Longview Schools Orchestra

The Cascade orchestra program in the Longview Schools has a Beginning Orchestra and an Advanced Orchestra.  Beginning orchestra is for 6th-grade students but is open to older students who want to start a stringed instrument. The advanced orchestra is only for students with at least one year of experience where they learn the necessary skills to perform higher-level literature. 
 
Students in all ensembles will develop the important life skills of discipline, collaboration, and creativity.

Acquiring an instrument:
Students are encouraged to rent or purchase an instrument from Ted Brown Music, but school-owned instruments may be available if you cannot make the financial commitment. Students will NOT be turned away from the program if they cannot afford an instrument.
 
Supplies:

• Required daily supplies for all students including instruments and music, which will be provided.
• All students will be provided a method book for use in class; please return the book in suitable condition, free of marks and tears. 
• Violins and Viola must use a shoulder rest – these will be provided if needed.

 
Concert Attire:

• Beginning Orchestra: Solid white dress shirt, solid black dress pants or skirt, black dress shoes, and socks. 
• Advanced Orchestra: Solid black dress top and bottom with black dress shoes and socks.

• Competencies - Standards: Competencies are playing tests or assignments used to demonstrate a student can accurately play music on the instrument or understand a concept.
• Professionalism: Students are expected to demonstrate both individual and group etiquette daily. Participation, professionalism, and proper instrument care are not only part of this grade, but help the group rehearse more efficiently.
• Performance: Attendance at evening concerts demonstrating a polished performance in the proper uniform.

Musicianship Expectations (Daily):
 

Students are expected to be:
Respectful

• Polite and Courteous
• Positive Attitude
• Listen and Follow Directions
• Treat others as you would like to be treated

Safe

• Physically – hands and feet to self, avoid eating or drinking in class
• Emotionally-  be kind to yourself and others – be positive and open
• Intellectually – Focus on work and keep trying
• Maintain Self Control – take a deep breath, relax, and use appropriate language, voice level

Responsible

• Accept Consequences
• Be Prompt
• Be Dependable
• Be Organized
• Maintain Self Control

A Learner

• Participate and Listen
• Use Time Wisely
• Ask Questions
• Set Goals
• Do Your Best

 

Students will treat equipment with respect 

Musical equipment is expensive and delicate. Each repair costs money and you may be asked to cover the repair, depending on the circumstances.

• Winter Concert: Monday, Dec. 11th, 7:00 p.m. in the Cascade Café
• Solo & Ensemble: Saturday, Feb. 3rd, Scheduled throughout the day (not required)
• All City Concert: Thursday, March 14th, 7:00 p.m. in the RA Long Auditorium – Only for Advanced
• Orchestra Festival: Friday, March 22nd, Only for Advanced Orchestra – Scheduled throughout the day
• Spring Concert: Monday, June 3rd, 7:00 p.m. in the Cascade Café 

The Monticello orchestra program in the Longview Schools has a Beginning Orchestra and an Advanced Orchestra. Beginning orchestra is for 6th-grade students but is open to older students who want to start a stringed instrument. The advanced orchestra is only for students with at least one year of experience where they learn the necessary skills to perform higher-level literature. 
 
Students in all ensembles will develop the important life skills of discipline, collaboration, and creativity.

Acquiring an instrument:
Students are encouraged to rent or purchase an instrument from Ted Brown Music, but school-owned instruments may be available if you cannot make the financial commitment. Students will NOT be turned away from the program if they cannot afford an instrument.
 
Supplies:

• Required daily supplies for all students including their instruments and music, which will be provided.
• All students will be provided a method book for use in class; please return the book in suitable condition, free of marks and tears. 
• Violins and Viola must use a shoulder rest – these will be provided if needed.

 
Concert Attire:

• Beginning Orchestra:  Solid white dress shirt, solid black dress pants or skirt, black dress shoes, and socks. 
• Advanced Orchestra:  Solid black dress top and bottom with black dress shoes and socks.
   

• Competencies - Standards: Competencies are playing tests or assignments used to demonstrate a student can accurately play music on the instrument or understand a concept. 
• Professionalism: Students are expected to demonstrate both individual and group etiquette daily. Participation, professionalism, and proper instrument care are not only part of this grade, but help the group rehearse more efficiently.
•  Performance: Attendance at evening concerts demonstrating a polished performance in the proper uniform.

Musicianship Expectations (Daily):
 

Students are expected to be:
Respectful

• Polite and Courteous
• Positive Attitude
• Listen and Follow Directions
• Treat others as you would like to be treated

Safe

• Physically – hands and feet to self, avoid eating or drinking in class
• Emotionally-  be kind to yourself and others – be positive and open
• Intellectually – Focus on work and keep trying
• Maintain Self Control – take a deep breath, relax, and use appropriate language, voice level

Responsible

• Accept Consequences
• Be Prompt
• Be Dependable
• Be Organized
• Maintain Self Control

A Learner

• Participate and Listen
• Use Time Wisely
• Ask Questions
• Set Goals
• Do Your Best

 

Students will treat equipment with respect 

Musical equipment is expensive and delicate. Each repair costs money and you may be asked to cover the repair, depending on the circumstances.

• Winter Concert: Thursday, Dec. 14th, 7:00 p.m. in the Monticello Café
• Solo & Ensemble: Saturday, Feb. 3rd, Scheduled throughout the day (not required)
• All City Concert: Thursday, March 14th, 7:00 p.m. in the RA Long Auditorium – only for advanced
• Orchestra Festival: Friday, March 22nd, Only for Advanced Orchestra – Scheduled throughout the day
• Spring Concert: Thursday, May 23rd, 7:00 p.m. in the Monticello Café    

The High School Orchestra program in the Longview Schools has a 1st Period String Orchestra and a Chamber Orchestra. 1st Period Orchestra is mostly for students in the 9th grade but many older students stay in 1st Period while joining Chamber Orchestra in order to play in two groups. Chamber Orchestra is mostly for students who completed a year of 1st Period Orchestra but there are 9th grade students who are taking private lessons or are more advanced that do well in Chamber where they learn necessary skills to perform higher level literature. 
 
Students in all ensembles will develop the important life skills of discipline, collaboration, and creativity.

Acquiring an instrument: Students are encouraged to rent or purchase an instrument from Ted Brown Music, but school-owned instruments may be available if you cannot make the financial commitment. Students will NOT be turned away from the program if they cannot afford an instrument.
   

Supplies:

• Required daily supplies for all students include their instruments and music, which will be provided.
• All students will be provided a method book for use in class; please return the book in suitable condition, free of marks and tears. 
• Violins and Viola must use a shoulder rest – these will be provided if needed.

Concert Attire:
1st Period String Orchestra: Ladies: All Black dress clothes with dress black shoes and socks. Gentlemen: Black dress pants, Black dress shoes, and socks, white dress button-up shirt with any color tie.  

Chamber Orchestra: Tuxedo or Uniform Concert Dress for Chamber with dress black shoes and socks.

 

• Competencies - Standards: Competencies are playing tests or assignments used to demonstrate a student can accurately play music on the instrument or understand a concept. 
• Professionalism: Students are expected to demonstrate both individual and group etiquette daily. Participation, professionalism, and proper instrument care are not only part of this grade, but help the group rehearse more efficiently.
•  Performance: Attendance at evening concerts demonstrating a polished performance in the proper uniform.

Musicianship Expectations (Daily):
 

Students are expected to be:
Respectful

• Polite and Courteous
• Positive Attitude
• Listen and Follow Directions
• Treat others as you would like to be treated

Safe

• Physically – hands and feet to self, avoid eating or drinking in class
• Emotionally-  be kind to yourself and others – be positive and open
• Intellectually – Focus on work and keep trying
• Maintain Self Control – take a deep breath, relax, and use appropriate language, voice level

Responsible

• Accept Consequences
• Be Prompt
• Be Dependable
• Be Organized
• Maintain Self Control

A Learner

• Participate and Listen
• Use Time Wisely
• Ask Questions
• Set Goals
• Do Your Best

 

Students will treat equipment with respect 

Musical equipment is expensive and delicate. Each repair costs money and you may be asked to cover the repair, depending on the circumstances.

• Winter Concert: Tuesday, Dec. 5th, 7:00 p.m. in the RA Long Auditorium
• Solo & Ensemble: Saturday, Feb. 3rd, Scheduled throughout the day (not required)
• All City Concert: Thursday, March 14th, 7:00 p.m. in the RA Long Auditorium
• Orchestra Festival: Friday, March 22nd, Scheduled throughout the day at LCC Rose Center
• Spring Concert: Wednesday, June 5th, 7:00 p.m. in the RA Long Auditorium      

• Key Signature Part 1, Part 2
• Vibrato Part 1, Part 2, Part 3, Part 4
• Treble Clef and Staff
• Notes on the Violin 
• Practice Tips
• Left hand set up Part 1, Part 2, Part 3
• Pizzicato
• Bowing technique crossing strings
• Bowing Exercises (Choo Choo Train)
• Row the Boat bow prep
• Rock the Boat bow prep
• Bowing parallel to the bridge
• Pencil hold - preparation
• Bowing on the string - Driving
• Taking the violin out of the case
• Parts of the bow
• Rocket Bow exercise
• Anatomy of the bow
• Muller Rusch exercise 354 - shifting to 3rd position
• 9 Exercises to Transform your Violin Technique

• Viola Key Signature Part 1, Part 2
• Vibrato Part 1, Part 2, Part 3, Part 4
• Alto Clef and Staff
• Notes on the Viola
• Practice Tips
• Left hand set up Part 1, Part 2, Part 3
• Pizzicato
• Bowing technique crossing strings
• Bowing Exercises (Choo Choo Train)
• Row the Boat bow prep
• Rock the Boat bow prep
• Bowing parallel to the bridge
• Pencil hold - preparation
• Bowing on the string - Driving
• Taking the viola out of the case
• Parts of the bow
• Rocket Bow exercise
• Anatomy of the bow
• 9 Exercises to Transform your Viola Technique

• Cello Key Signature Part 1, Part 2
• Bass Clef and Staff
• Notes on the Cello
• Practice Tips
• Cello Left Hand Set Up
• Pizzicato on Cello
• Cello Bow Hold
• Taking the Cello out of the Case

• Learn Cello Vibrato in 4 steps

• Holding the String Bass
• Bass Key Signature Part 1, Part 2
• Bass Clef and Staff 
• Notes on the Bass
• Practice Tips
• Bass Bow Hold
• Taking the Bass out of the Case
• Vibrato on the bass – how to learn it!

Main Points from the Book ADHD 2.0 by Hallowell and Ratey

Introduction
Students with ADHD have a spectrum of traits. The word “deficit” in the name of this disorder is a misnomer. In fact, students with ADHD have just the opposite problem. They have an overabundance of attention. More attention than they can cope with; their constant challenge is to control it. A Ferrari brain with bicycle brakes.

It helps to think of ADHD as a complex set of contradictions or paradoxical tendencies: 

• a lack of focus combined with an ability to superfocus 
• a lack of direction combined with highly directed entrepreneurialism 
• a tendency to procrastinate combined with a knack for getting a week’s worth of work done in two hours
• impulsive, wrongheaded decision making combined with inventive, out-of-the-blue problem solving 
• interpersonal cluelessness combined with uncanny intuition and empathy
• The list goes on.
• Here are some formal telltale signs of ADHD:
• Unexplained underachievement  
• A wandering mind
• Trouble organizing and planning
• High degree of creativity and imagination
• Trouble with time management and a tendency to procrastinate
• Strong will, stubbornness, refusal of help
• Generosity
• Restlessness 
• Unique and active sense of humor
• Trouble sharing and playing with others early on, but at the same time, a desire to make friends
• Exquisite sensitivity to criticism or rejection
• Impulsiveness and impatience (race car brain / bicycle brakes)
• An itch to change the conditions of life
• High energy
• Uncannily accurate intuition
• Transparency to the point of being honest to a fault
• Susceptibility to addictions and compulsive behaviors of all kinds
• Having a metaphorical lightening rod and weather vane (scapegoated, blamed, disciplined more than others)
• Tendency to externalize or blame others while not seeing their role in the problem
• Distorted negative self-image

 

A Bit about the Brain and ADHD
Children with ADHD brains have no control over the switch between two basic networks:

1. Task Focused Thinking (TPN) and
2. Default Mode Network (DMN) for expansive/imaginative/creative thinking.  

The Neurotypical brain can choose when to switch from one network to the other, but children with ADHD brains have a glitchy switch and can’t control which network takes over or both networks can work at the same time.  To make things worse, the back part of the DMN can have a demon aspect, in that this network allows you to think back, draw upon and pick apart or ruminate on the past.  The front part of the DMN is responsible for looking forward, to think about, imagine and plan for the future. People with ADHD are prone to head toward gloom and doom in their minds because they’ve stored up a lifetime of moments of failure, disappointment, shame, frustration, defeat and embarrassment.  

Music Can Help
Improved Cerebellar Function = Improved ADHD Symptoms
Stimulating and challenging the cerebellum in the brain improves the braking control on the ADHD Ferrari brain. Specifically strengthening the central strip down the midline of the cerebellum called the vermis makes a difference to help reduce the negative symptoms of ADHD.  

Musicians have a larger vermis connecting the two sides of the brain so playing an instrument or studying voice will help.  Including rhythmic or melody based learning games in class could increase attention. Coordination/balancing exercises also increase this area.  Standing on a wobble board, standing on one foot while picking several things up off the floor or juggling are examples of ways to stimulate the cerebellum.  The “Zing” method uses exercises like this while doing calculations or counting backwards, which has proven to reduce ADHD symptoms.  

Check for Inner Ear Problems Affecting Balance
The inner ear and vestibular system play a significant role in ADHD, dyslexia and an array of other conditions.

A Safe and Positive Environment- Connection to Others 
Children with ADHD don’t need punishment, they need Vitamin Connect. It should be the lifeblood of all families, schools and organizations.

Even if children have high ACEs scores (Adverse Childhood Experiences Scale), connection to at least one person can have incredible healing power and promote success in their lives.
Creating comfortable, positively connected environments is the most important step in helping children get the most out of life in general; the lack of connection particularly hurts people who have ADHD.

Set up Structure in Environment
Creating structure is not something students with ADHD can do, but they need it like the walls of a bobsled run.  

Try the following in your classroom:

• Low fear, high trust atmosphere
• Shaming not allowed
• Rules of the room are clear. Even Better: They are posted on the wall
• A seating arrangement that promotes connection with others
• The Socratic method of teaching: That is, dialogue and asking/answering questions to get to information. A top-down, I lecture/ you listen structure is not compatible with the ADHD mind.
• Project-based learning as much as possible
• Innovation and initiative encouraged
• Frequent breaks for exercise during class, e.g., standing up, dancing, jogging in place, stretching
• A Teacher or administrator that encourages the identification of strengths

 

Get Exercise
Movement during class – PE is important.
Find the Right Kind of Difficult – Tap into Super Power
Take a strength-based approach and find the one or two things a student can do really well.  Something they are excited about.  Tailor lessons or activities to meet that strength or interest. 
Identify Strengths – Focus on Them
Have students assess their strengths – there is a great tool in the book or use the Kolbe Index. (Over 16 – Kolbe A Index, between 10-16 – Kolbe Y Index).  You have to pay for the results of these tests but there is also a free adapted test online called the Kolbe High5s test.  

These tests unearth the unique and inborn way each of us exerts effort or takes action. What are the students’ strengths that lead to action?  If a student finds the right kind of difficult tasks, they are likely to focus more naturally and work hard.

Motivate Students with Imagination
Have students imagine how good it will feel to have accomplished the task.

See the Potential – Creativity, Entrepreneurial Spirit, Energy – of people with ADHD
 

Olivia has been a music teacher at Butler Acres Elementary since 2021.  She finished her Orff levels and is currently working towards her music master’s degree.

Kier graduated from Pacific Lutheran University in 2018 with a Bachelor of Fine Arts. After college, he moved to Ketchikan, Alaska where he now works as a graphic designer and production manager for a local sign shop. He also became a dad in March 2023 with the birth of his son Oliver.

His summers are spent going on outdoor adventures with his family and friends as well as making digital landscape paintings. In the fall and winter months, Kier has been performing with the Ketchikan Chamber Orchestra where he continues to play the violin.

Delaney graduated in May 2023 from Wellesley College in Wellesley MA. She graduated with Bachelor of Arts degrees in both Mathematics and American Studies. She is a member of Sigma Xi Scientific Research Honor Society and received honors in Mathematics. She also received the Lewis Atterbury Stimson Prize in Mathematics; one of two recipients for the class of 2023. She also received the Alice Freeman Palmer Fellowship in Mathematics.

Delaney is now a Presidential Fellow at the University of Georgia-Athens, enrolled in the Doctorate program in Mathematics. 

 

Christopher attended Washington State University for his bachelor's and received degrees in English and Psychology. He then attended Boise State University for his Master’s in Teaching. He is currently teaching seventh-grade ELA in Meridian, Idaho. After participating in high school orchestra, Christopher transitioned from the string bass to bass guitar so he could jam with his friends. He enjoys living in Idaho and appreciates the closeness to the great outdoors since he likes camping, fishing, and hunting.

Josie Shepherd is attending Washington State University in Vancouver, modeling, teaching in her violin studio, and performing at weddings.