-001 Directorate Cadets and Junior Canadian Rangers (2008). MilitaryBand – Music Proficiency Levels Qualification Standard. Ottawa, ON: Department of NationalDefence.

A0-108 A-CR-CCP-910/PX-001 Director Cadets and Junior Canadian Rangers (2008). Canadian CadetOrganizations, Military Band – Music Prociency Levels, Theory Assessments. Ottawa, ON:Department of National Defence.

A0-109 A-CR-CCP-910/PY-001 Director Cadets and Junior Canadian Rangers (2008). Canadian CadetOrganizations, Military Band – Music Prociency Levels, Theory Assessments – Answer Keys.Ottawa, ON: Department of National Defence.

A0-144 A-CR-CCP-166/PT-006 Director Cadets 3 (2002). Scales and Arpeggios. Ottawa, ON:Department of National Defence.

Note: IAW A-CR-CCP-910/PG-001, CSTCs conducting training and/or assessment related to PO X19(Perform Level Music, Chapter 4, Section 8) must have the applicable method book from the RubankEducational Library published by Hal Leonard Corporation available for use by each cadet:

1. Best in Class: Book One series of method books,

2. Modern School for Xylophone Marimba Vibraphone,

3. 16 Studi Giornalieri di Perfezionamento,

4. Rubank Elementary Method series of method books,

5. Rubank Intermediate Method series of method books,

6. Rubank Advanced Method Volume I series of method books,

7. Rubank Advanced Method Volume II series of method books, and

8. Rubank Concert and Contest Collection series of method books.

ADDITIONAL TEXTS REFERENCED DURING DEVELOPMENT

A0-031 A-PD-202-001/FP-000 DC (1993). Canadian Forces Military Bands and Marches: BandInstructions. Ottawa, ON: Department of National Defence.

A0-100 A-CR-CCP-910/PG-001 Directorate Cadets and Junior Canadian Rangers (2008). MilitaryBand – Music Proficiency Levels Qualification Standard. Unpublished manuscript.

C0-067 (ISBN 1-844-77190-3) Wade-Matthews, Max, Thompson, Wendy (2005). The Encyclopedia ofMusic: Instruments of the Orchestra and the Great Composers. London, England: HermesHouse.


2D-2

C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.) (2004). Oxford Dictionary (2nd ed.). Don Mills, ON: OxfordUniversity Press Canada.

C0-242 (ISBN 978-0-9682160-2-1) Gregory, K. (2000). Knowing What Counts: Self-Assessment andGoal Setting. Courtenay, BC: Building Connections Publishing Inc.

C0-250 (ISBN 0-697-04392-4) Westphal, F.W. (1990). Guide to Teaching Woodwinds (5th edition).Sacramento, CA: McGraw-Hill.

C0-257 (ISBN 1-55440-011-2) Wharram, Barbara (2005). Elementary Rudiments of Music. Mississauga,On: The Frederick Harris Music Co.

C0-258 (ISBN 978-1-59869-450-5) Nigro, N. (2008). The Everything Coaching and Mentoring Book.Avon, MA: F+W Publications Company.

C0-276 (ISBN 0-88284-075-4) Stanley, Burton (1978). Instrument Repair for the Music Teacher. VanNuys, CA: Alfred Publishing CO., Inc.

C0-302 (ISBN 0-534-50990-8) Cook, Gary (2006). Teaching Percussion. Belmont, CA: Thomson HigherEducation.

C0-303 (ISBN 0-495-09575-3) Whitener, Scott (2007). A Complete Guide to Brass (3rd edition). Belmont,CA: Thomson Higher Education.

C0-328 Con-Selmer, Inc. (ND). Band Director’s Catalog. Elkhard, IN: Conn-Selmer, Inc.

C0-354 (ISBN 0-9624308-0-3) Lisk, E. (1991). The Creative Director: Alternative Rehearsal Technique.USA: Meredith Music Publishing.

C0-357 (ISBN 1-55125-050-0) Kopstein, J., and Pearson, I. (2002). The Heritage of Canadian MilitaryMusic. St. Catherines, ON: Vanwell Publishing Ltd.

C0-358 (ISBN 0-19-861459-4) Kennedy, M. (2006). The Oxford Dictionary of Music. New York, NY:Oxford University Press.

C0-359 (ISBN 0-634-03044-22) Lisk, E. (2001). The Creative Director: Beginning and IntermediateLevels. Milwaukee, WI: Meredith Music Publishing.

C0-360 (ISBN 1-57999-261-7) Chevallard, C. (R. Miles, Ed.) (2003). Teaching Music ThroughPerformance. Chicago, Illinois: GIA Publications, Inc.

C0-361 (ISBN 0-13-182656-5) Green, E., & Gibson, M. (2004). The Modern Conductor (7th edition). NewJersey: Pearson Education Inc.

C0-362 (ISBN 0-13-020689-X) Colwell, J., & Goolsby, T. (2002). The Teaching of Instrumental Music(3rd edition). New Jersey: Pearson Education Inc.

C0-374 (ISBN 0-88284-951-4) Andrew Surmani, Karen Farnum Surmani and Morton Manus (1998).Alfred’s Complete Essentials of Music Theory. USA: Alfred Publishing Co.

WEBSITES

C0-260 The Ten Rules of Concert Etiquette. (2006). Retrieved February 26, 2008, from http://www.menc.org/guides/etiquette/students.pdf.


2D-3

C0-261 Attending the Concert: What You Need to Know. (2006). Retrieved February 26, 2008, fromhttp://www.wso.mb.ca/attend.asp.

C0-306 Overview of the Technique. (2006). Retrieved April 2, 2008, from http://www.jigsaw.org/overview.htm.

C0-307 Doing CL Jigsaw. (2006). Retrieved April 2, 2008, from http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/jigsaw.htm.

C0-323 Introduction to Solfege. (2006). Retrieved September 29, 2008, from www.ibreathemusic.com/article/44.

C0-325 Tips for Effective Sight Reading. (2006). Retrieved September 30, 2008, from www.kjt.glis.net/tealflutestudio/sightreading.html.

C0-326 Woodwinds Frequent Maintenance. (2006). Retrieved September 30, 2008, fromwww.yamaha.co.jp/english/product/winds/product/others/access/wood_fm/main.htm.

C0-327 Brass Frequent Maintenance. (2006). Retrieved September 30, 2008, from www.yamaha.co.jp/english/product/winds/product/others/access/brass_fm/main.htm.

C0-330 How to Replace and Adjust Snares. (2006). Retrieved October 1, 2008, fromwww.pearldrum.com/2002_techspeak/snares.asp.

C0-331 Musical Instrument Repair Terminology. (2006). Retrieved October 1, 2008, fromwww.davidbaileymusicstudio.com/repairdefs.html.

C0-332 Band Instrument Repair – Basic Repair Procedures. (2006). Retrieved October 1, 2008, fromwww.davidbaileymusicstudio.com/pdf/RepairProceduresHandbook.pdf.

C0-333 Band and Orchestra. (2006). Retrieved October 1, 2008, from www.yamaha.ca/bandorchestra/index.jsp.

C0-334 Premier Home. (2006). Retrieved October 1, 2008, from www.premier-percussion.com.

C0-335 Pearl: The Reason to Play Drums. (2006). Retrieved October 1, 2008, from www.pearldrum.com/newmp.asp.

C0-336 Gemienhardt: Flutes. (2006). Retrieved October 1, 2008, from www.gemienhardt.com/main/taf?p=1.

C0-337 Fox Products: Maker of Double Reed Instruments. (2006). Retrieved October 1, 2008, fromwww.foxproducts.com.



2D-4

A-CR-CCP-905/PG-001

3-1

CHAPTER 3CADET EVALUATION

PURPOSE

1. The purpose of this chapter is to outline the specific evaluation requirements for achievement of MilitaryBand – Intermediate Musician qualification.

LEARNER EVALUATION

2. A-P9-050-000/PT-Z01, Manual of Individual Training and Education, Volume 1, defines learnerevaluation as, “the assessment of progress made by participants during an instructional programme (formativeevaluation) and of their achievement at the end of the programme (summative evaluation).”

3. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helps thecadet and instructor recognize progress or lapses in learning. Through formative evaluation, the instructor can:

a. identify when corrective or remedial action is required;

b. plan the next steps in instruction, provide the cadet with feedback so they can improve; and

c. reinforce learning to aid the cadet in retaining information.

4. Formative evaluation may also incorporate the Performance Checks (PCs) employed in summativeevaluation, allowing the cadet opportunities for practice prior to the PC. Details for assessment for learning areoutlined within the applicable lesson specifications found in Chapter 4.

5. Summative evaluation, or assessment of learning, takes place to determine whether learners haveachieved POs, or critical EOs (those deemed prerequisites to further individual training and education) and areused at the end of a phase of instruction. Details for assessment of learning are detailed within this chapter.

CADET EVALUATION DESIGN AND DEVELOPMENT

6. Cadet evaluation is designed and developed incorporating contemporary professional practices from thefields of education and youth development as well as considering best practices in use within the CanadianCadet Organizations (CCO).

7. Cadet evaluation is designed and developed so that all cadets are capable of achieving all POs andassociated EOs. To motivate the cadet to learn, cadet evaluation builds on success and confidence rather thandemotivating them with failure and defeat.

8. The following fundamental assessment principles shall guide the design, development and conduct ofMilitary Band – Intermediate Musician assessment activities:

a. in advance of training, the instructor shall inform the cadet of POs and EOs associated with thequalification;

b. in advance of training, the instructor shall inform the cadet of the assessment plan for thequalification and provide the cadet with an opportunity to review the applicable forms used inassessment;

c. assessment information shall be shared between the instructor and the cadet and used to reviseand guide instruction and learning;

d. the instructor shall provide feedback that is descriptive, constructive, frequent, and timely; helpingthe cadet identify strengths and address areas requiring improvement;

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e. the cadet shall be actively, consistently and effectively involved in assessment, including learningto manage their own learning through the skills of self-assessment; and

f. the cadet shall be encouraged to actively, consistently and effectively communicate with othersabout their learning progress.

CP DEVELOPMENTAL PERIODS (DPs)

9. The CP is designed across adolescent DPs adapted to suit the CP target population. Outlined in eachDP are specific philosophies and approaches to learning and assessment that influence design, developmentand conduct of cadet training and assessment.

10. A DP is a time frame, during a cadet’s progression through the CP, in which the cadet participates intraining and is provided opportunities to develop desired knowledge, skills and attitudes that support the aimof the CP and contribute to the achievement of the CP outcomes.

11. Progressive training levels, and associated learning objectives, distinguish each DP; ensuring trainingis relevant, achievable and age-appropriate for the cadet population. DPs and associated training levels aredesigned to be completed in a sequential manner and are also fluid, which allows a cadet to progress to thenext training level or DP while still working on completion of learning objectives from the previous level or DP.

12. The design and development of cadet training and evaluation is based on the basic overview of the DPcharacteristics located at Annex A.

CADET ASSESSMENT OF LEARNING PLAN

13. The Assessment of Learning Plan located at Annex B, provides an overall strategy for using assessmentactivities to determine if the cadet meets the requirements for the Military Band – Intermediate Musicianqualification. The Assessment of Learning Plan will:

a. provide an outline of each assessment of learning activity; including its purpose, when it will occurand details the assessment instrument(s) used to support cadet evaluation;

b. identify the learning target(s) associated with the PO and/or EO being assessed, to include:

(1) Knowledge Mastery. The facts, concepts and theory a cadet needs to know;

(2) Reasoning Proficiency. A cadet uses what they know to solve a problem, make a decision,make a plan, think critically, set goals, or self-assess;

(3) Skills. Performance demonstration; where the cadet demonstrates their ability to performa skill. To be assessed, these performances must be demonstrated by the cadet andobserved by an assessor;

(4) Ability to Create Products. A cadet uses their knowledge, reasoning and skills to createa concrete product; and/or

(5) Attitudinal/Dispositional Changes. A cadet’s attitude about learning, safety, conduct, etc.Targets in this realm reflect attitude and feeling. They represent important affective goalswe hold for a cadet as a by-product of their CP experience, and as such are not generallyassessed for the purpose of attaining a qualification;

c. identify the assessment method(s) that best matches PO and/or EO learning targets, to include:

(1) Selected Response. A cadet selects the correct or best response from a list provided.Formats include multiple choice, true/false, matching, short answer, and fill-in-the-blankquestions. Although short answer and fill-in-the-blank questions do require the cadet to

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3-3

generate an answer, they call for a very brief answer that is counted as right or wrong, sothese have been included in the selected response category;

(2) Extended Written Response. A cadet is required to construct a written answer in responseto a question or task rather than select one from a list. An extended written response is onethat is at least several sentences in length;

(3) Performance Assessment. This assessment method is based on observation andjudgment; a performance or product is observed and a determination is made as to itsquality; and/or

(4) Personal Communication. Gathering information about a cadet through personalcommunication; learning is assessed through interpersonal interaction with the cadet.

ASSESSMENT INSTRUCTIONS AND ASSESSMENT INSTRUMENTS

14. Specific assessment instructions and assessment instruments have been designed to support eachassessment activity within the Assessment of Learning Plan. These are meant to standardize assessmentactivities and cadet evaluation for all cadets attempting the qualification. Assessment instructions andassessment instruments are located at Annex B, Appendixes 1 to 3.

ADDITIONAL ASSESSMENT OF LEARNING ACTIVITIES

15. No additional cadet evaluations, eg, theory tests or performance checks, are to be used to determineMilitary Band – Intermediate Musician qualification. Therefore, these national standards are not to besupplemented with additional CSTC standards.

MILITARY BAND – INTERMEDIATE MUSICIAN QUALIFICATION STANDARD

16. The standard for the Military Band – Intermediate Musician qualification is successful completion of eachPO as outlined in the Military Band – Intermediate Musician Qualification Record.

RECOGNITION OF ENHANCED PROFICIENCY ACHIEVEMENT

17. Certain POs within the Assessment of Learning Plan allow for recognition of an enhanced proficiencylevel of achievement. The assessment instructions for the applicable PCs outline how proficiency levels areachieved and recorded on the Qualification Record. This information highlights the cadet’s strength(s) withinthe achievement of the qualification. The following definitions differentiate baseline proficiency and enhancedproficiency levels of achievement:

a. Baseline Proficiency. A cadet achieves baseline proficiency by demonstrating the performancestandard outlined in the applicable PO.

b. Enhanced Proficiency. A cadet achieves enhanced proficiency by exceeding the performancestandard outlined in the applicable PO.

CADETS NOT MEETING THE QUALIFICATION STANDARD

18. A cadet who does not meet the qualification standard for any PO shall be given a reasonable opportunityto achieve the standard. Unless otherwise specified in the Assessment of Learning Plan and associatedassessment instructions, there is no limit to the number of additional opportunities that may be afforded to thecadet, provided it is within the time and resource limitations of the CSTC.

19. If, by the end of the course, a cadet has yet to successfully complete any PO, they will be assessedas incomplete.

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20. CATO 15-22, Conduct and Discipline – Cadets, and CATO 13-26, Return to Unit – Cadets, providedirection on dealing with cadets not meeting the qualification standard due to:

a. attendance at mandatory training,

b. conduct, or

c. medical reasons.

RECORDING AND REPORTING CADET ACHIEVEMENT

21. The progress of each cadet shall be recorded on the Military Band – Intermediate Musician QualificationRecord, located at Annex C. The Military Band – Intermediate Musician Qualification Record for each cadetshall be forwarded to the applicable corps/squadron, through the appropriate chain of command. CommandingOfficers are responsible for ensuring the results are recorded on each cadet’s DND 2399, Cadet PersonnelRecord.

MILITARY BAND – INTERMEDIATE MUSICIAN CERTIFICATE OF QUALIFICATION

22. A CF 558, Cadet Certificate of Qualification (NSN 7530-21-870-7685), shall be awarded to each cadetupon successful completion of the Military Band – Intermediate Musician qualification.

MONITORING CADET PROGRESS

23. An initial interview shall be conducted with each cadet at the start of the course to discuss qualification;objectives, schedule, and assessment activities. Course staff should take this opportunity to get to know thecadet and to help the cadet set personal course goals. Guidelines for conducting cadet interviews are locatedin Annex D and the Cadet Interview Form is located in Annex D, Appendix 1.

24. Course staff will be required to meet with each cadet throughout the course to discuss learning progresstowards qualification. These feedback interviews are related to the assessment for learning activities outlinedwithin the applicable lesson specifications located in Chapter 4.

25. A final interview shall be conducted with each cadet at the end of the course to discuss:

a. the completed Military Band – Intermediate Musician Qualification Record;

b. the cadet’s goals that were discussed during the initial interview; and

c. new goals for returning to the corps/squadron.

26. Guidelines for conducting cadet interviews are located in Annex D and the Cadet Interview Form islocated in Annex D, Appendix 1.

TRAINING COUNSELLING SESSION

27. A training counselling session is used when a cadet is having difficulties progressing toward qualificationand an intervention is required to set goals for corrective action and/or remedial instruction. These counsellingsessions focus on training related issues. The Divisional Officer/Platoon Commander/Flight Commanderis responsible for conducting training counselling sessions. Guidelines for conducting training counsellingsessions are located in Annex E and the Training Counselling Session Form is located in Annex E, Appendix 1.

TRAINING REVIEW BOARD (TRB)

28. When a cadet continues to have difficulties or has a significant difficulty progressing towards qualification,the The Divisional Officer/Platoon Commander/Flight Commander should meet with the Crse O to determinewhat additional intervention is required to ensure improvement or determine if another course of action is more

A-CR-CCP-905/PG-001

3-5

appropriate considering the circumstances, eg, Return to Unit (RTU). The Crse O is responsible for conductinga TRB and may include other staff, eg, Specialty Instructors, Medical Staff, Standards Staff. Normally, the cadetis not present during the TRB, but the cadet’s perspective and participation can help determine the best courseof action. Guidelines for conducting a TRB are located in Annex F and the Training Review Board Form islocated in Annex F, Appendix 1.

A-CR-CCP-905/PG-001


3-6


3A-1

CHARACTERISTICS OF CP DPs



3A-2


3B-1

ASSESSMENT OF LEARNING PLAN – MILITARY BAND – INTERMEDIATE MUSICIAN


3B-2


3B-3



3B-4

A-CR-CCP-905/PG-001Chapter 3, Annex B, Appendix 1

3B1-1

SIM20 PC – ASSESSMENT INSTRUCTIONS

PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions, and SIM20 PC Assessment Checklist and becomefamiliar with the material prior to conducting the assessment.

There is no time allotted for this assessment. Cadets who are consistently demonstrating the applicable skillsmay be assessed during the lessons related to EO SIM22.02 (Participate in Sectional Rehearsals, Chapter 4,Section 11). This time may be allotted for the cadet’s initial attempt to achieve the performance standard;additional opportunities throughout the course should also be used as assessment opportunities.

Photocopy the SIM20 PC Assessment Checklist for each cadet.

PRE-ASSESSMENT ASSIGNMENT

N/A.

ASSESSMENT METHOD

Performance assessment and personal communication were chosen as it allows the assessor to observe thecadet’s ability to lead a band sectional rehearsal and make a judgment on the quality of the performance.

CONDUCT OF ASSESSMENT

PURPOSE

The purpose of this PC is to assess the cadet’s ability to lead a band sectional rehearsal as a member of a band.

RESOURCES

SIM20 PC Assessment Checklist,

Primary instrument,

Conductor’s baton,

Conductor’s music stand,

Tuner,

Metronome,

Music accessories,

Sheet music, and

Music score.

ASSESSMENT ACTIVITY LAYOUT

N/A.


3B1-2

ASSESSMENT ACTIVITY INSTRUCTIONS

The cadet may be provided assistance (eg, reminders, guided questions).

While reflecting on the cadet’s performance while conducting a sectional rehearsal, assessthe quality of each criterion by indicating on the Assessment Checklist, the descriptivestatement that best represents the judgment. Criteria for this performance are assessed as:

Incomplete.

Completed With Difficulty.

Completed Without Difficulty.

Exceeded Standard.

Make notes of observations to provide descriptive post-assessment feedback.

1. Discuss the sectional rehearsal format with the cadet, to include:

a. the goal of the sectional rehearsal,

b. which resources are required for the sectional rehearsal, and

c. the timeline of the sectional rehearsal.

2. Have the cadet lead a band sectional rehearsal.

3. Evaluate the cadet’s performance. Record the result on the Assessment Checklist for each criterion.

POST ASSESSMENT INSTRUCTIONS

RECORDING ASSESSMENT RESULTS

1. Indicate the overall performance assessment on the Assessment Checklist. The overall performanceassessment is determined by reviewing the performance assessment and considering the frequency ofassessment ratings obtained for all criteria and the observational notes made during the performance.If any of the criterion is assessed as “incomplete” then the overall performance assessment will beassessed as “incomplete”. If no criterion has been assessed as “incomplete” make a judgment on thequality of the overall performance by indicating on the Assessment Checklist the statement that bestrepresents this judgment. The overall performance is assessed as:

a. Incomplete. The cadet has not achieved the performance standard;

b. Completed With Difficulty. The cadet has achieved the performance standard with difficulty;

c. Completed Without Difficulty. The cadet has achieved the performance standard withoutdifficulty; or

d. Exceeded Standard. The cadet has exceeded the performance standard.

2. Record notes made in the assessor’s feedback section of the Assessment Checklist.


3B1-3

3. Sign and date the Assessment Checklist.

4. Record the overall result on the Intermediate Musician Qualification Record, Annex C.

5. File the Assessment Checklist so that it may be referred to as necessary.

PROVIDING ASSESSMENT FEEDBACK

Discuss the results of the Assessment Checklist and the Self-Assessment Form with each cadet during afeedback session following the completion of the assessment.


3B1-4


3B1-5



3B1-6


3B2-1


PREPARATION

PRE-ASSESSMENT INSTRUCTIONS

Review the assessment plan, assessment instructions, SIM21 PC Group Checklist and SIM21 PC AssessmentChecklist and become familiar with the material prior to conducting the assessment.

There is no time allotted for this assessment. Cadets who are consistently demonstrating the applicable skills,may be assessed during the end of lesson confirmation of EO SIM21.01 (Execute Band Drill, Chapter 4,Section 10). This time may be allotted for the cadet’s initial attempt to achieve the performance standard;additional opportunities throughout the course should also be used as assessment opportunities.

Cadets shall assume the role of a drum major in support of EO SIM21.02 (Perform the Role of a Drum Major,Chapter 4, Section 10). Assistant instructors may be required to perform the bass drum signals.

Photocopy the SIM21 PC Group Checklist for the group and SIM21 PC Assessment Checklist for each cadet.

This assessment will occur in two parts. The first part will occur after the training associated with EO SIM21.01(Execute Band Drill, Chapter 4, Section 10) and the second part will occur after the training associated withEO SIM21.02 (Perform the Role of a Drum Major, Chapter 4, Section 10).


N/A.

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe and evaluate the cadet’s ability toexecute drill as a member of a band and make a judgment on the quality of the performance.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to execute drill as a member of a band.

RESOURCES

SIM21 PC Group Checklist,


Primary instrument,

Bass drum,

Bass drum harness,

Bass drum mallets,

Snare drum slings,

Glockenspiel slings,

March pack with music,

Snare drum,


3B2-2

Drumsticks, and

Mace.


N/A.


While reflecting on the cadets’ performance while executing band drill, assess the quality ofeach criterion by indicating on the Assessment Checklist, the descriptive statement that bestrepresents this judgment. Criteria for this performance are assessed as:

Incomplete.



Exceeded Standard.


1. Have the cadet execute band drill.

2. Assess the correctness of each movement. Evaluate the cadet’s performance. Record the result on theGroup Checklist and later transfer these results to the Assessment Checklist for each criterion.

3. Observe each cadet while performing the role of a drum major and record the results on the AssessmentChecklist.



1. A group checklist has been provided for ease of use while conducting the assessment. Upon completionof the assessment of the cadets’ ability to execute band drill, the results shall be recorded on theSIM21 PC Assessment Checklist, to be completed for each cadet.

2. Upon completion of the assessment of the cadets’ performance as a drum major, the results shall berecorded on the SIM21 PC Assessment Checklist, to be completed for each cadet.

3. Indicate the overall performance assessment on the Assessment Checklist. The overall performanceassessment is determined by reviewing the performance assessment and considering the frequency ofassessment ratings obtained for all criteria and the observational notes made during the performance.If any of the criterion is assessed as “incomplete” then the overall performance assessment will beassessed as “incomplete”. If no criterion has been assessed as “incomplete” make a judgment on thequality of the overall performance by indicating on the Assessment Checklist the statement that bestrepresents this judgment. The overall performance is assessed as:





3B2-3


If an overall performance of “incomplete” is given to a cadet, record as many notes asnecessary to substantiate the results.


5. Record the overall result on the Military Band – Intermediate Musician Qualification Record, Annex C.

6. File the Group Checklist and Assessment Checklist so that it may be referred to as necessary.


Discuss the overall performance with each cadet during a feedback session following the completion of theAssessment Checklist.


3B2-4


3B2-5


3B2-6


3B3-1


PREPARATION

PRE-ASSESSMENT INSTRUCTION

Review the assessment plan, assessment instructions and SIM22 PC Assessment Checklist and becomefamiliar with the material prior to conducting the assessment.

There is no time allotted for this assessment. Cadets who are consistently demonstrating the applicable skillsmay be assessed during the end of lesson confirmation for EOs SIM22.01 (Chapter 4, Section 11) – SIM22.03(Chapter 4, Section 11). This time may be allotted for the cadet’s initial attempt to achieve the performancestandard. Additional opportunities throughout the course should also be used as assessment opportunities.

Photocopy the SIM22 PC Assessment Checklist for each cadet.


N/A.

ASSESSMENT METHOD

Performance assessment was chosen as it allows the assessor to observe and evaluate the cadets’performance in individual practice, private instruction, sectional rehearsal and ensemble rehearsal.


PURPOSE

The purpose of this PC is to assess the cadet’s ability to perform ensemble music as a member of a band.

RESOURCES


Primary instrument,

Music stand,

Chair, and

Ensemble music.


N/A.


Rehearsal Type

Make a judgment and indicate on the Assessment Checklist whether the task was:

Incomplete. The cadet was not an active participant during the rehearsal.

Complete. The cadet was an active participant during the rehearsal.



3B3-2

1. Have the cadet perform ensemble music as a member of a band.

2. Indicate the cadet’s participation in each of the rehearsal types.

3. Evaluate the cadet’s performance. Record the result on the Assessment Checklist.

Individual Practice and Private Instruction

While reflecting on the cadets’ performance during individual practice, assess the quality ofeach criterion by indicating on the Assessment Checklist, the descriptive statement that bestrepresents this judgment. Criteria for this performance are assessed as:

Incomplete.



Exceeded Standard.


1. Have the cadet participate in individual practice and private instruction.


Sectional/Ensemble Rehearsal

While reflecting on the cadets’ performance during sectional/ensemble practices, assessthe quality of each criterion by indicating on the Assessment Checklist, the descriptivestatement that best represents this judgment. Criteria for this performance are assessed as:

Incomplete.



Exceeded Standard.


1. Have the cadet participate in sectional/ensemble rehearsal.




1. Indicate the overall performance assessment on the Assessment Checklist as:





3B3-3


If an overall performance of “incomplete” is given to a cadet, record as many notes asnecessary to substantiate the results.

2. Record notes made in the assessor’s feedback section of the Assessment Checklist.


4. Record the overall result on the Military Band – Intermediate Musician Qualification Record, Annex C.

5. File the Assessment Checklist so that it may be referred to as necessary.


Discuss the overall performance with each cadet during a feedback session following the completion of theAssessment Checklist.


3B3-4


3B3-5



3B3-6


3C-1

MILITARY BAND – INTERMEDIATE MUSICIAN QUALIFICATION RECORD



3C-2


3D-1

CADET INTERVIEW GUIDELINES

PREPARATION FOR INITIAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and the cadet interview form in Appendix 1 and become familiar with thematerial prior to conducting the interview.

Make copies of the course schedule, Assessment of Learning Plan located in Annex B and associated PCassessment instruments located in Annex B, Appendixes 1 to 3, and make them available to each cadet a dayprior to the interview.

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the course objectives, schedule and assessment activities and come to the interviewprepared to discuss these aspects of the course and expectations and personal goals they may have for thecourse.

CONDUCT OF INITIAL INTERVIEW

PURPOSE

The purpose of the initial interview is to discuss course objectives, schedule and assessment activities. This isalso an opportunity to get to know the cadet and help the cadet set personal goals.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the interviewer and cadet will be comfortable.

INTERVIEW INSTRUCTIONS

Tips for a successful interview:

Ask questions that will provoke thought; in other words avoid questions with a yes orno answer.

Manage time by ensuring the cadet stays on topic.

Listen and respond in a way that indicates you have heard and understood the cadet.This can be done by paraphrasing their ideas.

Give the cadet time to respond to your questions.

1. Have the cadet enter the area of the interview.

2. Ask the cadet the questions on the Cadet Interview Form, Section 1.


3D-2

3. Have the cadet sign the Cadet Interview Form, Section 2.

4. Sign the Cadet Interview Form, Section 2.

POST-INTERVIEW INSTRUCTIONS

Meet with each cadet throughout the course to discuss their progress towards achieving the qualification.These feedback interviews should be directly related to the assessment for learning activities outlined withinthe applicable lesson specifications located in Chapter 4.

PREPARATION FOR FINAL INTERVIEW

PRE-INTERVIEW INSTRUCTIONS

Review the interview guidelines and Cadet Interview Form and become familiar with the material prior toconducting the interview.

Review the cadet’s completed Qualification Record and related assessment instruments as well as thecompleted Cadet Interview Form, Sections 1 and 2 .

Schedule interviews to allow approximately 10–15 minutes per cadet.

PRE-INTERVIEW ASSIGNMENT

Have the cadets review the personal goals they established at the beginning of the course and come to theinterview prepared to discuss their success in reaching those goals. Have cadets think about their personalgoals for returning to their corps.

CONDUCT OF FINAL INTERVIEW

PURPOSE

The purpose of the final interview is to discuss; the completed Qualification Record, the cadet’s goals that werediscussed during the initial interview, and new goals for returning to the corps.

RESOURCES

Cadet Interview Form,

Pen/pencil, and

Suitable interview location.

INTERVIEW LAYOUT

Set up the interview location so that both the cadet and the interviewer will be comfortable.


3D-3

INTERVIEW INSTRUCTIONS






1. Ask the cadet questions on the Cadet Interview Form, Section 3.

2. Provide the cadet with a copy of their completed Qualification Record and discuss their learning progresstowards course objectives.

3. Ask the cadet the remaining questions on the form.

4. Have the cadet sign the Cadet Interview Form.

5. Sign the Cadet Interview Form.

POST-INTERVIEW INSTRUCTIONS

Ensure the Cadet Certificate of Qualification, CF 558 (NSN 7530-21-870-7685), is awarded to each cadet uponsuccessful completion of the qualification.

Ensure the completed Qualification Record for each cadet is forwarded to the applicable corps/squadron,through the appropriate chain of command.



3D-4

A-CR-CCP-905/PG-001Chapter 3, Annex D, Appendix 1

3D1-1

CADET INTERVIEW FORM

SECTION 1 – CADET PARTICULARS

Surname:

Name:

Course:

Division/Platoon/Flight:

Corps/Squadron:

Rank:

SECTION 2 – INITIAL INTERVIEW

1. What are your expectations for the course?

2. Do you have any questions of curiosity about the course objectives,schedule and/or assessment of learning activities?

3. What course activities do you enjoy most?

4. What are your strengths?

5. What are some areas you would like to improve during the course?What personal goals would you like to establish while on course?

6. Do you have any medical conditions/allergies that course staffshould be aware of?

ADDITIONAL COMMENTS

Cadet’s Signature:

DO/Pl Comd/Flt Comd Signature: Date:

A-CR-CCP-905/PG-001Chapter 3, Annex D, Appendix 1

3D1-2

SECTION 3 – FINAL INTERVIEW

1. How did you enjoy the course?

2. What were some of your likes and dislikes about the trainingactivities?

Likes:

Dislikes:

3. How can you apply what you have learned on this course at yourhome corps/squadron?

4. What are some new personal goals you will establish upon returningto the corps/squadron?

5. What training opportunities are you interested in next summer?

ADDITIONAL COMMENTS



A-CR-CCP-905/PG-001Chapter 3, Annex E

3E-1

TRAINING COUNSELLING SESSION GUIDELINES

PREPARATION

PRE-COUNSELLING SESSION INSTRUCTIONS

Review the counselling instructions and Training Counselling Session Form and become familiar with thematerial prior to conducting the training counselling session.

CONDUCT OF TRAINING COUNSELLING SESSION

PURPOSE

The purpose of the Training Counselling Session is to formally meet with a cadet who is having difficultyachieving and/or maintaining qualification standards and to create an action plan to assist this cadet.

RESOURCES

Training Counselling Session Form,

Pen/pencil, and

Suitable boardroom.

COUNSELLING SESSION LAYOUT

Set up a table with chairs for the cadet and the staff.

COUNSELLING SESSION INSTRUCTIONS






1. Have the cadet enter the counselling room.

2. Inform the cadet of the situation; the cadet is not achieving and/or maintaining qualification standards.

3. Determine the following:

a. the seriousness of the failure,

b. areas of difficulty,

c. exceptional circumstances affecting the training progress,

d. the behaviour of the cadet,

e. the effort and motivation of the cadet, and

f. whether or not sufficient training support was provided.

A-CR-CCP-905/PG-001Chapter 3, Annex E

3E-2

4. Create an action plan with the cadet that addresses the reasons for the failure and the action the cadetshould take to be successful.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

5. Brief the cadet on the consequences should no improvement be noticed.

6. Have the cadet sign the Training Counselling Form.

7. Sign the Training Counselling Form.

POST-COUNSELLING INSTRUCTIONS

Provide a recommendation to the cadet’s staff. The outcome of a training counselling session can lead to thefollowing:

1. recommend continued training with further counselling and retesting following additional instruction;

2. recommend continued training with further counselling and retesting following additional practice; or

3. recommend a Training Review Board.

A-CR-CCP-905/PG-001Chapter 3, Annex E, Appendix 1

3E1-1

TRAINING COUNSELLING SESSION FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:


Corps/Squadron:

Circumstances requiring TCS convening:

SECTION 2 – SESSION FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:

A-CR-CCP-905/PG-001Chapter 3, Annex E, Appendix 1

3E1-2

SECTION 3 – SESSION RECOMMENDATIONS (ACTION PLAN)

Continued training with further counselling and retesting following additionalinstruction.

Continued training with further counselling and retesting following additionalpractice.

Training Review Board (TRB).



SECTION 4 – Crse O REVIEW

I agree with the above recommendation.

I disagree with the above recommendation.

Reasons:

Alternate course of action:

Crse O Signature: Date:

A-CR-CCP-905/PG-001Chapter 3, Annex F

3F-1

TRAINING REVIEW BOARD (TRB) GUIDELINES

PREPARATION

PRE-TRB INSTRUCTIONS

Review the TRB instructions and Training Review Board Form in Appendix 1 and become familiar with thematerial prior to conducting the training review board.

CONDUCT OF TRB

PURPOSE

The purpose of the TRB is to determine the feasibility of continuing the cadet’s training.

RESOURCES

Training Review Board Form,

Pen/pencil, and

Suitable boardroom.

TRB INSTRUCTIONS

1. Discuss the following:

a. progression of training to date,

b. seriousness of failure,

c. performance in related POs,

d. overall course performance,

e. behaviour assessment of the cadet,

f. effort and motivation of the cadet,

g. whether or not sufficient training support was provided, and

h. exceptional circumstances affecting training progression.

The action plan must be achievable for the cadet, address the reasons for the failure andprovide the cadet with guidelines on the action they must take to be successful.

2. Have the cadet sign the Training Review Board Form.

3. Sign the Training Review Board Form.

POST-TRB INSTRUCTIONS

1. Provide a recommendation to the XO/DCO. Possible outcomes of a TRB are:

a. a recommendation of continued training with further counselling and/or a retest following additionalinstruction/practice;

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b. a recommendation of continued training with a suitable arrangement agreed to by the boardmembers that is in the best interest of all parties; or

c. a recommendation of RTU to the Commanding Officer.

2. Sections 5 and 6 will be completed in cases where a RTU is recommended.

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TRAINING REVIEW BOARD FORM

SECTION 1 – CADET PERS INFORMATION

Surname:

Name:

CSTC:

Course:


Corps/Squadron:

Circumstances requiring TRB convening:

SECTION 2 – BOARD MEMBERS (NAME AND RANK)

Dept Head/Coy Comd/Sqn Comd:

Stds Officer:

Crse O:

SECTION 3 – BOARD FINDINGS

(To include training progression to date, effort and motivation of cadet, training support provided,exceptional circumstances, etc)

Seriousness of failure:

Performance in related POs:

Previous difficulties and action taken:

Overall course performance:

Exceptional circumstances affecting training progress:

Assessment of the cadet’s conduct:


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SECTION 4 – BOARD RECOMMENDATIONS

Recommendation to the Commanding Officer for:

Continued training with further counselling and/or additional training and anassessment.

Other:

Recommendation to the Commanding Officer for:

Unsatisfactory Performance, if the cadet is unlikely to meet the requiredstandard for the course and there is no developmental benefit for the cadet toremain with the course (eg, lack of effort, too far behind, etc).

Disciplinary reasons if the cadet’s behaviour is unacceptable. Comments:

Crse O Signature:

Stds O Signature:

Dept Head/Coy Comd/Sqn Comd Signature: Date:

SECTION 5 – EXECUTIVE OFFICE (XO)/DEPUTYCOMMANDING OFFICER (DCO) RECOMMENDATIONS



Reason:


XO/DCO Signature: Date:


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SECTION 6 – COMMANDING OFFICER DECISION



Reason:


CO Signature: Date:



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CHAPTER 4PERFORMANCE OBJECTIVES

SECTION 1PERFORMANCE OBJECTIVES (POs), TRAINING PLAN AND ON-THE-JOB TRAINING (OJT)

PURPOSE

1. The purpose of this chapter is to outline the specific POs, Training Plan and OJT associated with theMilitary Band – Intermediate Musician qualification.

PERFORMANCE OBJECTIVES

2. POs are a description of the cadet’s ability after training is complete. They include a description, inperformance terms, of what the individual must do, the conditions under which the performance must becompleted, and the standard to which the performance must conform. These three elements are respectivelydefined as:

a. a performance statement,

b. a conditions statement, and

c. a standard.

TRAINING PLAN

3. This chapter also details the training plan that is designed to assist cadets to achieve the requiredPOs using Enabling Objectives (EOs) and Lesson Specifications (LS) that are the key reference used fordevelopment of A-CR-CCP-905/PF-001.

ENABLING OBJECTIVES

4. EOs are a description of the cadet’s ability after each unit of learning is complete and constitute a majorstep towards achieving the PO. EOs may correspond to the major components identified in the first round ofdeconstructing POs or they may result from grouping several related components. They are composed of threeessential parts:

a. a performance statement,

b. a conditions statement, and

c. a standard.

LESSON SPECIFICATIONS

5. LSs describe the instructional strategy to be applied to each EO, and include:

a. supporting teaching points;

b. references;

c. learning activities (methods, media and environment);

d. estimated timings;

e. assessment directions; and

f. any remarks that further clarify the design intent.

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INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATION

6. General information including age-appropriateness, definition, application, advantages anddisadvantages for the various methods of instruction commonly accepted as appropriate for cadet training arelocated at Annex A.

ASSESSMENT FOR LEARNING

7. Formative evaluation, or assessment for learning, takes place during a phase of instruction and helpscadets and instructors recognize progress or lapses in learning. These assessments can also provide cadetswith opportunities to practice PCs. This helps to diagnose cadet needs, eg, corrective action or remedialinstruction, plan the next steps in instruction and provide cadets with feedback they can use to improve. Italso reinforces learning so that it can be retained longer. Details for Military Band – Intermediate Musicianassessment for learning are outlined within the applicable lesson specifications located in this chapter.

OJT – OVERVIEW

8. OJT is a structured yet flexible aspect of training intended to provide the cadet with practical opportunities,outside of their peer group training, to continue developing knowledge and skills in the areas of leadership andinstructional techniques.

9. The OJT for Military Band – Intermediate Musician will consist of the following two components:

a. Divisional Petty Officer (DPO)/Platoon Warrant Officer (Pl WO)/Flight Sergeant (FSgt) Duties –one training day, and

b. Military Band Performances – eight periods.

10. Infusing these OJT experiences into each specialty qualification course provides the cadet with anauthentic and challenging leadership and instructional experience which better prepares them to perform theseduties and apply their specialty knowledge and skills at the corps/squadron and at the CSTC during potentialstaff cadet advanced training opportunities.

11. Although there will be no assessment of learning programmed for either component of OJT, some PCsmay be completed during the time allocated to the specialty component of OJT. In such cases, the details areprovided in the associated assessment instructions and instruments located at Chapter 3, Annex B.

OJT – DPO/Pl WO/FSgt DUTIES

12. This component of OJT is intended to provide the cadet with a practical experience that reinforces andbuilds on the knowledge and skills related to leadership and instructional techniques. Details for this componentof OJT are located at Annex B.

OJT – MILITARY BAND PERFORMANCE

13. This component of OJT is intended to provide the cadets with a practical outlet for demonstration of theskills and music proficiency unique to their specialty. Although it is not possible to standardize this practicalexperience for each cadet, details for this component of OJT, including a list of possible performance outletsare located at Annex C.

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SECTION 2PO SX13 – MAINTAIN A PRIMARY INSTRUMENT

1. Performance Objective. The following instrument maintenance POs are detailed in A-CR-CCP-910/PG-001:

a. PO 113W – Maintain a Primary Woodwind Instrument,

b. PO 113B – Maintain a Primary Brass Instrument,

c. PO 213W – Maintain a Primary Woodwind Instrument,

d. PO 213B – Maintain a Primary Brass Instrument, and

e. PO 213P – Maintain a Primary Percussion Instrument.

2. Enabling Objective. The following instrument maintenance EOs are located in this section:

a. EO SIM13.01W – Maintain a Primary Woodwind Instrument,

b. EO SIM13.01B – Maintain a Primary Brass Instrument,

c. EO SIM13.01P – Maintain a Snare Drum, and

d. EO SIM13.02 – Identify Instrument Makes and Models.

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EO SIM13.01W – MAINTAIN A PRIMARY WOODWIND INSTRUMENT

1. Performance. Maintain a Primary Woodwind Instrument.

2. Conditions

a. Given:

(1) Primary woodwind instrument,

(2) Cleaning cloth,

(3) Pad papers,

(4) Supervision, and

(5) Assistance as required.

b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the entire group.

3. Standard. The cadet shall maintain a primary woodwind instrument by:

a. cleaning the exterior of the primary woodwind instrument with a cloth; and

b. removing residue from a pad using pad papers or an alternative.

4. Teaching Points

TP Description Method Time Ref

TP1 Describe types of cleaning materials, to include:a. cleaning cloths,b. tonehole cleaners, andc. pad papers.

InteractiveLecture

5 min C0-326

TP2 Explain, demonstrate and have the cadets cleanthe exterior of a woodwind instrument.

DemonstrationandPerformance

15 min

TP3 Explain, demonstrate and have the cadetsremove residue from a pad.


15 min C0-250 (p. 44,p. 110, p. 159,p. 199, p. 240)C0-331C0-332 (p. 7)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Total:

5 min5 min

30 min40 min

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6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce cleaning materials to the cadets.

b. A demonstration and performance was used for TPs 2 and 3 as it allows the instructor to explainand demonstrate cleaning the exterior of the woodwind instruments and removing residue from apad while providing an opportunity for the cadets to practice cleaning the exterior of the woodwindinstruments and removing residue from a pad under supervision.

7. References

a. C0-250 (ISBN 0-697-04392-4) Westphal, F. W. (1990). Guide to Teaching Woodwinds (5th ed.).Sacramento, CA: McGraw-Hill.

b. C0-326 Yamaha. (n.d.). Woodwinds Frequent Maintenance. Retrieved September 30, 2008, fromhttp://www.yamaha.co.jp/english/product/winds/product/others/access/wood–fm/main.htm.

c. C0-331 Bailey, D. (n.d.). Musical Instrument Repair Terminology. Retrieved October 1, 2008, fromhttp://www.davidbaileymusicstudio.com/repairdefs.html.

d. C0-332 Bailey, D. (n.d.). Band Instrument Repair: Basic Repair Procedures. Retrieved October 1,2008, from http://www.davidbaileymusicstudio.com/pdf/RepairProceduresHandbook.pdf.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area,

b. Woodwind instruments,

c. Types of cleaning cloths,

d. Tonehole cleaners, and

e. Types of pad papers.

9. Learning Aids

a. Primary woodwind instrument,

b. Cleaning cloth, and

c. Pad papers.

10. Test Details. This EO is assessed IAW Chapter 3, Annex B.

11. Remarks. This EO shall be taught with EO SIM13.01B (Maintain a Primary Brass Instrument) andEO SIM13.01P (Maintain a Snare Drum).

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EO SIM13.01B – MAINTAIN A PRIMARY BRASS INSTRUMENT

1. Performance. Maintain a Primary Brass Instrument.

2. Conditions

a. Given:

(1) Primary brass instrument,

(2) Mouthpiece brush,

(3) Flexible cleaner,

(4) Valve brush,

(5) Mouthpiece puller,

(6) Valve oil,

(7) Slide oil,

(8) Slide grease,

(9) Slide cream,

(10) Cleaning rod,

(11) Rotary valve oil,

(12) Lukewarm water,



b. Denied: N/A.


3. Standard. The cadet shall maintain a primary brass instrument by:

a. cleaning the interior of the primary brass instrument with cleaning brushes; and

b. removing a jammed mouthpiece using a mouthpiece puller.

4. Teaching Points


TP1 Describe types of cleaning brushes, to include:a. mouthpiece,b. valve, andc. flexible cleaners.

InteractiveLecture

5 min C0-327

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TP2 Explain, demonstrate and have the cadets cleanthe interior of a primary brass instrument withcleaning brushes.


15 min C0-276(pp. 104–105,pp. 128–131)C0-303(pp. 336–339)C0-332 (p. 19,p. 20, p. 22)

TP3 Have the cadets lubricate moving parts. PracticalActivity

5 min C0-303 (p. 337)C0-332 (p. 19,p. 20, p. 22)

TP4 Explain, demonstrate and have the cadetsremove a stuck mouthpiece using a mouthpiecepuller.


10 min C0-303 (p. 340)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Practical Activity: e. Total:

5 min5 min

25 min5 min

40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce cleaning brushes to the cadets.

b. A demonstration and performance was used for TPs 2 and 4 as it allows the instructor to explainand demonstrate cleaning the interior of a brass instrument and removing a stuck mouthpiece whileproviding an opportunity for the cadets to practice these skills under supervision.

c. A practical activity was chosen for TP 3 as it allows the cadets to practice lubricating moving parts.

7. References

a. C0-276 (ISBN 0-88284-075-4) Stanley, B. (1978). Instrument Repair for the Music Teacher. VanNuys, CA: Alfred Publishing Co., Inc.

b. C0-303 (ISBN 0-495-09575-3) Whitener, S. (2007). A Complete Guide to Brass (3rd ed.). Belmont,CA: Thomson Higher Education.

c. C0-327 Yamaha. (n.d.). Brass Frequent Maintenance. Retrieved September 30, 2008, from http://www.yamaha.co.jp/english/product/winds/product/others/access/brass_fm/main.htm.

d. C0-332 Bailey, D. (n.d.). Band Instrument Repair: Basic Repair Procedures. Retrieved October 1,2008, from http://www.davidbaileymusicstudio.com/pdf/RepairProceduresHandbook.pdf.

8. Training Aids


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b. Brass instruments,

c. Mouthpiece brush,

d. Flexible cleaner,

e. Valve brush,

f. Mouthpiece puller,

g. Lubricants,

h. Cleaning rod,

i. Lukewarm water, and

j. Tonehole cleaners.

9. Learning Aids

a. Primary brass instrument,

b. Cleaning brushes,

c. Lubricants, and

d. Mouthpiece puller.


11. Remarks. This EO shall be taught with EO SIM13.01W (Maintain a Primary Woodwind Instrument) andEO SIM13.01P (Maintain a Snare Drum).

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EO SIM13.01P – MAINTAIN A SNARE DRUM

1. Performance. Maintain a Snare Drum.

2. Conditions

a. Given:

(1) Snare drum,

(2) Drum key,

(3) Screwdriver,

(4) Wrench,

(5) Drumsticks,



b. Denied: N/A.


3. Standard. The cadet shall maintain a snare drum by:

a. identifying the parts of a snare; and

b. adjusting a snare.

4. Teaching Points


TP1 Identify and describe parts of a snare, to include:a. wire snare,b. snare cord,c. snare tension adjustment knob, andd. snare release lever.

InteractiveLecture

10 min C0-302 (p. 27)

TP2 Explain, demonstrate and have the cadets adjustthe snare.


25 min C0-302 (p. 27)C0-330

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Total:

5 min10 min25 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce the parts of a snare to the cadets.

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b. A demonstration and performance was used for TP 2 as it allows the instructor to explain anddemonstrate adjusting the snare on a snare drum while providing an opportunity for the cadets topractice adjusting the snare under supervision.

7. References

a. C0-302 (ISBN 0-534-50990-8) Cook, G. (2006). Teaching Percussion. Belmont, CA: ThomsonHigher Education.

b. C0-330 Okamoto, G. (2002). How to Replace and Adjust Snares. Retrieved October 1, 2008, fromhttp://www.pearldrum.com/2002_techspeak/snares.asp.

8. Training Aids


b. Drum key,

c. Screwdriver, and

d. Snare drum.

9. Learning Aids

a. Snare drum,

b. Drum key, and

c. Screwdriver.


11. Remarks. This EO shall be taught with EO SIM13.01B (Maintain a Primary Brass Instrument) andEO SIM13.01W (Maintain a Primary Woodwind Instrument).

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EO SIM13.02 – IDENTIFY INSTRUMENT MAKES AND MODELS

1. Performance. Identify Instrument Makes and Models.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall:

a. identify makes of instruments; and

b. compare student, intermediate, and professional models of instruments.

4. Teaching Points

a. Conduct an activity to identify instrument makes, to include:

(1) flute makes, such as:

(a) Yamaha,

(b) Gemeinhardt,

(c) Armstrong,

(d) Buffet,

(e) Emerson,

(f) Selmer,

(g) Artley, and

(h) Vito;

(2) clarinet makes, such as:

(a) Yamaha,

(b) Leblanc,

(c) Selmer,

(d) Buffet,

(e) Vito, and

(f) Artley;

(3) saxophone makes, such as:

(a) Yamaha,

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(b) Buffet,

(c) Selmer,

(d) Conn, and

(e) Vito;

(4) oboe makes, such as:

(a) Yamaha,

(b) Fox,

(c) Selmer, and

(d) Vito;

(5) bassoon makes, such as:

(a) Yamaha,

(b) Selmer, and

(c) Fox;

(6) trumpet makes, such as:

(a) Yamaha,

(b) Bach,

(c) Conn,

(d) Boosey and Hawkes,

(e) Holten,

(f) King, and

(g) Selmer;

(7) trombone makes, such as:

(a) Yamaha,

(b) Bach,

(c) Conn,

(d) Boosey and Hawkes,

(e) Martin,

(f) King, and

(g) Holton;

(8) French horn makes, such as:

(a) Yamaha,

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(b) Conn,

(c) Boosey and Hawkes,

(d) Holten, and

(e) King;

(9) euphonium makes, such as:

(a) Yamaha,

(b) Boosey and Hawkes,

(c) Holton, and

(d) King;

(10) tuba makes, such as:

(a) Yamaha,

(b) Holton,

(c) Conn, and

(d) King;

(11) mallet percussion makes, such as:

(a) Yamaha, and

(b) Musser; and

(12) snare drum makes, such as:

(a) Yamaha,

(b) Ludwig,

(c) Pearl, and

(d) Premier.

b. Conduct an activity to describe the difference between student, intermediate, and professionalmodels of instruments.

5. Time

a. Introduction/Conclusion: b. In-Class Activity: c. Total:

5 min35 min40 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to presentinstrument makes and models to the cadets.

7. References

a. C0-328 Conn-Selmer, Inc. (n.d.). Band Director’s Catalog [Brochure]. Elkhart, IN: Conn-Selmer,Inc.

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b. C0-333 Yamaha. (2005). Band and Orchestra. Retrieved October 1, 2008, from http://www.yamaha.ca/bandorchestra/index.jsp.

c. C0-334 Premier. (n.d.). Premier Home. Retrieved October 1, 2008, from http://www.premier-percussion.com.

d. C0-335 Pearl. (n.d.). Pearl: The Reason to Play Drums. Retrieved October 1, 2008, from http://www.pearldrum.com/newmp.asp.

e. C0-336 Gemienhardt. (n.d.) Gemienhardt: Flutes. Retrieved October 1, 2008, from http://gemienhardt.com/main.taf?p=1.

f. C0-337 Fox. (n.d.) Fox Products: Maker of Double Reed Instruments. Retrieved October 1, 2008,from http://www.foxproducts.com.

8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/trainingarea.

9. Learning Aids. N/A.

10. Test Details. N/A.

11. Remarks. The purpose of this EO is to make the cadets aware of different makes and models ofinstruments. It is not necessary to have each of the makes of the instruments; pictures from the Internetmay be used.

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SECTION 3PO S115 – APPLY MUSIC THEORY

1. Performance Objective. PO 115 (Apply Music Theory) is detailed in A-CR-CCP-910/PG-001.

2. Enabling Objective. The following music theory EOs are located in this section:

a. EO S115.01 – Review Music Proficiency Level Basic Theory,

b. EO S115.02 – Identify Accidentals,

c. EO S115.03 – Identify Intervals,

d. EO S115.04 – Write Scales,

e. EO S115.05 – Identify Key Signatures,

f. EO S115.06 – Recognize Rhythm,

g. EO S115.07 – Define Music Symbols and Terms, and

h. EO S115.08 – Review Music Proficiency Level One Theory.

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EO S115.01 – REVIEW MUSIC PROFICIENCY LEVEL BASIC THEORY

1. Performance. Review Music Proficiency Level Basic Theory.

2. Conditions

a. Given:

(1) Manuscript paper,

(2) Pencil with eraser,



b. Denied: N/A.


3. Standard. The cadet shall review Music Proficiency Level Basic theory, to include:

a. identifying elements of pitch, to include:

(1) bass and treble clefs,

(2) notes on the staff in bass and treble clef, and

(3) ledger lines;

b. recognizing rhythms, to include:

(1) note and rest values up to sixteenth notes,

(2) time signatures (2/4, 3/4, 4/4, common), and

(3) strong and weak beats;

c. defining the following symbols and terms:

(1) crescendo,

(2) decrescendo,

(3) diminuendo,

(4) da capo (D.C.),

(5) dal segno (D.S.),

(6) fine,

(7) forte,

(8) fortissimo,

(9) mezzo forte,

(10) mezzo piano,

(11) piano,

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(12) pianissimo,

(13) fortepiano, and

(14) sforzando; and

d. analyzing a piece of music, to include:

(1) repeat signs, and

(2) D.S., D.C., al fine, and coda.

4. Teaching Points. Have the cadets participate in a Music Proficiency Level Basic theory review activity.

5. Time


5 min35 min40 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way for the cadetsto review Music Proficiency Level Basic Theory.

7. References

a. C0-257 (ISBN 1-55440-011-2) Wharram, B. (2005). Elementary Rudiments of Music. Mississauga,ON: The Frederick Harris Music Co.

b. C0-319 (ISBN 0-88284-951-4) Surmani, A., Surmani, K., & Manus, M. (1998). Alfred’s CompleteEssentials of Music Theory. USA: Alfred Publishing Co.

8. Training Aids


b. Review questions, or

c. Music Proficiency Level Basic Theory Assessment.

9. Learning Aids

a. Theory review sheet,

b. Manuscript paper, or

c. Music Proficiency Level Basic Theory Assessment.


11. Remarks. This lesson will be taught prior to EO S115.02 (Identify Accidentals).

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EO S115.02 – IDENTIFY ACCIDENTALS

1. Performance. Identify Accidentals.

2. Conditions

a. Given:



b. Denied: N/A.



a. identify types of accidentals, to include:

(1) sharps,

(2) flats,

(3) naturals,

(4) double flats, and

(5) double sharps; and

b. explain the rules associated with the use of accidentals.

4. Teaching Points


TP1 Define an accidental. In-ClassActivity

5 min C0-257 (p. 15)

TP2 Identify types of accidentals, to include:a. sharp,b. flat,c. natural,d. double flat, ande. double sharp.

InteractiveLecture

10 min C0-257 (p. 15)

TP3 Explain the rules associated with the use ofaccidentals, to include:a. placement of accidentals surrounding

notes when notated and written,b. use of accidentals within a key signature,

andc. effect of an accidental on the whole bar.

InteractiveLecture

10 min C0-257 (p. 15)

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TP4

Have the cadets complete a worksheet onaccidentals.

In-ClassActivity

10 min

C0-257 (p. 15)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Practical Activity: d. Total:


6. Substantiation

a. An in-class activity was chosen for TPs 1 and 4 as it is an interactive way to have the cadets applythe rules associated with the use of accidentals in a fun and challenging way.

b. An interactive lecture was chosen for TPs 2 and 3 to introduce the subject of accidentals to thecadets.

7. References. C0-257 (ISBN 1-55440-011-2) Wharram, B. (2005). Elementary Rudiments of Music.Mississauga, ON: The Frederick Harris Music Co.

8. Training Aids


b. Illustrations of the accidentals, to include:

(1) sharp,

(2) flat,

(3) natural,

(4) double sharp, and

(5) double flat; and

c. Sheet music with accidentals.

9. Learning Aids. Worksheet on accidentals.


11. Remarks. N/A.

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EO S115.03 – IDENTIFY INTERVALS

1. Performance. Identify Intervals.

2. Conditions

a. Given:

(1) Paper copy of a keyboard,



b. Denied: N/A.


3. Standard. The cadet shall identify:

a. semitones, to include:

(1) chromatic semitones, and

(2) diatonic semitones; and

b. whole tones.

4. Teaching Points


TP1 Describe the structure of a keyboard, to include:a. white keys,b. black keys, andc. placement of notes.

InteractiveLecture

5 min C0-257 (p. 14)

TP2 Explain enharmonic notes and their relationshipto the keys on a keyboard.

InteractiveLecture

5 min C0-257 (p. 14)

TP3 Define intervals, to include:a. chromatic semitones,b. diatonic semitones, andc. whole tones.

InteractiveLecture

5 min C0-257 (p. 14)

TP4 Explain how to lower or raise a note by:a. a semitone, andb. a tone.

InteractiveLecture

5 min C0-257 (p. 14)

TP5 Have the cadets complete a worksheet onintervals.

PracticalActivity

15 min C0-257 (p. 14)

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5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–4 to introduce the subject of intervals and enharmonicnotes to the cadets.

b. A practical activity was chosen for TP 5 as it is an interactive way to have the cadets apply therules associated with enharmonic notes and intervals in a fun and challenging way.


8. Training Aids


b. Paper copy of a keyboard, and

c. Keyboard instrument (eg, glockenspiel, xylophone, piano).

9. Learning Aids

a. Paper copy of a keyboard, and

b. Worksheet on intervals.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-3-8

EO S115.04 – WRITE SCALES

1. Performance. Write Scales.

2. Conditions

a. Given:





b. Denied: N/A.


3. Standard. The cadet shall write scales, to include:

a. chromatic scales,

b. major scales using the tone-semitone pattern, and

c. arpeggios for major scales.

4. Teaching Points


TP1 Explain the stem direction rule. InteractiveLecture

5 min C0-257 (p. 6)

TP2 Explain scales, to include:a. chromatic, andb. major scales (diatonic).

InteractiveLecture

5 min C0-257 (p. 18)

TP3 Explain how to write a chromatic scale, toinclude:a. ascending and descending;b. using sharps and flats; andc. including 12 chromatic pitches.

InteractiveLecture

10 min C0-319 (p. 51)

TP4 Have the cadets write chromatic scales. PracticalActivity

15 min

TP5 Explain the tone-semitone pattern for a majorscale.

InteractiveLecture

10 min C0-257(pp. 18–19)

TP6 Explain arpeggios for major scales. InteractiveLecture

10 min C0-319 (p. 103)

A-CR-CCP-905/PG-001

4-3-9


TP7

Demonstrate and have the cadets:a. write major scales using the tone-semitone

pattern; andb. write arpeggios.


15 min

C0-257(pp. 18–20)

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Practical Activity: d. Demonstration and Performance: e. Total:

10 min40 min15 min15 min80 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1–3, 5 and 6 to introduce the subject of scales andarpeggios to the cadets.

b. A practical activity was chosen for TP 4 as it is an interactive way to have the cadets write chromaticscales in a fun and challenging way.

c. A demonstration and performance was chosen for TP 7 as it allows the instructor to explain anddemonstrate writing major scales, using the tone-semitone structure, and arpeggios while providingan opportunity for the cadets to practice writing major scales, using the tone-semitone structure,and arpeggios under supervision.

7. References



8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP) appropriate for the classroom/training area, and

b. Keyboard instrument.

9. Learning Aids

a. Manuscript paper, and

b. Pencil with eraser.


11. Remarks. This EO shall be scheduled as two consecutive periods.

A-CR-CCP-905/PG-001

4-3-10

EO S115.05 – IDENTIFY KEY SIGNATURES

1. Performance. Identify Key Signatures.

2. Conditions

a. Given:





b. Denied: N/A.


3. Standard. The cadet shall identify key signatures.

4. Teaching Points


TP1 Explain the order of flats. InteractiveLecture

5 min C0-257 (p. 20)

TP2 Demonstrate and have the cadets write flats on astaff using the treble and bass clef.


5 min C0-257 (p. 20)

TP3 Explain the order of sharps. InteractiveLecture

5 min C0-257 (p. 20)

TP4 Demonstrate and have the cadets write sharpson a staff using the treble and bass clef.


5 min C0-257 (p. 20)

TP5 Have the cadets complete a worksheet on theorder of sharps and flats.

PracticalActivity

15 min C0-257 (p. 20)

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1 and 3 to introduce the order of sharps and flats andtheir placement on the staves to the cadets.

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b. A demonstration and performance was chosen for TPs 2 and 4 as it allows the instructor to explainand demonstrate the placement of sharps and flats on the staves while providing an opportunityfor the cadets to practice placing the sharps and flats on the staves under supervision.

c. A practical activity was chosen for TP 5 as it is an interactive way to have the cadets apply theorder of sharps and flats in a fun and challenging way.



9. Learning Aids

a. Manuscript paper,

b. Pencil with eraser, and

c. Worksheet on the order of sharps and flats.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-3-12

EO S115.06 – RECOGNIZE RHYTHM

1. Performance. Recognize Rhythm.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall recognize rhythm.

4. Teaching Points


TP1 Explain cut time (alla breve). InteractiveLecture

5 min C0-257 (p. 180)C0-319 (p. 65)

TP2 Explain anacrusis (pickup) notes. InteractiveLecture

5 min C0-319 (p. 71)

TP3 Have the cadets create the note value tree, toinclude:a. whole notes and rests,b. half notes and rests,c. quarter notes and rests,d. eighth notes and rests, ande. sixteenth notes and rests.

PracticalActivity

5 min C0-257 (pp. 9–12)

TP4 Explain dotted note values. InteractiveLecture

5 min C0-257 (pp. 9–12)

TP5 Explain double-dotted note values. InteractiveLecture

5 min C0-257 (pp. 9–12)

TP6 Have the cadets complete a rhythm worksheet. PracticalActivity

10 min

5. Time



A-CR-CCP-905/PG-001

4-3-13

6. Substantiation

a. An interactive lecture was chosen for TPs 1, 2, 4, and 5 to introduce the subject of cut time, pickupnotes and dotted notes to the cadets.

b. A practical activity was chosen for TPs 3 and 6 as it is an interactive way to have the cadets reviewthe note value tree and practice dotted notes in a fun and challenging way.

7. References



8. Training Aids


b. Sheet music illustrating cut time.

9. Learning Aids. Worksheet on rhythm.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-3-14

EO S115.07 – DEFINE MUSIC SYMBOLS AND TERMS

1. Performance. Define Music Symbols and Terms.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall define the following music symbols and terms:

a. allegro,

b. largo,

c. legato,

d. moderato,

e. staccato,

f. fermata,

g. tempo markings,

h. ritardando,

i. accelerando,

j. tempo,

k. a tempo,

l. accent,

m. marcato,

n. slur, and

o. tie.

4. Teaching Points. Supervise the cadets as they participate in a jigsaw learning activity:

a. Brief the cadets prior to the start of the activity, to include:

(1) an explanation of the objective of the activity, and

(2) the directions to perform a jigsaw activity.

b. Allow time to complete the activity.

c. Debrief the cadets on completion of the activity.

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d. Review the music symbols and terms with the whole group.

e. Have the cadets complete a music symbols and terms crossword puzzle.

5. Time


5 min35 min40 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to stimulateinterest in music symbols and terms.

7. References


b. C0-306 Aronson, E. (2008). Overview of the Technique. Retrieved April 2, 2008, from http://www.jigsaw.org/overview.htm.

c. C0-306 Aronson, E. (2008). Tips on Implementation. Retrieved April 2, 2008, from http://www.jigsaw.org/tips.htm.

d. C0-307 Wisconsin Center for Education Research. (2007). Doing CL Jigsaw. Retrieved April 2,2008, from http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/jigsaw.htm.

8. Training Aids. Worksheet with music symbols and terms.

9. Learning Aids

a. Worksheet with music symbols and terms with definitions, and

b. Crossword puzzle.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-3-16

EO S115.08 – REVIEW MUSIC PROFICIENCY LEVEL ONE THEORY

1. Performance. Review Music Proficiency Level One Theory.

2. Conditions

a. Given:





b. Denied: N/A.


3. Standard. The cadet shall review Music Proficiency Level One theory, to include:

a. identifying accidentals, to include:

(1) all accidentals, and

(2) enharmonic notes;

b. identifying intervals, to include:

(1) tones and semitones, and

(2) diatonic and chromatic semitones;

c. writing scales, to include:

(1) chromatic scales,

(2) arpeggios for major scales, and

(3) major scales by the tone – semitone structure;

d. identifying key signatures;

e. recognizing rhythm, to include:

(1) time signatures (cut time, 2/2), and

(2) dotted and double-dotted notes; and

f. defining the following symbols and terms:

(1) allegro,

(2) largo,

(3) legato,

(4) moderato,

(5) staccato,

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4-3-17

(6) fermata,

(7) tempo markings,

(8) ritardando,

(9) accelerando,

(10) tempo,

(11) a tempo,

(12) accent,

(13) marcato,

(14) slur, and

(15) tie.

4. Teaching Points. Have the cadets participate in a Music Proficiency Level One theory review activity.

5. Time


5 min75 min80 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way for the cadetsto review Music Proficiency Level One Theory.

7. References



8. Training Aids



c. Music Proficiency Level One Theory Assessment.

9. Learning Aids

a. Theory review sheet,

b. Pencil with eraser,

c. Manuscript paper, or

d. Music Proficiency Level One Theory Assessment.



A-CR-CCP-905/PG-001


4-3-18

A-CR-CCP-905/PG-001

4-4-1

SECTION 4PO S215 – APPLY MUSIC THEORY

1. Performance Objective. PO 215 (Apply Music Theory), is detailed in A-CR-CCP-910/PG-001.

2. Enabling Objective. The following music theory EOs are located in this section:

a. EO S215.01 – Recognize Rhythm,

b. EO S215.02 – Identify Intervals by Distance,

c. EO S215.03 – Write Scales,

d. EO S215.04 – Write Scales Using Key Signatures,

e. EO S215.05 – Define Music Symbols and Terms, and

f. EO S215.06 – Review Music Proficiency Level Two Theory.

A-CR-CCP-905/PG-001

4-4-2

EO S215.01 – RECOGNIZE RHYTHM

1. Performance. Recognize Rhythm.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall recognize rhythm, to include:

a. time signatures, to include:

(1) simple time, and

(2) compound time; and

b. triplets.

4. Teaching Points


TP1 Explain time signatures, to include:a. the function of the upper figure, andb. the function of the lower figure.

InteractiveLecture

5 min C0-257(pp. 179–180)C0-319 (p. 12)

TP2 Define simple time, to include:a. simple duple,b. simple triple, andc. simple quadruple.

InteractiveLecture

5 min C0-257(pp. 179–182)

TP3 Define compound time, to include:a. compound duple,b. compound triple, andc. compound quadruple.

InteractiveLecture

10 min C0-257(pp. 189–192)

TP4 Define triplets. InteractiveLecture

5 min C0-257 (p. 182)

TP5 Have the cadets complete a worksheet onrhythm.

PracticalActivity

10 min

A-CR-CCP-905/PG-001

4-4-3

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–4 to introduce the subject of time signatures andtriplets to the cadets.

b. A practical activity was chosen for TP 5 as it is an interactive way to have the cadets review timesignatures and triplets in a fun and challenging way.

7. References



8. Training Aids


b. Sheet music examples of:

(1) simple time,

(2) compound time, and

(3) triplets.

9. Learning Aids. Worksheet on rhythm.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-4-4

EO S215.02 – IDENTIFY INTERVALS BY DISTANCE

1. Performance. Identify Intervals by Distance.

2. Conditions

a. Given:



b. Denied: N/A.



a. identify scale degrees, to include:

(1) tonic,

(2) super tonic,

(3) mediant,

(4) subdominant,

(5) dominant,

(6) submediant,

(7) subtonic (leading note), and

(8) octave; and

b. identify intervals by distance.

4. Teaching Points


TP1 Explain the degrees of a scale using Romannumerals.

InteractiveLecture

5 min C0-257 (p. 21)

TP2 Explain the degrees of a scale using scaledegree names.

InteractiveLecture

5 min C0-257 (p. 21)

TP3 Explain how to determine the distance of aninterval.

InteractiveLecture

5 min C0-257(pp. 99–103)C0-319 (p. 52)

TP4 Have the cadets complete a worksheet onintervals.

PracticalActivity

20 min

A-CR-CCP-905/PG-001

4-4-5

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–3 to introduce the subject of scale degrees andintervals to the cadets.

b. A practical activity was chosen for TP 4 as it is an interactive way to have the cadets review thescale degrees and identify intervals in a fun and challenging way.

7. References




9. Learning Aids. Worksheet on intervals.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-4-6

EO S215.03 – WRITE SCALES

1. Performance. Write Scales.

2. Conditions

a. Given:





b. Denied: N/A.



a. identify the tone-semitone pattern for minor scales, to include:

(1) natural minor scale pattern, and

(2) harmonic minor scale pattern;

b. write natural minor scales using the tone-semitone pattern; and

c. write harmonic minor scales using the tone-semitone pattern.

4. Teaching Points


TP1 Define a natural minor scale. InteractiveLecture

5 min C0-257(pp. 37–38)C0-319(pp. 90–91)

TP2 Define a harmonic minor scale. InteractiveLecture

5 min C0-257(pp. 37–38)C0-319(pp. 90–91)

TP3 Explain stem direction. InteractiveLecture

5 min C0-319 (p. 6)

TP4 Explain the tone-semitone patterns for writingnatural and harmonic minor scales.

InteractiveLecture

10 min C0-257(pp. 36–38)C0-319(pp. 90–91)

A-CR-CCP-905/PG-001

4-4-7


TP5 Demonstrate and have the cadets write naturaland harmonic minor scales using the tone-semitone pattern.


15 min C0-257(pp. 36–38)C0-319(pp. 90–91)

TP6 Have the cadets complete a worksheet on writingminor scales.

PracticalActivity

30 min

5. Time



6. Substantiation

a. An interactive lecture was chosen for TPs 1–4 to introduce the subject of minor scales to the cadets.

b. A demonstration and performance was chosen for TP 5 as it allows the instructor to explain anddemonstrate writing minor scales, using the tone-semitone structure, while providing an opportunityfor the cadets to practice writing minor scales, using the tone-semitone pattern under supervision.

c. A practical activity was chosen for TP 6 as it is an interactive way to have the cadets practice writingminor scales in a fun and challenging way.

7. References



8. Training Aids


b. Keyboard or other melodic instrument.

9. Learning Aids

a. Worksheet on minor scales,

b. Pencil with eraser, and

c. Manuscript paper.



A-CR-CCP-905/PG-001

4-4-8

EO S215.04 – WRITE SCALES USING KEY SIGNATURES

1. Performance. Write Scales Using Key Signatures.

2. Conditions

a. Given:

(1) Circle of fifths handout,





b. Denied: N/A.



a. describe the circle of fifths;

b. write major scales using key signatures;

c. write natural minor scales using key signatures; and

d. write harmonic minor scales using key signatures.

4. Teaching Points


TP1 Explain the circle of fifths. InteractiveLecture

25 min C0-319 (p. 53)

TP2 Explain the alternative method of establishing thekey signature.

InteractiveLecture

10 min

TP3 Demonstrate and have the cadets write majorscales using key signatures.


35 min C0-257(pp. 18–19)

TP4 Review how to find the relative minor of a majorscale.

InteractiveLecture

5 min C0-257(pp. 39–40)

TP5 Demonstrate and have the cadets write naturaland harmonic minor scales using key signatures.


30 min C0-257(pp. 36–42)

TP6 Explain the methods of finding a key from a keysignature.

InteractiveLecture

5 min C0-319(pp. 46–47)

TP7 Have the cadets participate in a game on scales. Game 30 min

A-CR-CCP-905/PG-001

4-4-9

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration and Performance: d. Game:e. Total (4 Periods):


160 min

6. Substantiation

a. An interactive lecture was chosen for TPs 1, 2, 4 and 6 to introduce to the cadets the methodsrelated to writing scales.

b. A demonstration and performance was chosen for TPs 3 and 5 as it allows the instructor to explainand demonstrate writing scales while providing an opportunity for the cadets to practice writingscales under supervision.

c. A game was chosen for TP 7 as it is a fun and challenging way to confirm the cadets’ knowledgeof writing scales using key signatures.

7. References



8. Training Aids


b. Game.

9. Learning Aids

a. Circle of fifths handout,

b. Game,

c. Pencil with eraser, and

d. Manuscript paper.


11. Remarks

a. This EO shall be broken down into four periods, to include:

(1) TPs 1 and 2 as period one,

(2) TP 3 as period two,

A-CR-CCP-905/PG-001

4-4-10

(3) TPs 4 and 5 as period three, and

(4) TPs 6 and 7 as period four.

b. This EO shall be scheduled as two consecutive periods over two days.

A-CR-CCP-905/PG-001

4-4-11

EO S215.05 – DEFINE MUSIC SYMBOLS AND TERMS

1. Performance. Define Music Symbols and Terms.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall define the following music symbols and terms:

a. allegretto,

b. poco,

c. poco a poco,

d. piu,

e. piu mosso,

f. adagio,

g. andante,

h. lento,

i. presto,

j. tenuto, and

k. vivace.

4. Teaching Points. Conduct an activity where the cadets design a poster to illustrate music terms andsymbol definitions:

a. Divide the cadets into groups of two or three.

b. Distribute a card with a music symbol and term, including the definition, to each group.

c. Distribute construction paper and markers to each group.

d. Have the cadets design a poster.

e. Have each group of cadets present their poster and define the music symbol or term from the card.

f. Display the posters and have the cadets view each other’s posters.

5. Time


5 min35 min40 min

A-CR-CCP-905/PG-001

4-4-12

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to stimulateinterest among cadets of music symbols and terms.


8. Training Aids. N/A.

9. Learning Aids

a. Construction paper,

b. Markers, and

c. Cards with music symbol and term, including the definition.


11. Remarks. N/A.

A-CR-CCP-905/PG-001

4-4-13

EO S215.06 – REVIEW MUSIC PROFICIENCY LEVEL TWO THEORY

1. Performance. Review Music Proficiency Level Two Theory.

2. Conditions

a. Given:





b. Denied: N/A.


3. Standard. The cadet shall review Music Proficiency Level Two theory, to include:

a. recognizing rhythm, to include:

(1) triplets, and

(2) compound time signatures;

b. identifying intervals by distance;

c. writing scales, to include:

(1) relative minor of a major scale,

(2) natural minor scales by tone – semitone structure, and

(3) harmonic minor scales by tone – semitone structure;

d. writing scales using key signatures; and

e. defining the following symbols and terms:

(1) allegretto,

(2) poco,

(3) poco a poco,

(4) piu,

(5) piu mosso,

(6) adagio,

(7) andante,

(8) lento,

(9) presto,

A-CR-CCP-905/PG-001

4-4-14

(10) tenuto, and

(11) vivace.

4. Teaching Points. Have the cadets participate in theory review activities.

5. Time


5 min75 min80 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way for the cadetsto review Music Proficiency Level Two Theory.

7. References



8. Training Aids



c. Music Proficiency Level Two Theory Assessment.

9. Learning Aids

a. Sheet Music,

b. Theory review sheet,

c. Manuscript paper, or

d. Music Proficiency Level Two Theory Assessment.



A-CR-CCP-905/PG-001

4-5-1

SECTION 5PO X16 – DEMONSTRATE RHYTHM AND AURAL SKILLS

1. Performance Objective. The following rhythm and aural skills POs are detailed in A-CR-CCP-910/PG-001:

a. PO 116 – Demonstrate Rhythm Skills, and

b. PO 216 – Demonstrate Rhythm and Aural Skills.

2. Enabling Objective. The following rhythm and aural skills EOs are located in this section:

a. SIM16.01 – Demonstrate Rhythm Skills, and

b. SIM16.02 – Reproduce a Five-Note Melody.

A-CR-CCP-905/PG-001

4-5-2

EO SIM16.01 – DEMONSTRATE RHYTHM SKILLS

1. Performance. Demonstrate Rhythm Skills.

2. Conditions

a. Given:

(1) Music Proficiency Level Rhythm sheet,


(3) Chair,

(4) Music stand,



b. Denied: N/A.

c. Environmental: Quiet room with adequate lighting free from distractions.


a. analyze the Music Proficiency Level Rhythm sheet by:

(1) identifying the time signature; and

(2) circling unfamiliar or difficult rhythms; and

b. IAW A-CR-CCP-910/PG-001, demonstrate rhythm skills by singing, clapping, tapping or countingrhythms on the Music Proficiency Level Rhythm sheet.

4. Teaching Points

a. Have the cadets analyze the Music Proficiency Level Rhythm sheet corresponding to their MusicProficiency Level by:

(1) identifying the time signature;

(2) circling unfamiliar or difficult rhythms; and

(3) writing the count under the rhythms.

b. Have the cadets demonstrate rhythm skills by singing, clapping, tapping or counting rhythms on theMusic Proficiency Level Rhythm Sheet corresponding to their Music Proficiency Level as a group.

c. Have the cadets demonstrate rhythm skills by singing, clapping, tapping or counting rhythms on theMusic Proficiency Level Rhythm Sheet corresponding to their Music Proficiency Level individually.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

5 min35 min40 min

A-CR-CCP-905/PG-001

4-5-3

6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to have thecadets analyze the Music Proficiency Level Rhythm Sheet corresponding to their Music Proficiency Levelin a fun and challenging setting.

7. References. A0-100 A-CR-CCP-910/PG-001 Director Cadets 3. (2008). Military Band – MusicProficiency Levels Qualification Standard. Ottawa, ON: Department of National Defence.

8. Training Aids


b. Music Proficiency Level Rhythm sheets.

9. Learning Aids. Music Proficiency Level Rhythm sheets.


11. Remarks

a. The Music Proficiency Level Rhythm sheet used should correspond to the Music Proficiency Levelqualification the cadet is attempting to attain.

b. The demonstration of rhythm skills individually will occur during EO SIM22.01 (Participate inIndividual Practice and Private Instruction, Section 11).

A-CR-CCP-905/PG-001

4-5-4

EO SIM16.02 – REPRODUCE A FIVE-NOTE MELODY

1. Performance. Reproduce a Five-Note Melody.

2. Conditions

a. Given:

(1) Five-note melody,

(2) Primary instrument or keyboard,



b. Denied: N/A.


3. Standard. IAW A-CR-CCP-910/PG-001, the cadet shall reproduce a five-note melody after it has beensung or played for them.

4. Teaching Points


TP1 Explain solfège, to include:a. syllables, to include:

(1) do,(2) re,(3) mi,(4) fa,(5) sol,(6) la,(7) ti, and(8) do; and

b. relation of syllables to degrees of a majorscale.

InteractiveLecture

10 min C0-319 (p. 59)C0-323

TP2 Have the cadets sing back a five-note melody asa group after it has been played or sung.

PracticalActivity

10 min

TP3 Have the cadets play a five-note melody as agroup after it has been played or sung.

PracticalActivity

15 min

5. Time



A-CR-CCP-905/PG-001

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6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce solfège to the cadets.

b. A practical activity was chosen for TPs 2–3 as it is an interactive way to have the cadets sing orplay back a five-note melody in a fun and challenging way.

7. References

a. C0-319 (ISBN 0-88284-951-4) Surmani, A., Surmani, K., & Manus, M. (1998). Alfred’s CompleteEssentials of Music Theory. USA: Alfred Publishing Co.

b. C0-323 Gunharth, R. (2002). Introduction to Solfège. Retrieved September 29, 2008, from http://www.ibreathemusic.com/article/44.

8. Training Aids


b. Keyboard or primary instrument.

9. Learning Aids

a. Five-note melody, and



11. Remarks

a. The cadets’ performance of a five-note melody as an individual will occur during EO SIM22.01(Participate in Individual Practice and Private Instruction, Section 11).

b. Cadets attempting to achieve a Music Proficiency Level One qualification are not required tocomplete the assessment of this EO.

A-CR-CCP-905/PG-001


4-5-6

A-CR-CCP-905/PG-001

4-6-1

SECTION 6PO X17 – PLAY SCALES AND/OR RUDIMENTS

1. Performance Objective. The following scales and rudiments POs are detailed in A-CR-CCP-910/PG-001:

a. PO 117M – Play Scales,

b. PO 117G – Play Scales,

c. PO 117D – Play Rudiments,

d. PO 217M – Play Scales,

e. PO 217G – Play Scales and Rudiments, and

f. PO 217D – Play Rudiments and Scales.

2. Enabling Objective. The following scales and rudiments EOs are located in this section:

a. EO SIM 17.01 – Analyze Music Proficiency Level Scales and/or Rudiments, and

b. EO SIM 17.02 – Play Music Proficiency Level Scales and/or Rudiments.

A-CR-CCP-905/PG-001

4-6-2

EO SIM17.01 – ANALYZE MUSIC PROFICIENCY LEVEL SCALES AND/OR RUDIMENTS

1. Performance. Analyze Music Proficiency Level Scales and/or Rudiments.

2. Conditions

a. Given:

(1) Music Proficiency Level Scale sheet, and/or

(2) Music Proficiency Level Rudiment sheet,

(3) Instrument fingering charts,


(5) Chair,

(6) Music Stand,



b. Denied: N/A.

c. Environmental: Quiet room with adequate lighting, free from distractions.

3. Standard. The cadet shall analyze Music Proficiency Level scales and/or rudiments, to include:

a. writing down the notes that are affected by the key signature;

b. circling accidentals;

c. circling unfamiliar or difficult rhythms; and

d. determining appropriate fingering or sticking techniques.

4. Teaching Points


TP1 Have the cadets analyze scales and/orrudiments, to include:a. writing down the notes that are affected by

the key signature;b. circling accidentals;c. circling unfamiliar or difficult rhythms; andd. determining appropriate fingering or

sticking techniques.

PracticalActivity

20 min

TP2 Explain and demonstrate how to play the scalesand/or rudiments.

Demonstration 15 min

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5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Demonstration: d. Total:


6. Substantiation

a. A practical activity was chosen for TP 1 as it is an interactive way to have the cadets analyze scalesand/or rudiments in a fun and challenging way.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate howto play new scales and/or rudiments.

7. References. N/A.

8. Training Aids



9. Learning Aids

a. Music Proficiency Level Scale sheet, and/or

b. Music Proficiency Level rudiment sheet,

c. Pencil with eraser, and

d. Instrument fingering chart.


11. Remarks. The Music Proficiency Level Scales and Rudiments sheets used should correspond to theMusic Proficiency Level qualification the cadet is attempting to attain.

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EO SIM17.02 – PLAY MUSIC PROFICIENCY LEVEL SCALES AND/OR RUDIMENTS

1. Performance. Play Music Proficiency Level Scales and/or Rudiments.

2. Conditions

a. Given:

(1) Primary instrument,

(2) Music Proficiency Level Scale sheet, and/or

(3) Music Proficiency Level Rudiment sheet,

(4) Chair,

(5) Music stand,



b. Denied: N/A.


3. Standard. IAW A-CR-CCP-910/PG-001, the cadet shall play Music Proficiency Level scales and/orRudiments.

4. Teaching Points. Have the cadets play Music Proficiency Level Scales and/or Rudiments duringindividual practice and private instruction, to include:

a. selecting two scales and/or rudiments from the Music Proficiency Level Scale or Rudiment sheet;

b. playing through each scale and/or rudiment while focusing on:

(1) achieving rhythmic accuracy;

(2) achieving note accuracy; and

(3) maintaining a steady tempo;

c. identifying and correcting errors in the performance; and

d. playing each scale and/or rudiment three times without error.

5. Time. Refer to paragraph 11.

6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to have thecadets practice scales and/or rudiments.

7. References. N/A.


9. Learning Aids

a. Primary instrument,

b. Fingering chart, and

c. Music Proficiency Level Scale and/or Rudiment sheets.

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11. Remarks

a. No time is allotted for this EO as it occurs throughout the course any time individual practice andprivate instruction is scheduled.

b. The instructor will provide supervision for and feedback on this EO during the private lessonsessions of EO SIM22.01 (Participate in Individual Practice and Private Instruction, Section 11).

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SECTION 7PO X18 – SIGHT-READ MUSIC

1. Performance Objective. The following sight-read music POs are detailed in A-CR-CCP-910/PG-001:

a. PO 118 – Sight-Read Music, and

b. PO 218 – Sight-Read Music.

2. Enabling Objective. The following sight-read music EOs are located in this section:

a. EO SIM18.01 – Employ Sight-Reading Strategies, and

b. EO SIM18.02 – Sight-Read Music.

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EO SIM18.01 – EMPLOY SIGHT-READING STRATEGIES

1. Performance. Employ Sight-Reading Strategies.

2. Conditions

a. Given:

(1) Sheet music,




b. Denied: N/A.


3. Standard. The cadet shall employ sight-reading strategies by:

a. identifying the time signature;

b. identifying the key signature;

c. identifying dynamic markings;

d. identifying accidentals;

e. identifying signs and symbols;

f. identifying unfamiliar or difficult rhythms;

g. identifying the tempo; and

h. applying counting techniques.

4. Teaching Points


TP1 Explain the importance of practicing sight-reading.

InteractiveLecture

5 min C0-325

TP2 Explain and demonstrate sight-readingtechniques, to include:a. identifying the time signature;b. identifying the key signature;c. identifying dynamic markings;d. identifying accidentals;e. identifying signs and symbols;f. identifying the tempo; andg. applying counting techniques.

Demonstration 15 min C0-325

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TP3

Have the cadets practice sight-reading in smallgroups.

PracticalActivity

15 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Demonstration: d. Practical Activity: e. Total:

5 min5 min

15 min15 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to introduce the cadets to sight-reading.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate sight-reading techniques.

c. A practical activity was chosen for TP 3 as it is an interactive way to have the cadets practice sightreading in a fun and challenging way.

7. References. C0-325 Teal, K. (1996). Tips for Effective Sight-Reading. Retrieved September 30, 2008,from http://kjt.glis.net/tealflutestudio/Sightreading.html.

8. Training Aids


b. Sheet music.

9. Learning Aids

a. Sheet music, and

b. Pencil with eraser.


11. Remarks. N/A.

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EO SIM18.02 – SIGHT-READ MUSIC

1. Performance. Sight-Read Music.

2. Conditions

a. Given:


(2) Sheet music,

(3) Chair,

(4) Music stand,



b. Denied: N/A.


3. Standard. The cadet shall sight-read music while observing:

a. rhythm,

b. steady tempo,

c. pitch, and

d. musical flow.

4. Teaching Points. Have the cadets sight-read music while observing:

a. rhythm,

b. steady tempo,

c. pitch, and

d. musical flow.


6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to have thecadets sight-read music.

7. References. N/A.


9. Learning Aids

a. Sheet music, and

b. Primary instrument.


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11. Remarks

a. The sight-reading music used should be one level below the Music Proficiency Level the cadet isattempting to achieve.

b. No time is allotted for this EO as it is occurs throughout the course any time a cadet sight-readsmusic.

c. The evaluation of this EO will occur during SIM22.01 (Participate in Individual Practice and PrivateInstruction, Section 11).

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SECTION 8PO X19 – PERFORM LEVEL MUSIC

1. Performance Objective. The following level music POs are detailed in A-CR-CCP-910/PG-001:

a. PO 119 – Perform Level One Music, and

b. PO 219 – Perform Level Two Music.

2. Enabling Objective. The following level music EOs are located in this section:

a. EO SIM19.01 – Analyze Music Proficiency Level Music,

b. EO SIM19.02 – Participate in Master Classes, and

c. EO SIM19.03 – Perform Music Proficiency Level Music.

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EO SIM19.01 – ANALYZE MUSIC PROFICIENCY LEVEL MUSIC

1. Performance. Analyze Music Proficiency Level Music.

2. Conditions

a. Given:

(1) Music pieces from Music Proficiency Level lists,




b. Denied: N/A.



a. select pieces from the Music Proficiency Level lists, to include:

(1) a List A piece,

(2) a List B piece, and

(3) a List C piece, if applicable; and

b. analyze selected Music Proficiency Level music by:

(1) writing down the notes that are affected by the key signature;

(2) circling accidentals;

(3) circling unfamiliar or difficult rhythms;

(4) determining appropriate fingering or sticking techniques;

(5) identifying the time signatures; and

(6) identifying signs and symbols.

4. Teaching Points


TP1 Have the cadets select pieces from the MusicProficiency Level lists, to include:a. a List A piece,b. a List B piece, andc. a List C piece, if applicable.

PracticalActivity

10 min

TP2 Demonstrate the process of analyzing music by:a. writing down the notes which are affected

by the key signature;b. circling accidentals;

Demonstration 15 min

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c. circling unfamiliar or difficult rhythms;d. determining appropriate fingering or

sticking techniques;e. identifying the time signatures; andf. identifying signs and symbols.

TP3 Have the cadets analyze the selected MusicProficiency Level music individually.

PracticalActivity

10 min

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Demonstration: d. Total:


6. Substantiation

a. A practical activity was chosen for TPs 1 and 3 as it is an interactive way to have the cadets selectand analyze music in a fun and challenging way.

b. A demonstration was chosen for TP 2 as it allows the instructor to explain and demonstrate theprocess of analyzing music.

7. References. N/A.

8. Training Aids


b. Music pieces from Music Proficiency Level lists.

9. Learning Aids. Music pieces from Music Proficiency Level lists.


11. Remarks. The Music Proficiency Level music used should correspond to the Music Proficiency Levelqualification the cadet is attempting to attain.

A-CR-CCP-905/PG-001

4-8-4

EO SIM19.02 – PARTICIPATE IN MASTER CLASSES

1. Performance. Participate in Master Classes.

2. Conditions

a. Given:


(2) Music pieces from Music Proficiency Level lists,

(3) Instrument fingering chart,



b. Denied: N/A.



a. rehearse Music Proficiency Level pieces as a group; and

b. participate in master classes on instrument-specific topics.

4. Teaching Points

a. Have the cadets rehearse Music Proficiency Level pieces as a group.

b. Have the cadets participate in master classes on instrument-specific topics, to include:

(1) wind instruments, to include:

(a) vibrato,

(b) alternate fingerings,

(c) double tonguing,

(d) extended ranges, and/or

(e) articulation;

(2) woodwind instruments, to include:

(a) chromatic fingerings,

(b) trills,

(c) adjusting the head joint on a flute,

(d) clarinet break,

(e) altissimo range for clarinet and saxophone,

(f) fork fingerings for oboe,

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(g) half holing for oboe, and/or

(h) flick fingerings for bassoon;

(3) brass instruments, to include:

(a) lip slurs,

(b) harmonic series,

(c) compensating valve systems for euphonium,

(d) glissando for trombone,

(e) using slides on a trumpet, and/or

(f) double horns for French horn;

(4) percussion instruments, to include:

(a) rolls,

(b) auxiliary percussion,

(c) timpani,

(d) reading percussion music,

(e) rudiments,

(f) multiple mallet technique, and/or

(g) drum kit; and/or

(5) military band instruments, to include:

(a) posture, position, embouchure, and air,

(b) common issues with tone,

(c) common issues with technique, and/or

(d) musical notation.

5. Time

a. Introduction/Conclusion: b. In-Class Activity: c. Subtotal:d. Total (Five Periods):

5 min35 min40 min

200 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way for the cadetsto participate in master classes.

7. References. N/A.

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8. Training Aids


b. Primary Instrument.

9. Learning Aids


b. Instrument fingering chart, and

c. Music Proficiency Level pieces.


11. Remarks

a. The five periods may be a combination of any of the above topic areas or may include any otherinstrument-specific topics.

b. Assistant instructors will be required for this lesson as the cadets are divided into smaller groups.

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EO SIM19.03 – PERFORM MUSIC PROFICIENCY LEVEL MUSIC

1. Performance. Perform Music Proficiency Level Music.

2. Conditions

a. Given:


(2) Prepared music pieces from Music Proficiency Level lists,

(3) Chair,

(4) Music stand,



b. Denied: N/A.


3. Standard. The cadet shall perform Music Proficiency Level music while observing:

a. rhythm,

b. pitch,

c. dynamics,

d. articulations, if applicable,

e. a steady, appropriate tempo, and

f. tone quality, if applicable.

4. Teaching Points. Have the cadets perform Music Proficiency Level music while observing:

a. rhythm,

b. pitch,

c. dynamics,

d. articulations, (as per standard),

e. a steady, appropriate tempo, and

f. tone quality, (as per standard).


6. Substantiation. A practical activity was chosen for this lesson as it is an interactive way to have thecadets perform Music Proficiency Level Music.

7. References. N/A.


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9. Learning Aids


b. Chair,

c. Music stand, and

d. Prepared music pieces from Music Proficiency Level lists.


11. Remarks

a. The music for this lesson should come from the Music Proficiency Level list corresponding to theMusic Proficiency Level qualification the cadet is attempting to attain.

b. No time is allotted for this EO as it is conducted concurrently with EO SIM22.01 (Participate inIndividual Practice and Private Instruction, Section 11).

c. The instructor will provide supervision and feedback of this EO during the private lesson sessionsof EO SIM22.01 (Participate in Individual Practice and Private Instruction, Section 11).

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SECTION 9PO SIM20 – PERFORM THE LEADERSHIP ROLE OF AN INTERMEDIATE MUSICIAN

1. Performance Objective. PO SIM20 (Perform the Leadership Role of an Intermediate Musician) islocated in this section.

2. Enabling Objective. The following leadership EOs are located in this section:

a. EO SIM20.01 – Describe the Military Band – Musician Course,

b. EO SIM20.02 – Perform the Duties of a Band Section Leader,

c. EO SIM20.03 – Assist With Band Management, and

d. EO SIM20.04 – Practice Self-Assessment.

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1. Performance. Perform the Leadership Role of an Intermediate Musician.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet will perform the leadership role of an Intermediate Musician, to include:

a. recognizing the role of a team leader within the leadership team;

b. setting personal goals;

c. practicing self-assessment;

d. leading an assigned team, to include:

(1) setting a positive example;

(2) fostering teamwork by contributing to positive team dynamics;

(3) communicating clearly the task(s) to be accomplished;

(4) supervising cadets;

(5) solving problems, as required;

(6) debriefing the team; and

(7) reporting to superiors; and

e. performing the duties of a Military Band Section Leader, to include:

(1) conducting a sectional rehearsal;

(2) distributing music;

(3) managing music parts within the section;

(4) distributing music accessories (eg, mutes, maintenance supplies);

(5) providing feedback on the section’s performance;

(6) becoming familiar with the music being performed;

(7) giving direction to the section on how to perform the music;

(8) supervising members of the section; and

(9) supervising members of a set-up and tear-down crew.

4. Remarks. N/A.

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4-9-3

EO SIM20.01 – DESCRIBE THE MILITARY BAND – INTERMEDIATE MUSICIAN COURSE

1. Performance. Describe the Military Band – Intermediate Musician Course.

2. Conditions

a. Given:

(1) Course schedule,



b. Denied: N/A.


3. Standard. The cadet shall describe the Military Band – Intermediate Musician course, to include:

a. the outline of training,

b. the assessment, and

c. the qualification requirements.

4. Teaching Points


TP1 Explain the outline of training for the MilitaryBand – Intermediate Musician course, to include:a. the aim,b. performance objectives and enabling

objectives, andc. the course training schedule.

InteractiveLecture

15 min A0-100

TP2 Explain Military Band – Intermediate Musicianassessment, to include:a. overall assessment plan, andb. assessment checklists/rubrics.

InteractiveLecture

15 min A0-100

TP3 Explain the qualification record of the MilitaryBand – Intermediate Musician course.

InteractiveLecture

5 min

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Total:

5 min35 min40 min

6. Substantiation. An interactive lecture was chosen for this lesson to introduce the cadets to the training,assessment and qualification of the Military Band – Intermediate Musician course.

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7. References. A0-100 A-CR-CCP-910/PG-001 Director Cadets 3. (2008). Military Band – MusicProficiency Levels Qualification Standard. Ottawa, ON: Department of National Defence.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area,

b. Military Band – Music Proficiency Levels Qualification Standard,

c. Military Band – Intermediate Musician Qualification Standard and Plan, and

d. Course schedule.

9. Learning Aids

a. Military Band – Training Outline,

b. Military Band – Assessment Outline,

c. Course schedule, and

d. Military Band – Music Proficiency Levels One and Two Qualification Record.


11. Remarks. This lesson will be scheduled in the first week of the course.

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EO SIM20.02 – PERFORM THE DUTIES OF A BAND SECTION LEADER

1. Performance. Perform the Duties of a Band Section Leader.

2. Conditions

a. Given:

(1) Conductor’s baton,

(2) Self-Assessment Form,



b. Denied: N/A.


3. Standard. The cadet shall perform the duties of a band section leader, to include:

a. becoming familiar with the music being performed;

b. distributing music;

c. managing music parts within the section;

d. distributing music accessories;

e. giving direction to the section on how to perform the music;

f. providing feedback on the section’s performance;

g. conducting a sectional rehearsal;

h. supervising members of the section; and

i. supervising members of a set-up and tear-down crew.

4. Teaching Points


TP1 Discuss the role of a band section leader andassociated responsibilites, to include:a. becoming familiar with the music being

performed;b. distributing music;c. managing music parts within the section;d. distributing music accessories;e. giving direction to the section on how to

perform the music;f. providing feedback on the section’s

performance;g. conducting a sectional rehearsal;

GroupDiscussion

35 min

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h. supervising members of the section; andi. supervising members of a set-up and tear-

down crew.

TP2 Demonstrate, explain and have the cadetspractice basic conducting techniques, to include:a. baton grip,b. the prepatory beat,c. basic time-beating,d. warming up the sectional,e. cutoff gestures, andf. left-hand movements.


35 min C0-361 (pp. 8–25)

5. Time

a. Introduction/Conclusion: b. Group Discussion: c. Demonstration and Performance: d. Total:


6. Substantiation

a. A group discussion was chosen for TP 1 as it allows the cadets to interact with their peers andshare their knowledge, experiences, opinions, and feelings about performing the role of a bandsection leader.

b. A demonstration and performance was chosen for TP 2 as it allows the instructor to explain anddemonstrate basic conducting techniques while providing an opportunity for the cadets to practicethe skill under supervision.

7. References

a. C0-361 (ISBN 0-13-182656-5) Green, E., & Gibson, M. (2004). The Modern Conductor (7th ed.).New Jersey, NJ: Pearson Education Inc.

b. C0-372 (ISBN 978-0-19-536651-8) Bailey, W. (2009). Conducting: The Art of Communication.Oxford, NY: Oxford University Press.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area, and

b. Conductor’s baton.

9. Learning Aids

a. Conductor’s baton,

b. Band Section Leader Responsibilities handout, and

c. Self-Assessment Form.

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11. Remarks

a. The cadets will assume the role of a Band Section Leader during EO SIM22.02 (Participate inSectional Rehearsals, Section 11).

b. Cadets shall be provided ongoing feedback as well as a debriefing after their scheduled time asa Band Section Leader.

c. Music that the cadets are expected to lead during EO SIM22.02 (Participate in SectionalRehearsals, Section 11) must correspond to the basic conducting skill level.

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EO SIM20.03 – ASSIST WITH BAND MANAGEMENT

1. Performance. Assist With Band Management.

2. Conditions

a. Given:

(1) DND 638,

(2) Sample band schedule,

(3) Pen/pencil,

(4) A music score,



b. Denied: N/A.


3. Standard. The cadet shall assist with band management, to include:

a. organizing a music library;

b. scheduling band training; and

c. issuing and returning inventory.

4. Teaching Points


TP1 Describe organizing a music library, to include:a. cataloguing alphabetically and numerically;b. understanding score order; andc. identifying sources for music.

InteractiveLecture

20 min C0-362(pp. 64–66)

TP2 Explain band scheduling considerations, toinclude:a. theory classes,b. private lessons,c. individual practices,d. sectional rehearsals,e. ensemble rehearsals,f. parades and performances, andg. regionally directed activities.

InteractiveLecture

15 min

TP3 Explain how to issue and return music inventoryby:a. completing a DND 638;

InteractiveLecture

35 min

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b. recognizing the need for supplies; andc. knowing where to find band supplies.

5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. Total:

10 min70 min80 min

6. Substantiation. An interactive lecture was chosen for this lesson to define the role of a cadet assistingwith band management.

7. References. C0-362 (ISBN 0-13-020689-X) Colwell, J., & Goolsby, T. (2002). The Teaching ofInstrumental Music (3rd ed.). New Jersey, USA: Pearson Education Inc.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate for theclassroom/training area,

b. A music score,

c. DND 638, and

d. Sample band schedule.

9. Learning Aids

a. DND 638,

b. Sample band schedule,

c. A music score, and

d. Pen/pencil.


11. Remarks

a. This EO will be scheduled after PO SIM13 (Maintain a Primary Instrument, Section 2).

b. Cadets may practice these skills during the on-the-job training portion of the course.

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EO SIM20.04 – PRACTICE SELF-ASSESSMENT

1. Performance. Practice Self-Assessment.

2. Conditions

a. Given:

(1) Self-assessment rubrics,

(2) Cadet Interview Form,

(3) Personal Goals Update form,



b. Denied: N/A.


3. Standard. The cadet shall practice self-assessment by:

a. reflecting on abilities;

b. setting goals;

c. seeking feedback as required; and

d. seeking assistance as required.

4. Teaching Points


TP1 Define reflection and self-assessment. InteractiveLecture

5 min C0-237C0-242 (pp. 9-11)

TP2 Have cadets conduct self-assessment activitiesabout:a. their core leadership qualities; andb. how they contribute to positive team

dynamics.

In-ClassActivity

10 min

TP3 Review and update personal goals set during theinitial interview.

In-ClassActivity

10 min

TP4 Conduct a group discussion on how and when toseek feedback and assistance.

GroupDiscussion

10 min C0-258 (pp. 97-98)

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5. Time

a. Introduction/Conclusion: b. Interactive Lecture: c. In-Class Activity: d. Group Discussion: e. Total:

5 min5 min

20 min10 min40 min

6. Substantiation

a. An interactive lecture was chosen for TP 1 to define reflection and self-assessment.

b. An in-class activity was chosen for TPs 2 and 3 as an interactive way to provoke thought,to stimulate an interest among cadets, to conduct self-assessments and to review and updatepersonal goals.

c. A group discussion was chosen for TP 4 as it allows the cadets to interact with their peers andshare their knowledge, experiences, opinions, and feelings about the benefits of seeking feedbackand assistance.

7. References

a. C0-237 (ISBN 0-19-541816-6) Barber, K. (Ed.). (2004). Canadian Oxford Dictionary (2nd ed.). DonMills, ON: Oxford University Press Canada.

b. C0-242 (ISBN 978-0-9682160-2-1) Gregory, K., Cameron, C., & Davis, A. (2000). Knowing WhatCounts: Self-Assessment and Goal Setting. Courtenay, BC: Building Connections Publishing, Inc.

c. C0-258 (ISBN 978-1-59869-450-5) Nigro, N. (2008). The Everything Coaching and MentoringBook. (2nd ed.). Avan, MA: F+W Publications Company.

8. Training Aids. Presentation aids (eg, whiteboard/flip chart/OHP/multimedia projector) appropriate forthe classroom/training area.

9. Learning Aids

a. Handout of self-assessment guidelines,

b. Self-assessment rubric for core leadership qualities,

c. Self-assessment rubric for positive team dynamics,

d. Cadet Interview Form,

e. Personal Goals Update form, and

f. Pen/Pencil.


11. Remarks. N/A.

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SECTION 10PO SIM21 – EXECUTE DRILL AS A MEMBER OF A BAND

1. Performance Objective. PO SIM21 (Execute Drill As a Member of a Band) is located in this section.

2. Enabling Objective. The following drill and ceremonial EOs are located in this section:

a. EO SIM21.01 – Execute Band Drill,

b. EO SIM21.02 – Perform the Role of a Drum Major, and

c. EO SIM21.03 – Perform As a Member of a Band for a Graduation Parade.

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1. Performance. Execute Drill As a Member of a Band.

2. Conditions

a. Given:


(2) Words of command,

(3) March pack with music,

(4) Glockenspiel slings,

(5) Drum slings,

(6) Neck straps,

(7) Mace signals,

(8) Music lyres,



b. Denied: N/A.

c. Environmental: Drill hall or outdoor parade square in favourable weather.

3. Standard. IAW specified references, the cadet will execute drill as a member of a band, to include:

a. performing instrument drill in the carrying and playing positions, to include:

(1) attention,

(2) stand at ease,

(3) stand easy,

(4) commence play,

(5) cease play,

(6) ground instruments,

(7) take up instruments, and

(8) dismiss;

b. falling in to military band formation;

c. playing while on the march;

d. maintaining band dressing by:

(1) executing the right dress;

(2) executing the centre dress; and

(3) executing drill on the march;

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e. responding to voice commands, mace signals and/or bass drum signals, to include:

(1) commence play,

(2) cease play,

(3) mark time,

(4) step off,

(5) halt,

(6) left and right wheels, and

(7) countermarch, to include:

(a) standard, and

(b) spiral; and

f. performing for a graduation parade, to include:

(1) the march on,

(2) the General Salute,

(3) the inspection,

(4) the march past,

(5) the advance,

(6) the General Salute, and

(7) the march off.

4. Remarks. N/A.

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EO SIM21.01 – EXECUTE BAND DRILL

1. Performance. Execute Band Drill.

2. Conditions

a. Given:



(3) Mace signals,

(4) Bass drum signals,


(6) Drum slings,

(7) Neck straps,




b. Denied: N/A.


3. Standard. IAW specified references, the cadet shall execute band drill, to include:

a. performing instrument drill in the carrying and playing positions;

b. falling in to military band formation;

c. playing while on the march;

d. maintaining band dressing; and

e. slow marching.

4. Teaching Points


TP1 Review band drill, to include:a. performing instrument drill in the carrying

and playing positions;b. responding to voice commands;c. responding to mace signals; andd. responding to bass drum commands.

PracticalActivity

35 min A0-031 (pp. 3-2-1 to 3-2-25,pp. 3-4-1 to 3-4-13)

TP2

Explain, demonstrate and have the cadets:a. fall in to military band formation; and


35 min

A0-002 (pp. 2-18 to 2-21)

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b. execute dressing, to include:(1) centre dress, and(2) right dress.

A0-031 (p. 3-3-1, p. 3-3-3)

TP3 Explain, demonstrate and have the cadets:a. slow march,b. mark time in slow time,c. forward and halt in slow time,d. change to slow time from quick time,e. change to quick time from slow time, andf. respond to mace signals in slow time.


70 min A0-002 (pp. 3-2to 3-3, pp. 3-10to 3-15)A0-031 (p. 3-3-1, p. 3-3-3)

TP4 Have the cadets practice band drill, to include:a. instrument drill in the carrying and playing

positions,b. falling in to military band formation,c. band dressing,d. slow marching,e. playing while on the march,f. responding to voice commands,g. responding to mace signals, andh. responding to bass drum signals.

PracticalActivity

105 min

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Demonstration and Performance: d. Total (7 Periods):


6. Substantiation

a. A practical activity was chosen for TPs 1 and 4 as it is an interactive way to allow cadets toexperience band drill in a safe, controlled environment. This activity contributes to the developmentof band drill in a fun and challenging setting.

b. A demonstration and performance was chosen for TPs 2 and 3 as it allows the instructor to explainand demonstrate slow marching while providing an opportunity for the cadets to practice slowmarching under supervision.

7. References

a. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian ForcesManual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

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b. A0-031 A-PD-202-001/FP-000 Director Ceremonial. (1993). Canadian Forces Military Bands andMarches: Band Instructions. Ottawa, ON: Department of National Defence.

8. Training Aids


b. Mace,

c. Bass drum, and

d. Bass drum harness.

9. Learning Aids


b. March pack with music,

c. Glockenspiel slings, and

d. Drum slings,

e. Neck straps,

f. Music lyres, and

g. Pen/Pencil.


11. Remarks

a. TP 2 may be conducted in a classroom for the explanation and then move to the parade squarefor the demonstration and performance.

b. TP 4 should be scheduled as three separate periods. This time will be used to instruct and preparethe cadets IAW EO SIM21.03 (Perform as a Member of a Band for a Graduation Parade).

c. Cadets are encouraged to assume the role of a drum major in support of EO SIM21.02 (Performthe Role of a Drum Major).

d. Assistant instructors may be required to perform the drum major and bass drum signals.

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EO SIM21.02 – PERFORM THE ROLE OF A DRUM MAJOR

1. Performance. Perform the Role of a Drum Major.

2. Conditions

a. Given:

(1) Mace,

(2) Bass drum,

(3) Bass drum harness,

(4) A band,



b. Denied: N/A.


3. Standard. The cadet shall perform the role of a drum major, to include:

a. delivering drill commands, to include:

(1) fall in,

(2) attention,

(3) stand at ease,

(4) stand easy,

(5) centre/right dress,

(6) ground instruments,

(7) take up instruments, and

(8) dismiss;

b. describing bass drum commands, to include:

(1) step off,

(2) commence play,

(3) cease play, and

(4) halt;

c. executing mace signals, to include:

(1) step off,

(2) left and right wheels,

(3) commence play,

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(4) cease play,

(5) mark time,

(6) halt,

(7) standard countermarch, and

(8) spiral countermarch; and

d. saluting at the halt and on the march.

4. Teaching Points


TP1 Explain, demonstrate and have the cadetspractice giving mace signals, to include:a. step off,b. left and right wheels,c. commence play,d. cease play,e. mark time,f. halt,g. standard countermarch, andh. spiral countermarch.


25 min A0-031 (pp. 3-4-1 to 3-4-12)

TP2 Explain, demonstrate and have the cadetspractice delivering drill commands, to include:a. fall in,b. attention,c. stand at ease,d. stand easy,e. centre/right dress,f. ground instruments,g. take up instruments, andh. dismiss.


10 min

TP3 Explain, demonstrate and have the cadetspractice bass drum commands, to include:a. step off,b. commence play,c. cease play, andd. halt.


20 min A0-031 (pp. 3-5-1 to 3-5-6)

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TP4 Explain, demonstrate and have the cadetspractice saluting at the halt and on the march.


15 min

TP5 Have the cadets perform the role of a drummajor.

PracticalActivity

35 min

5. Time

a. Introduction/Conclusion: b. Demonstration and Performance: c. Practical Activity: d. Total (3 Periods):

15 min70 min35 min

120 min

6. Substantiation

a. A demonstration and performance was chosen for TPs 1–4 as it allows the instructor to explainand demonstrate mace signals and bass drum commands while providing an opportunity for thecadets to practice these skills under supervision.

b. A practical activity was chosen for TP 5 as it is an interactive way for all the cadets to experiencebeing a drum major in a safe, controlled environment. This activity contributes to the developmentof drum major skills and knowledge in a fun and challenging setting.

7. References. A0-031 A-PD-202-001/FP-000 Director Ceremonial. (1993). Canadian Forces MilitaryBands and Marches: Band Instructions. Ottawa, ON: Department of National Defence.

8. Training Aids

a. Bass drum,

b. Bass drum harness,

c. Mace, and

d. A band.

9. Learning Aids

a. Primary Instruments,

b. March pack with music,

c. Glockenspiel slings,

d. Drum slings,

e. Music lyres, and

f. Neck straps.


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11. Remarks

a. Four instructors will be required for this lesson.

b. During TP 5, it is recommended that the band be split into several smaller bands with a cadetperforming the role of a drum major.

c. Additional time for cadets to perform the role of a drum major can be found during EO SIM21.01(Execute Band Drill).

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EO SIM21.03 – PERFORM AS A MEMBER OF A BAND FOR A GRADUATION PARADE

1. Performance. Perform As a Member of a Band for a Graduation Parade.

2. Conditions

a. Given:


(2) Mace,

(3) Mace signals,

(4) Bass drum signals,



(7) Music lyres,


(9) Drum slings,

(10) Neck straps,



b. Denied: N/A.


3. Standard. The cadet shall perform as a member of a band for a graduation parade following theceremonial parade sequence, to include:

a. the march on,

b. the General Salute,

c. the inspection,

d. the march past,

e. the advance,

f. the General Salute, and

g. the march off.

4. Teaching Points

a. Brief the cadets on the band’s role during the graduation parade, to include:

(1) the march on,

(2) the General Salute,

(3) the inspection,

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(4) the march past,

(5) the advance,

(6) the General Salute, and

(7) the march off.

b. Have the cadets perform as a member of a band for a graduation parade.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Total:

10 min70 min80 min

6. Substantiation. A practical activity was chosen for this lesson as it contributes to the development ofband drill in a fun and challenging setting.

7. References

a. A0-002 A-PD-201-000/PT-000 Director History and Heritage 3-2. (2005). The Canadian ForcesManual of Drill and Ceremonial. Ottawa, ON: Department of National Defence.

b. A0-031 A-PD-202-001/FP-000 Director Ceremonial. (1993). Canadian Forces Military Bands andMarches: Band Instructions. Ottawa, ON: Department of National Defence.

8. Training Aids


b. Mace,

c. Bass drum,

d. Bass drum harness, and

e. Drill and ceremonial equipment, as required.

9. Learning Aids


b. Glockenspiel slings, and

c. Drum slings,

d. Neck straps,

e. Bass drum signals,

f. Mace signals,

g. Words of command,

h. Music lyres,

i. March pack with music, and

j. Military Band Drill Reference.

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11. Remarks. N/A.

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SECTION 11PO SIM22 – PERFORM ENSEMBLE MUSIC AS A MEMBER OF A BAND

1. Performance Objective. PO SIM22 (Perform Ensemble Music As a Member of a Band) is located inthis section.

2. Enabling Objective. The following ensemble music EOs are located in this section:

a. EO SIM22.01 – Participate in Individual Practice and Private Instruction,

b. EO SIM22.02 – Participate in Sectional Rehearsals,

c. EO SIM22.03 – Participate in Ensemble Rehearsals, and

d. EO SIM22.04 – Attend a Musical Performance.

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1. Performance. Perform Ensemble Music As a Member of a Band.

2. Conditions

a. Given:


(2) Chair,

(3) Music stand,

(4) Concert music,

(5) Ceremonial music,

(6) March music,



b. Denied: N/A.

c. Environmental: Classroom or training area large enough to accommodate the band with adequatelighting and acoustics.

3. Standard. The cadet will perform ensemble music as a member of a band, to include:

a. ceremonial music for the following:

(1) march on the flags,

(2) general salute, and

(3) advance;

b. national anthem,

c. three marches, and

d. three concert pieces.

4. Remarks. As part of this PO cadets will participate in individual practice, private instruction, sectionalrehearsals and ensemble rehearsals.

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EO SIM22.01 – PARTICIPATE IN INDIVIDUAL PRACTICE AND PRIVATE INSTRUCTION

1. Performance. Participate in Individual Practice and Private Instruction.

2. Conditions

a. Given:

(1) Music Proficiency Rhythm sheet, and/or

(2) Music Proficiency Scale sheet,

(3) Music Proficiency Level music,

(4) Ensemble music,

(5) Individual Practice and Private Instruction Plan handout,





b. Denied: N/A.


3. Standard. The cadet shall participate in individual practice and private instruction.

4. Teaching Points

a. Have the cadets participate in individual practice.

b. Have the cadets receive private instruction.

5. Time

a. Self-Study:b. Subtotal (30 Periods):c. Tutorial:d. Subtotal (6 Periods):e. Total (36 Periods):

40 min1200 min

40 min240 min

1440 min

6. Substantiation

a. A self-study was chosen as it allows the cadet to prepare for the next stage of learning at theirown learning pace. This encourages the cadet to become more self-reliant and independent byfocusing on their own learning.

b. A tutorial was chosen as it provides a one-on-one learning opportunity for the cadet and allows theinstructor to deliver individualized instruction.

7. References. N/A.

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8. Training Aids

a. Music Proficiency Level Rhythm sheet, and/or

b. Music Proficiency Scale sheet,

c. Music Proficiency Level music,

d. Tuner,

e. Metronome,

f. Ensemble music,

g. Individual Practice Plan and Private Instruction handout, and

h. Primary instrument.

9. Learning Aids

a. Music Proficiency Level Rhythm sheet, and/or

b. Music Proficiency Scale sheet,

c. Music Proficiency Level music,

d. Ensemble music,

e. Tuner,

f. Metronome,

g. Individual Practice Plan and Private Instruction handout, and

h. Primary instrument.


11. Remarks

a. Instructors should actively supervise and provide feedback to the cadets during the self-study time.

b. Additional time for tutorial may be re-allocated from the self-study time.

c. Tutorials may be scheduled as one 40-minute period a week or as two 20-minute sessions.

d. During the first period of tutorial the instructor should conduct a discussion on time-managementstrategies, to include:

(1) setting small, achievable goals;

(2) prioritizing tasks;

(3) making a schedule;

(4) focusing on one task at a time;

(5) being flexible; and

(6) recognizing and dealing with distractions.

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EO SIM22.02 – PARTICIPATE IN SECTIONAL REHEARSALS

1. Performance. Participate in Sectional Rehearsals.

2. Conditions

a. Given:

(1) Ensemble music (scores and parts),

(2) Primary instrument or keyboard,

(3) Music stand,

(4) Chair,

(5) Conductor’s baton,

(6) Conductor’s podium,

(7) Music Score,

(8) Tuner,

(9) Metronome,




b. Denied: N/A.


3. Standard. The cadet shall participate in sectional rehearsals.

4. Teaching Points. Have the cadets participate in sectional rehearsals.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Subtotal:d. Total (12 Periods):

5 min35 min40 min

480 min

6. Substantiation. A practical activity was chosen for this lesson as it allows the cadets to experiencesectional rehearsals in a safe, controlled environment. This activity contributes to the development ofmusic performance skills and knowledge in a fun and challenging setting.

7. References. C0-354 (ISBN 0-9624308-0-3) Lisk, E. (1991). The Creative Director: Alternative RehearsalTechniques. USA: Meredith Music Publications.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart) appropriate for the classroom/training area,

b. Conductor’s baton,

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c. Conductor’s podium,

d. Primary instrument or keyboard,

e. Music score,

f. Tuner,

g. Metronome, and

h. Scores for ensemble music.

9. Learning Aids


b. Music stand,

c. Conductor’s baton,

d. Conductor’s podium,

e. Primary instrument or keyboard,

f. Music score,

g. Tuner,

h. Chair,

i. Metronome,

j. Pencil with eraser, and

k. Parts for ensemble music.


11. Remarks. Cadets shall act as assistant instructors during this lesson to fulfill EO SIM20.02 (Perform theDuties of a Band Section Leader, Section 9).

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EO SIM22.03 – PARTICIPATE IN ENSEMBLE REHEARSALS

1. Performance. Participate in Ensemble Rehearsals.

2. Conditions

a. Given:

(1) Ensemble music (scores and parts),


(3) Music stand,

(4) Chair,




b. Denied: N/A.


3. Standard. The cadet shall participate in ensemble rehearsals by practicing:

a. ceremonial music for the following drill movements:

(1) march on the flags,

(2) General Salute, and

(3) Advance;

b. national anthem(s),

c. three marches, and

d. three concert pieces.

4. Teaching Points

a. Brief the cadets on:

(1) personal conduct during a rehearsal, to include:

(a) contributing to the accomplishment of ensemble goals;

(b) following the conductor;

(c) appreciating ensemble members;

(d) encouraging ensemble members;

(e) trusting the ensemble; and

(f) respecting the concentration of the other musicians and their contributions to therehearsal; and

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(2) the function of instrument groups within the band, to include:

(a) soprano,

(b) alto,

(c) tenor,

(d) bass, and

(e) percussion.

b. Conduct an ensemble rehearsal, to include:

(1) a warm-up activity,

(2) sight-reading, and

(3) ensemble music.

5. Time

a. Introduction/Conclusion: b. Practical Activity: c. Subtotal:d. Total (38 Periods):

5 min35 min40 min

1520 min

6. Substantiation. A practical activity was chosen for this lesson as it allows the cadets to experienceensemble rehearsals in a safe, controlled environment. This activity contributes to the development ofmusic performance skills and knowledge in a fun and challenging setting.

7. References

a. C0-354 (ISBN 0-9624308-0-3) Lisk, E. (1991). The Creative Director: Alternative RehearsalTechniques. USA: Meredith Music Publications.

b. C0-359 (ISBN 0-634-03044-2) Lisk, E. (2001). The Creative Director: Beginning and IntermediateLevels. Milwaukee, WI: Meredith Music Publications.

c. C0-360 (ISBN 1-57999-261-7) Chevallard, C. (2003). Teaching Music Through PerformingMarches (R. Miles, Eds.). Chicago, IL: GIA Publications, Inc.

8. Training Aids

a. Presentation aids (eg, whiteboard/flip chart) appropriate for the classroom/training area,

b. Conductor’s baton,

c. Conductor’s stand,

d. Tuner,

e. Metronome,

f. Conductor’s podium, and

g. Scores for ensemble music.

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9. Learning Aids


b. Music stand,

c. Chair,

d. Tuner,

e. Metronome,

f. Pencil with eraser, and

g. Parts for ensemble music.


11. Remarks

a. Additional pieces may be added depending on the ability of the cadets.

b. Excerpts from the following pieces may be be used as the ceremonial music for the advance:

(1) British Grenadiers,

(2) Heart of Oak, and

(3) Royal Canadian Air Force (RCAF) March Past.

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EO SIM22.04 – ATTEND A MUSICAL PERFORMANCE

1. Performance. Attend a Musical Performance.

2. Conditions

a. Given:

(1) Musical performance,

(2) Pen/pencil,



b. Denied: N/A.

c. Environmental: Performance location.

3. Standard. The cadet shall attend a musical performance, such as:

a. an Advanced Musician band performance,

b. a Canadian Forces band performance, or

c. a local musical performance.

4. Teaching Points

a. Discuss concert etiquette, to include:

(1) behaviour,

(2) applauding, to include:

(a) when to applaud, and

(b) duration of applause.

b. Have the cadets attend a musical performance, to include:

(1) observing personnel involved in the musical performance, to include:

(a) ensemble personnel, to include:

i. conductor,

ii. musicians,

iii. soloists, and

iv. sections of the ensemble; and

(b) stage crew personnel, to include:

i. master of ceremonies (MC),

ii. stage hands, and

iii. set-up and tear down crew;

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(2) observing performance routine, to include:

(a) warm-up activities,

(b) order and types of music played, and

(c) introduction of pieces by the MC; and

(3) observing performers’ behaviour.

c. Discuss the musical performance.

5. Time

a. Introduction/Conclusion: b. Field Trip: c. Total:

10 min70 min80 min

6. Substantiation. A field trip was chosen for this lesson as it will reinforce the cadets’ knowledge of theproduction of a concert and concert etiquette by attending a musical performance.

7. References

a. C0-260 The National Association for Music Education. (n.d.). The Ten Rules of Concert Etiquette.Retrieved February 26, 2008, from http://www.menc.org/guides/etiquette/students.pdf.

b. C0-261 Winnipeg Symphony Orchestra. (2007). Attending the Concert: What You Need to Know.Retrieved February 26, 2008, from http://www.wso.mb.ca/attend.asp.

8. Training Aids. Attend a musical performance handout.

9. Learning Aids. Attend a musical performance handout.


11. Remarks. N/A.

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SECTION 12PO SIM23 – DESCRIBE THE HISTORY OF MILITARY BANDS

1. Performance Objective. PO SIM23 (Describe the History of Military Bands) is located in this section.

2. Enabling Objective. The following history and traditions EOs are located in this section:

a. EO SIM23.01 – Describe the History of a Military Band Instrument, and

b. EO SIM23.02 – Describe the History of Military Bands.

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1. Performance. Describe the History of Military Bands.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet will describe:

a. the history of military band instruments; and

b. the history of military bands.

4. Remarks. N/A.

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EO SIM23.01 – DESCRIBE THE HISTORY OF A MILITARY BAND INSTRUMENT

1. Performance. Describe the History of a Military Band Instrument.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall describe the history of their primary military band instrument.

4. Teaching Points.

a. Brief the cadets on the activity, to include:

(1) an explanation of the objective, and

(2) activity directions.

b. Have the cadets complete the activity.

c. Debrief the cadets on the completion of the activity, to include:

(1) the history of their primary instrument; and

(2) how the information may be presented differently.

5. Time


5 min35 min40 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to confirm thecadets’ comprehension of the history of their primary instrument.

7. References

a. C0-066 (ISBN 0-7566-0709-4) Ardley, N. (2004). Eyewitness Music. New York, NY: DK Publishing.

b. C0-067 (ISBN 1-844-77190-3) Wade-Matthews, M., & Thompson, W. (2005). The Encyclopedia ofMusic: Instruments of the Orchestra and the Great Composers. London, England: Hermes House.

c. C0-303 (ISBN 0-534-50988-6) Whitener, S. (2007). A Complete Guide to Brass: Instruments andTechnique (3rd ed.). Belmont, CA: G & S Book Services.

d. C0-356 (ISBN 1-57999-476-9) Hansen, R. (2005). The American Wind Band – A Cultural History.Chicago, IL: GIA Publications, Inc.

e. C0-358 (ISBN 0-19-861459-4) Kennedy, M. (2006). The Oxford Dictionary of Music. New York,NY: Oxford University Press.

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8. Training Aids


b. History of instrument information sheets.

9. Learning Aids

a. History of instrument information sheets,

b. 11 inch by 14 inch white paper,

c. Markers,

d. Flip chart paper, and

e. Pencil/pen.


11. Remarks. N/A.

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EO SIM23.02 – DESCRIBE THE HISTORY OF MILITARY BANDS

1. Performance. Describe the History of Military Bands.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. The cadet shall describe the history of military bands.

4. Teaching Points

a. Brief the cadets on the activity, to include:

(1) an explanation of the objective, and

(2) activity directions.

b. Have the cadets complete the activity.

c. Debrief the cadets on the completion of the activity, to include:

(1) the history of military bands; and

(2) how the information may be presented differently.

5. Time


5 min35 min40 min

6. Substantiation. An in-class activity was chosen for this lesson as it is an interactive way to confirm thecadets’ comprehension of the history of military bands.

7. References

a. C0-067 (ISBN 1-844-77190-3) Wade-Matthews, M., & Thompson, W. (2005). The Encyclopedia ofMusic: Instruments of the Orchestra and the Great Composers. London, England: Hermes House.

b. C0-356 (ISBN 1-57999-476-9) Hansen, R. (2005). The American Wind Band – A Cultural History.Chicago, IL: GIA Publications, Inc.

c. C0-357 (ISBN 1-55125-050-0) Kopstein, J., & Pearson, I. (2002). The Heritage of Canadian MilitaryMusic. St. Catherines, ON: Vanwell Publishing Ltd.


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9. Learning Aids. N/A.


11. Remarks. N/A.

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SECTION 13PO SIM25 – PARTICIPATE IN MILITARY BAND ELECTIVE TRAINING

1. Performance Objective. PO SIM25 (Participate in Military Band Elective Training) is located in thissection.

2. Enabling Objective. There are no military band elective training EOs for this PO.

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1. Performance. Participate in Military Band Elective Training.

2. Conditions

a. Given:


(2) Sheet music,



b. Denied: N/A.


3. Standard. The cadet will participate in military band elective training, such as:

a. a jazz band ensemble,

b. a field trip, such as:

(1) visiting a museum;

(2) visiting a music store; or

(3) visiting a music education/training centre;

c. a presentation given by a guest speaker or instructor,

d. a choir ensemble,

e. a band drill routine, or

f. a band recording.

4. Remarks

a. More than one activity may be chosen.

b. Selection of elective training activities should capitalize on the strengths and experience of theinstructors and available resources in the local area.

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SECTION 14PO S310 – ATTAIN STANDARD FIRST AID QUALIFICATION

1. Performance Objective. PO S310 (Attain Standard First Aid Qualification) is located in this section.

2. Enabling Objective. There are no first aid EOs for this PO.

A-CR-CCP-905/PG-001

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1. Performance. Attain Standard First Aid Qualification.

2. Conditions

a. Given:



b. Denied: N/A.


3. Standard. IAW the standards and policies of the first aid training provider, the cadet will perform first aid.

4. Remarks

a. A total of 16 periods (two training days) shall be allocated for first aid training.

b. First aid training shall be conducted by a nationally recognized first aid training provider.

c. Most first aid training providers organize their curriculum into core and elective topic areas so thatcourses can be tailored to the needs of different audiences. For the purposes of cadet training, inaddition to the core topic areas identified by the first aid training provider, first aid instructors shallselect remaining topic areas based on the following priorities:

(1) priority one topic areas:

(a) emergency scene management (ESM),

(b) shock, unconsciousness and fainting,

(c) choking (adult),

(d) cardiovascular emergencies and one-rescuer cardiopulmonary resuscitation (CPR)(adult), and

(e) severe bleeding;

(2) priority two topic areas:

(a) medical conditions (diabetes, convulsions, asthma and allergies),

(b) secondary survey,

(c) bone and joint injuries,

(d) head/spinal and pelvic injuries,

(e) eye injuries,

(f) burns,

(g) poisons, bites and stings,

(h) heat and cold illness and injuries, and

(i) chest injuries; and

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(3) priority three topic areas:

(a) multiple casualty management,

(b) two-rescuer CPR,

(c) automated external defibrillation,

(d) wound care,

(e) rescue carries, and

(f) other topic areas deemed relevant to the CSTC qualification.

A-CR-CCP-905/PG-001


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4A-1

INSTRUCTIONAL METHODOLOGIES AND THEIR APPLICATIONS


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ON-THE-JOB TRAINING (OJT) DIVISIONAL PETTY OFFICER (DPO)/PLATOON WARRANT OFFICER (Pl WO)/FLIGHT SERGEANT (FSgt) DUTIES

PURPOSE

1. The purpose of OJT – DPO/Pl WO/FSgt Duties is to provide the cadet an authentic experience thatallows them to observe and assist in performing the duties and responsibilities of this leadership appointment.This activity is intended to be experiential in nature providing the cadet the opportunity to work alongside anexperienced DO/Pl Comd/Flt Comd and DPO/Pl WO/FSgt with assessment for learning being the focus ratherthan assessment of learning.

GENERAL INSTRUCTIONS

2. For one training day the cadet shall be assigned to a division/platoon/flight of cadets participating in amore junior qualification course (eg, General Training or a three-week basic qualification course). The durationof the assignment shall extend beyond the eight periods of training to include both the morning and eveningroutines (eg, from the time cadets are woken up until lights out).

3. With the assistance of the DPO/Pl WO/FSgt, the DO/Pl Comd/Flt Comd of the division the cadet isassigned to is responsible for conduct and oversight, to include:

a. ensuring the cadet is briefed on their responsibilities and the division’s/platoon’s/flight’s schedulefor the day;

b. ensuring the cadet is provided the opportunities to perform some or all tasks normally completedby the DPO/Pl WO/FSgt;

c. completing the OJT – DPO/Pl WO/FSgt Duties Checklist located at Appendix 1;

d. debriefing the cadet upon completion and providing them a copy of the OJT – DPO/Pl WO/FSgtDuties Checklist; and

e. ensuring the completed OJT – DPO/Pl WO/FSgt Duties Checklist is returned to the cadet’s DO/Pl Comd/Flt Comd.

TASKS

4. A list of common tasks that a DPO/Pl WO/FSgt would perform as part of a normal daily routine has beenprovided in the OJT – DPO/Pl WO/FSgt Duties Checklist. Given the different operating procedures at CSTCs,some tasks listed may not be applicable. In such cases the task shall be marked as “N/A”. Additionally, anytask the cadet completes that is not listed should be noted in the comments section.

SCHEDULING

5. When scheduling OJT – DPO/Pl WO/FSgt consideration must be given to such things as the number ofdivisions/platoons/flights available for the cadets to be assigned to and the training schedules of those divisions/platoons/flights to ensure that the OJT experience is inline with the stated purpose.

6. Any number of factors may exist based on the capacity of the CSTC that will not allow for a completedivision/platoon/flight to be scheduled for OJT – DPO/Pl WO/FSgt at the same time. In this circumstancespecial consideration must be given to minimize the cadet’s absence from other areas of training. For example,scheduling half of a division/platoon/flight for OJT – DPO/Pl WO/FSgt, while the other is scheduled for OJT– Specialty. Another example would be to schedule half of a division/platoon/flight for a combination of OJT– DPO/Pl WO/FSgt and OJT – Specialty, and half for first aid on Monday and Tuesday and the reverse onWednesday and Thursday.


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7. Many factors come in to play when scheduling this aspect of training and will require early communicationand collaboration between the Crse O and other CSTC staff responsible for developing the CSTC’s overalltraining plan. This effort will maximize the OJT experience while minimizing the affect on other areas of training.

REMARKS

8. Consideration should be given to providing cadets with an identifier to be worn while participating in OJT.This may be in the form of a brassard, rank slip-on or some other method provided it is uniformed across theCSTC.


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OJT – DPO/Pl WO/FSgt DUTIES CHECKLIST


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ON-THE-JOB TRAINING (OJT) – SPECIALTY (MILITARY BAND PERFORMANCE)

PURPOSE

1. The purpose of OJT – Specialty (Military Band Performance) is to provide the cadet an authenticexperience that allows them to demonstrate the skills and music proficiency attained through their training.This activity is intended to be experiential in nature with assessment for learning being the focus rather thanassessment of learning.

GENERAL INSTRUCTIONS

2. Eight periods have been assigned for OJT – Specialty (Military Band Performance). The duration of theassignment may extend beyond the eight periods of training to include the extracurricular activities componentscheduled as part of the CSTC program.

3. The Crse O for the Military Band – Intermediate Musician course is responsible for planning andorganizing the performance opportunity.

4. The DO/Pl Comd/Flt Comd for the Military Band – Intermediate Musician course is responsible forconduct and oversight, to include:

a. ensuring the cadet is briefed on their responsibilities and the planned schedule for theperformance;

b. completing the OJT – Specialty (Military Band Performance) Checklist located at Appendix 1;

c. debriefing the cadet upon completion and providing them a copy of the OJT – Specialty (MilitaryBand Performance) Checklist; and

d. ensuring the completed OJT – Specialty (Military Band Performance) Checklist is returned to thecadet’s DO/Pl Comd/Flt Comd.

PERFORMANCE LIST

5. A form has been provided in the OJT – Specialty (Military Band Performance) Checklist in order to recordthe performances the cadets participate in as part of their OJT. Given the different opportunities for performanceat CSTCs, the list has been left blank. Some examples of performance opportunities are:

a. community parades,

b. ceremonial events,

c. community concerts,

d. individual or small group performances,

e. graduation parades,

f. band drill demonstrations, and

g. festival performances.

SCHEDULING

6. When scheduling OJT – Specialty (Military Band Performance) consideration must be given to suchthings as the number of performances available for the cadets and their schedules to ensure that the OJTexperience is inline with the stated purpose.


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7. OJT – Specialty (Military Band Performance) is one aspect to the training the cadets receive during thesummer. The performance of OJT – Specialty (Military Band Performance) should not interfere with the deliveryof the Military Band – Intermediate Musician course. CSTCs will have to be selective about which performancesa Military Band – Intermediate Musician course is scheduled to perform.

8. The eight periods for OJT – Specialty (Military Band Performance) are allocated for performance timeonly. This includes time to set up, perform and take down. This period allotment does not include time to travelto and from the performance venue. CSTCs may need to allocate periods from the standard components (eg,CO’s discretionary periods, spare periods) to account for this time.

9. Many factors come in to play when scheduling this aspect of training and will require early communicationand collaboration between the Crse O and other CSTC staff responsible for developing the CSTC’s overalltraining plan. This effort will maximize the OJT experience while minimizing the affect on other areas of training.

REMARKS

10. Considering that the assessment focus of the OJT – Specialty (Military Band Performance) is assessmentfor learning, it is encouraged that staff involved with this component of training make use of the PCs relatedto EO SIM19.02 (Participate in Master Classes, Section 8), PO SIM21 (Execute Drill As a Member of a Band,Section 10) and PO SIM22 (Perform Ensemble Music As a Member of a Band, Section 11) that cadets will beperforming located in Chapter 3. This is an ideal opportunity for the cadets to practice these PCs and allowfor more detailed formative feedback on performance in addition to the overall feedback provided to the cadetafter the experience.

A-CR-CCP-905/PG-001Chapter 4, Annex C, Appendix 1

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OJT – SPECIALTY (MILITARY BAND PERFORMANCE)

A-CR-CCP-905/PG-001Chapter 4, Annex C, Appendix 1


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military band – intermediate musician...

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