 We are looking for a number of volunteers to assist with fitting students into uniform! The times we will be sizing students is on Tuesday (8/22) in the afternoon and Wednesday (8/23) in the morning. We are hoping for 2-3 more volunteers to help with the process. The work is easy; students come in and try on their old uniform. If it fits, we do a little dance. If it doesn't fit, we just keep trying on uniforms until we find one that does. New students (such as ninth graders) will not have a uniform from the previous season, so they will be starting from scratch. If you are able to help out, even just for a little bit, please contact Uniform Chair Tamara Harris. Uniform Chairperson |
 |  |
WHAT TO BRING TO REHEARSAL: A quick, handy list of things your student will want to bring with them every day to band camp!
Any questions, as always - ask!
MR
- Weather appropriate clothing
- Tennis shoes/sneakers, comfortable for athletic activity
- Sun screen
- Water - big water bottle. NO SPORTS DRINKS! NO ENERGY DRINKS!
- Instrument
- Dot book *students will get this on Day 1*
- Music packet *students will get this on Day 1*
Any questions, as always - ask!
MR
On July 6 a group of parents met at Club MTC to discuss the marching band prop needs for the upcoming season. We had a great mix of senior, junior, sophomore parents and there was some great discussion about both designing and building props and the "lay of the land".
| The two major props we are building for our upcoming show are wind turbines and wind chimes. There will be roughly six of each of these props placed across the field - thankfully they don't need to move during the show! There are two parts we need parent help with. The part we can kick down the road is parent volunteers during performances. We will need a large group of parents to chaperone, move props, and help with uniforms. Kristin Renneke is taking on the task of coordinating some of the logistics between all of these moving parts. |  |
| Where we need parent help now is with the design and building of these awesome props. We are looking at Thursday, July 27 as a night to get together and sketch out the plans for how this is going to work. We already have a pretty good idea of how to approach this, so we are looking for helpers with all skill-sets, from master carpenters to enthusiastic volunteers. |  |
July 27 is our design phase. We would love to have you join the Design Team. We will be meeting to think through how we can make it work, be functional, be transportable, and be impactful!
We have a number of parents who were at the first meeting. If you can spare some time to help with this project you can get in touch with any of these parents or contact Mr. Renneke directly. We would love - and really need - your help!
Michael Renneke (director) rennekml@chipfalls.org
Rob and Tamara Harris
Tammy and Dan Modl
Roxanne Mewhorter
Meg McLaughlin
Kari Holm
We have a number of parents who were at the first meeting. If you can spare some time to help with this project you can get in touch with any of these parents or contact Mr. Renneke directly. We would love - and really need - your help!
Michael Renneke (director) rennekml@chipfalls.org
Rob and Tamara Harris
Tammy and Dan Modl
Roxanne Mewhorter
Meg McLaughlin
Kari Holm
In every young musicians life there will come a point where the instrument they began on will no longer be satisfactory. I don't mean "satisfactory" in the sense that a beginner-level instrument will one day run out of joy to provide, but rather that a student's growth as a musician will be inhibited by the level and quality of the instrument they are using.
But we paid $$$$ for this instrument -
now you're telling me it has gone bad?
No, not exactly! Here is an example of this phenomenon: certain woodwind instruments - when produced for beginners - are designed and built without certain keys. Young players wouldn't be able to reach them anyway, or know how to properly engage them, or really even need them in the music they are playing, for examples. As a musician learns and develops, the music they perform becomes more challenging and those "extra" keys would really come in handy.
Now that might be a bit of an oversimplification, but the idea behind it is very accurate.
Now that might be a bit of an oversimplification, but the idea behind it is very accurate.
Good morning CFHS Band Family:
Brace yourselves for a long email explaining band grading and Infinite Campus. If you aren't concerned, feel free to disregard this e-mail.
I have received several concerned emails about a message that was sent to some of you saying that a student had a failing grade.
To be completely honest, I have no idea who or what sent that e-mail or why it was sent.
As I have mentioned in the past, we use performance rubrics to help students identify where they are currently in their growth as a musician and what actions they can take to further develop and improve. These rubrics have specific feedback, but also "boil things down" to a number. Earning a 4 is an "ADVANCED" performance; 3 is "PROFICIENT" (where we expect most students to be); 2 is to perform at a "DEVELOPING" level; earning a 1 demonstrates "BEGINNING" understanding of a concept.
These rubrics are either returned to students or they are scanned and uploaded to a student-specific "Band Portfolio" folder on the student's @chipfalls.org Google Drive. I am about half done with sharing these folders with students, so if you haven't seen it yet - it's coming. This is something we are rolling out in band grades 6 through 12.
The "problem" comes when we try to enter these scores into Infinite Campus. We all agree that a 3 is to demonstrate proficiency with a standard or concept. A 3 is good. We like 3's. Infinite Campus believes that earning a 3 out or 4 is a 75%.
A student who demonstrated a BEGINNING (1) understanding of the musical concepts on their chair test would receive feedback on what to improve for next time. "Next time" could be either the next chair test, or if a student simply wants to "redo" the current chair test.
You will notice that the feedback and development levels that are entered into Infinite Campus don't actually translate to a grade. So how should you interpret the numbers you see in Infinite Campus?
4: ADVANCED - above and beyond
3: PROFICIENT - where we expect students to be in the current development as a musician
2: DEVELOPING - nearly to where we expect students to be
1: BEGINNING - still working on understanding and applying the concepts
This is a little different but should be at least somewhat familiar to freshmen as what they would have experienced in 8th grade last year.
Sometimes, in order to provide even more specific feedback, we will enter a different number that might be out of 16, or 20. These numbers further help students identify how close they are to being a 2, or a 3, or a 4. Saying "you earned a 2" isn't always as helpful as saying "if you improve this one thing, you are nearly a 3". We are doing our best to convert the artistry and humanity of music into a cold, calculating number for the heartless landscape that is Infinite Campus.
At the end of the day, being a musician is about seeking growth. This is our attempt to give students actual and relevant feedback on their growth as a musician. Rather than giving 100 points for "showing up" to a concert, we are trying to show students their areas of strength and their areas for development. Students who are not satisfied with the rubric rating they earned are welcome to do it over and over again until they demonstrate proficiency and growth. That is what life is all about!
The first time I ran a mile it took me 26 minutes. I was in a second grade and I did not understand the concept. Today I can run one mile in 10 minutes. Is it great compared to kids on the cross country team? No. Is my wife proud of me? Yes, but she thinks I can do better. Does it demonstrate a level of fitness that would satisfy my doctor? Probably not. But it is a snapshot of me, today, in my current state. If I am not satisfied with being a "10-minute mile runner", I will practice and then run it again and see how it goes.
Everything in the band grade book can be improved through practice, running it again, and seeing how it goes.
If this doesn't make sense to you, I will come up with as many analogies as it takes. Please let me know what I can do to help. Our only goal is to share feedback that will help our students be the best musicians they can be.
MR
Brace yourselves for a long email explaining band grading and Infinite Campus. If you aren't concerned, feel free to disregard this e-mail.
I have received several concerned emails about a message that was sent to some of you saying that a student had a failing grade.
To be completely honest, I have no idea who or what sent that e-mail or why it was sent.
As I have mentioned in the past, we use performance rubrics to help students identify where they are currently in their growth as a musician and what actions they can take to further develop and improve. These rubrics have specific feedback, but also "boil things down" to a number. Earning a 4 is an "ADVANCED" performance; 3 is "PROFICIENT" (where we expect most students to be); 2 is to perform at a "DEVELOPING" level; earning a 1 demonstrates "BEGINNING" understanding of a concept.
These rubrics are either returned to students or they are scanned and uploaded to a student-specific "Band Portfolio" folder on the student's @chipfalls.org Google Drive. I am about half done with sharing these folders with students, so if you haven't seen it yet - it's coming. This is something we are rolling out in band grades 6 through 12.
The "problem" comes when we try to enter these scores into Infinite Campus. We all agree that a 3 is to demonstrate proficiency with a standard or concept. A 3 is good. We like 3's. Infinite Campus believes that earning a 3 out or 4 is a 75%.
A student who demonstrated a BEGINNING (1) understanding of the musical concepts on their chair test would receive feedback on what to improve for next time. "Next time" could be either the next chair test, or if a student simply wants to "redo" the current chair test.
You will notice that the feedback and development levels that are entered into Infinite Campus don't actually translate to a grade. So how should you interpret the numbers you see in Infinite Campus?
4: ADVANCED - above and beyond
3: PROFICIENT - where we expect students to be in the current development as a musician
2: DEVELOPING - nearly to where we expect students to be
1: BEGINNING - still working on understanding and applying the concepts
This is a little different but should be at least somewhat familiar to freshmen as what they would have experienced in 8th grade last year.
Sometimes, in order to provide even more specific feedback, we will enter a different number that might be out of 16, or 20. These numbers further help students identify how close they are to being a 2, or a 3, or a 4. Saying "you earned a 2" isn't always as helpful as saying "if you improve this one thing, you are nearly a 3". We are doing our best to convert the artistry and humanity of music into a cold, calculating number for the heartless landscape that is Infinite Campus.
At the end of the day, being a musician is about seeking growth. This is our attempt to give students actual and relevant feedback on their growth as a musician. Rather than giving 100 points for "showing up" to a concert, we are trying to show students their areas of strength and their areas for development. Students who are not satisfied with the rubric rating they earned are welcome to do it over and over again until they demonstrate proficiency and growth. That is what life is all about!
The first time I ran a mile it took me 26 minutes. I was in a second grade and I did not understand the concept. Today I can run one mile in 10 minutes. Is it great compared to kids on the cross country team? No. Is my wife proud of me? Yes, but she thinks I can do better. Does it demonstrate a level of fitness that would satisfy my doctor? Probably not. But it is a snapshot of me, today, in my current state. If I am not satisfied with being a "10-minute mile runner", I will practice and then run it again and see how it goes.
Everything in the band grade book can be improved through practice, running it again, and seeing how it goes.
If this doesn't make sense to you, I will come up with as many analogies as it takes. Please let me know what I can do to help. Our only goal is to share feedback that will help our students be the best musicians they can be.
MR
Hello Freshmen Band Parents and Guardians!
My name is Michael Renneke and I am one of the band directors at Chippewa Falls High School. It has been nice to meet many of you at the 8th grade band concert last spring and throughout the community. I am looking forward to having your student join us in high school band!
Because not everyone was able to pick up the information that was provided at the last 8th grade band concert in May I wanted to share a few quick resources with you and give you the opportunity to ask any questions you might have.
First, I'd like to introduce you to our website: www.cfhsbands.org. On our website there is a ton of information and it is also the spot where we post announcements, files, paperwork, and more throughout the school year as they become relevant. For example, in September we will post the itineraries for our marching band competitions; in December we post the schedule for basketball pep band.
The website is where you will find The Calendar. Pretty much everything that goes on in the high school music department is on that calendar, and it is the "official source" as far as calendars go. If you see something in writing on an old program but the online calendar says something different, go with the online calendar! (Not to worry, though - things don't change all that often!)
I'll save you one trip to the website: our short August band camps begin on August 1-5, and then again on August 15-19.
Just as a heads up, student leaders from the high school band will be calling students over the next few weeks to say hello, check-in, and answer any questions that might come up. We find this to be a great resource and starting point for incoming students
If you have any questions, please feel free to e-mail either myself or Barry Hitt (hittba@chipfalls.org). You can also call me at home over the summer (715-554-4883) but be aware that I like to spend time on my bike and at the cabin.
Most importantly, I'm looking forward to helping your student make a great transition to high school. I don't believe there is a better way than being involved in band. On the first day of school your student will already know 175 other students. That means 175 familiar faces in the hallways, 175 people they know at lunch, and 175 people they recognize in their classes.
If there is anything I can do to help prepare you or your student for band, high school, or life in general, please reach out and let me know.
Looking forward our biggest and best year yet,
Michael Renneke
CFHS Bands
My name is Michael Renneke and I am one of the band directors at Chippewa Falls High School. It has been nice to meet many of you at the 8th grade band concert last spring and throughout the community. I am looking forward to having your student join us in high school band!
Because not everyone was able to pick up the information that was provided at the last 8th grade band concert in May I wanted to share a few quick resources with you and give you the opportunity to ask any questions you might have.
First, I'd like to introduce you to our website: www.cfhsbands.org. On our website there is a ton of information and it is also the spot where we post announcements, files, paperwork, and more throughout the school year as they become relevant. For example, in September we will post the itineraries for our marching band competitions; in December we post the schedule for basketball pep band.
The website is where you will find The Calendar. Pretty much everything that goes on in the high school music department is on that calendar, and it is the "official source" as far as calendars go. If you see something in writing on an old program but the online calendar says something different, go with the online calendar! (Not to worry, though - things don't change all that often!)
I'll save you one trip to the website: our short August band camps begin on August 1-5, and then again on August 15-19.
Just as a heads up, student leaders from the high school band will be calling students over the next few weeks to say hello, check-in, and answer any questions that might come up. We find this to be a great resource and starting point for incoming students
If you have any questions, please feel free to e-mail either myself or Barry Hitt (hittba@chipfalls.org). You can also call me at home over the summer (715-554-4883) but be aware that I like to spend time on my bike and at the cabin.
Most importantly, I'm looking forward to helping your student make a great transition to high school. I don't believe there is a better way than being involved in band. On the first day of school your student will already know 175 other students. That means 175 familiar faces in the hallways, 175 people they know at lunch, and 175 people they recognize in their classes.
If there is anything I can do to help prepare you or your student for band, high school, or life in general, please reach out and let me know.
Looking forward our biggest and best year yet,
Michael Renneke
CFHS Bands
"Parent Update" is the not-very-flashy title of a series of video announcements/lessons that we release for the benefit of our parents. These videos are intended to share information about what has been going on in the classroom and share some ideas about ways that you and your student can engage in additional activities, music making, and learning together.
The research is very clear - when parents are involved in the education of their student, the student excels. In a course like band it is possible that there are parents who might not have touched an instrument since their own time in high school band, or maybe never studied an instrument. This video series is born out of a desire to help parents better understand what music education LOOKS and SOUNDS like at home, and provide ideas and support to help continue the study of music outside of the 50-minute rehearsal period.
You can find the latest Parent Update video - as well as a collection of older videos - by clicking on "Parent Update" under the PARENTS tab at the top of this page, or by clicking here.
If you have content, questions, or other ideas about what you would like to see in an upcoming Parent Update video, let us know by sending us an e-mail!
/MR
The research is very clear - when parents are involved in the education of their student, the student excels. In a course like band it is possible that there are parents who might not have touched an instrument since their own time in high school band, or maybe never studied an instrument. This video series is born out of a desire to help parents better understand what music education LOOKS and SOUNDS like at home, and provide ideas and support to help continue the study of music outside of the 50-minute rehearsal period.
You can find the latest Parent Update video - as well as a collection of older videos - by clicking on "Parent Update" under the PARENTS tab at the top of this page, or by clicking here.
If you have content, questions, or other ideas about what you would like to see in an upcoming Parent Update video, let us know by sending us an e-mail!
/MR
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This blog is intended to serve as a collection of announcements and information for current students and their families.
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