ADDRESS:
Drum Corps/Color Guard Credit For Public School Physical Education
Mrs. Christina "MAV" Mavroudis
FORWARD
For over seven years, Emily Mavroudis went about her daily life as daughter and schoolgirl
while outside her academia, she worked on the craft and skill needed for the 'sport of the arts'
called color guard. Her progress and steps in each level were carefully monitored by her parent,
beginning with the more intimate setting of novice winter guard at age 9 years old until she
found herself in the highest levels of her sport at age 16.
This balancing act is secondary to the priority of her high school studies, but in the quest to
fulfill college pre-requisites, she found herself without enough periods in a day.
"Why can't she get credit for all the time and effort rehearsing in color guard toward Physical
Education (P.E.)?" It was a question that, as a mother, I wanted a viable answer. With P.E. taken
care of, in a sport she was not only capable but extremely proficient, she could add another class
to diversify her studies, a class that could make a difference in her life or at least college
admissions.
With this question in mind and after numerous phone calls to locate the person who could make
such a decision, I found myself talking to the Director of Private Instruction. He listened to the
question and then laughed. "We don't even give P.E. credit to our cheerleaders, why would we
give it to color guard?"
While he might have thought it was a viable reply, I asked my- self why the cheerleaders were
being slighted, too. Having watched countless cheerleading shows on ESPN and realizing how
much time, not to mention extreme physical training went into one short routine (in addition to
countless others in support of school athletics), why weren't they getting credit for this effort as
well?
After further discussion, I realized that his background was limited to 'ball' sports. Creative P.E.
alternatives were missing from his check list of 'acceptable.' In final desperation, a foot in the
door to this no-win scenario, I asked if there was a way to make this work. He told me to present
a case for acceptance including a course study that would fulfill the needed hours and required
curriculum.
The following is the start of research for this case. It is raw and as yet, incomplete. I am waiting
for material from the Milpitas District which outlines how their P.E. credit for marching band
was and is applied. Additionally, interviews are to be scheduled with the certified instructors in
the activity.
CONTENTS
I. THE PRIVATE INSTRUCTION CONTRACT
II. COURSE STUDY: STUDENT & ACTIVITY
A. THE STUDENT & BACKGROUND
B. THE ACTIVITY: ORGANIZATIONAL INFORMATION
C. THE ACTIVITY: REHEARSAL/PRACTICE SCHEDULE
1. Full Year Overview
2. Winter Guard Rehearsal Schedule (September - April)
3. Drum Corps Schedule (November-August)
D. THE ACTIVITY: BREAKDOWN OF REHEARSAL ACTIVITY
1. Winter Guard Typical Itinerary for Weekend Rehearsals
2. Drum Corps Typical Itinerary for Weekend Rehearsals
III. COURSE STUDY: CURRICULUM
A. 11th GRADE LEVEL THEMES
B. HISTORICAL PERSPECTIVES
C. SOCIOLOGY
D. MOTOR LEARNING
E. BIOMECHANICAL
F. EXERCISE PHYSIOLOGY
G. GROWTH & DEVELOPMENT
H. PSYCHOLOGY
I. AESTHETICS
IV. SCHOOL Vs. ACTIVITY
V. COLLEGE AND HIGH SCHOOL CREDIT
VI. AUDITIONS
VII. PRECEDENCE
VIII. ACTIVE CONCERNS FOR P.E. ALTERNATIVES
IX. CONCLUSION
I. THE PRIVATE INSTRUCTION CONTRACT
Campbell Union High School District does not give P.E. credit to marching band members.
Instead, those who participate in outside performance sports, must present a course of study, and
sign an agreed-upon contract. The guide for the contact contains the following steps.
STEP I - Secure the contract from the VP of your school.
STEP II - Parent(s) and student review qualifications and restrictions of the program.
STEP III- Fill out the contract.
STEP IV - Return contract to VP along with:
a. Course of study submitted by the person supervising the activity.
b. A copy of the instructor's certification.
c. A calendar indicating students participation by weeks, days of the week, and hours.
STEP V - Upon VP recommendation, he will forward the contract to district officials.
STEP VI - Distribution of copies:
a. Original - VP
b. Copy - Student's Counselor (who will make adjustments to the student's record.
c. Copy - Parent(s)
STEP VII - It is the students responsibility to submit to the Director of Private Instruction, the
following by January 20th for the Fall and May 28th for the Spring:
a. A written report by the instructor on the student's progress and improvement.
b. A copy of the daily roll sheet for the semester
c. A grade for the semester
STEP VIII- Upon review of the report of progress and improvement, the daily roll sheets, and
grade, the Director of Private Instruction will issue to the home school VP an S (satisfactory) or
an U (unsatisfactory) grade.
NOTE: Completed contract requests must be received by the home school vice president before
the 10th school day of the start of the new semester.
The actual contract stipulates that the form must be in the hands of the Director of Private
Instruction no later than the Friday of the 3rd week of the semester. Recognizing that 'there are
many educational opportunities which can be provided by qualified individuals beyond the
expertise of the school district staff' the contract says a student may pursue private instruction if
the following conditions are met:
1. The activity must be supervised by a qualified, certified professional in the area of study.
In our case study, this would be San Jose Raiders Director Tom Andrews, who holds a degree in
Child Development and California teaching credentials, and Santa Clara Vanguard's
Carol Abohatab who holds a Master's Degree in Dance.
2. Copies of the instructor's certification turned into the Director of Private Instruction.
3. A Course of Study for the area of concentration. The course must be approved and be aligned
with district and state expectations. [see "Course Study"]
In our case, for eleventh/twelfth grade P.E., this includes:
a. Personal Fitness - Guard athletics through warm-ups, aerobics, running blocks, and equipment
work.
b. Combatives - The dictionary says this means 'eager to fight.' I would prefer to think of guard
as an area that is predisposed to self-improvement. Competition is part of the activity however.
c. Outdoor Education - Guard in drum corps, the outdoors portion of the two, learns about safety
regarding sun burn, dehydration, insect bites, and other environmental concerns which could
affect them during outdoor exposure.
d. Individual Sports of Choice - Both groups offer the opportunity for individual excellence and
recognition through "I&E" (individual & ensemble) competition.
e. Team Sports - Both drum corps & winter guard are team sports. They are judged against other
units also composed of youths with approx. the same skill level.
f. Tumbling - Guard is involved with all of the following emphasis's.
g. Gymnastics - see above
h. Dance - see above.
4. A log of activities including attendance (18 weeks min. 4 days plus 5 hours per week) is to be
maintained to demonstrate that a semester's period of work has been accomplished. Log should
be submitted with grade.
5. Credit will be awarded upon satisfactory completion of contract.
6. If the private instruction is terminated or completed, the designated supervisor is responsible
for notifying the Director of Private Instruction.
II. COURSE STUDY: STUDENT & ACTIVITY
In an effort to not only supply a viable outline for others in their similar quest for P.E. credit, but
shorten the my time in this quest, I am using my own daughter for this case example. Please
substitute appropriate information for your self/student.
A. THE STUDENT & BACKGROUND
STUDENT: Emily Mavroudis
GRADE: Junior (11th)
SCHOOL: Del Mar High School
DISTRICT: Campbell Union High School District
ACTIVITY: Color Guard
STUDENT HISTORY
IN THE ACTIVITY: Emily has been performing in color guard since she was nine years old
(1991). Here is a list of her years with various groups in the activity. Note the World and
Division I classifications were against internationally top competitors in championship settings.
In 1995-96 when she was 13 years old, Emily was named captain of her guard. In addition to
these groups, she was either dance captain or choreographer for four years at Monroe Middle
School productions.
YEAR ORGANIZATION CLASS RANK EQUIP.
91-92 San Jose Raiders Novice 1st Flag/Rifle
92-93 San Jose Raiders Prep 1st Rifle/Flag
93-94 San Jose Raiders A 1st Sabre/Flag
94-95 Spirit of Sunnyvale Band SBI 2nd Rifle/Flag/S-rifle
95-96 San Jose Raiders(Captain) A 1st Rifle/Sabre/Flag
95-96 Santa Clara Vanguard CadetsDiv. II 2nd Rifle/Flag
96-97 Santa Clara Vanguard A Div. I 3rd Sabre/Flag
97-98 San Jose Raiders World 7th Sabre/Flag
97-98 Santa Clara Vanguard A Div. I 2nd Sabre/Flag
98-99 San Jose Raiders Open TBD Rifle/Flag
98-99 Santa Clara Vanguard A Div. I TBD TBD
NOTE: CLASSIFICATIONS
- SBI (Summer Bands International) has no classifications.
- DCI (Drum Corps International) has three classifications:
Division I, II, and III with Division I the highest.
- WGI (Winter Guard International) has three championship classifications in guard (in
order of talent/experience level:
World, Open, and A. In each classification there are two divisions:
Scholastic and Independent.
Regionally there are additional classifications:
Regional A, Prep, Novice, and Middle School.
B. THE ACTIVITY: ORGANIZATIONAL INFORMATION
The following pages of guard/corps information was either gleaned from their respective web
sites or contributed by the certified instructor.
1. SAN JOSE RAIDERS COLOR GUARD
1525 Almaden Road, San Jose, CA 95125
408-294-7770 Office/408-294-3651 FAX/www.sjraiders.com
CLASSIFICATION: Open Guard
GOVERNING BODY:Winter Guard International (WGI) see www.wgi.org
CIRCUIT: California Color Guard Circuit (CCGC) see www.garlic.com/~wengert/
RANKING:
The unit was ranked 4th in the world last year.
SEASON:
Auditions in September.
Rehearsal from September to April.
Competitions from January to April.
Championships in Dayton, OH April 15 - 18, 1999.
INSTRUCTORS:
Tom Andrews (director and certified instructor)
Bonnie Boone, Wendy Dolfin, Tracy Garces (Manager),
Wayne Harris, Manny Olgin, Marc Taylor, Marco Chavez
Tom Andrews has a degree in Education/Child Development with teaching certification for
K-12.
All the instructors have extensive training in this activity; years of performance, teaching, and
for some, judging. The organization has won Five World Championships since its inception in
1976, and all within the last ten years. The governing body, WGI, goes by the description "Sport
of the Arts." Attached is a rules book by which the sport is judged.
GUARD HISTORY
Originally organized as a youth band in the early 1970's, the San Jose Raiders have taken on
many forms before emerging as the premier pageantry organization that it is today: youth band,
drum corps, and finally color guard.
Under the direction of Tom Andrews since 1980, the Raiders have established themselves as one
of the best color guards in the world, winning the Winter Guard International World
Championship five times.
Recently, the Raiders have also incorporated an impressive summer performance program that
includes dance, acting, choir and performance art. Seminars and classes sponsored by the
Raiders assist local school color guards in stimulating the growth of the activity in the area.
2. SANTA CLARA VANGUARD DRUM & BUGLE CORPS
1795 Space Park Drive, Santa Clara, CA 95054
408-727-5532 Office/408-727-8730 FAX/www.scvanguard.org
CLASSIFICATION: Division I
GOVERNING BODY:Drum Corps International (DCI) see www.dci.org
CIRCUIT: DCI-Pacific (formerly Drum Corps West)
RANKING: This past summer, the corps earned a silver medal at the international
championships.
INSTRUCTORS: JW Koester (Director)
Carol Abohatab, Co-Caption Head/Designer (Oakland, CA)
Carol Abohatab is currently the color guard coordinator/designer for the Santa Clara Vanguard
A-corps and the Vanguard Dance Company. She joined the SCV staff in 1996. Carol has been in
the color guard activity since 1973 where she became a member of a local corps in Connecticut
where she grew up. As a performer, she was a member of 27th Lancers drum and bugle corps
from 1979 through 1984, and in 1985 was a charter member of the Star of Indiana. In addition
she has been a member of the following colorguards: Quasar (1983), Erte Productions (1985),
and State Street Review (1986). She has been a teacher for several drum corps and color guard
including State Street Review, Kingsmen, Sundowners, Miamisburg, Spirit of Atlanta,
Glassmen, and most recently, the Santa Clara Vanguard.
Carol holds a Master of Fine Arts degree in Dance Performance/Choreography from Mills
College in Oakland, and a Bachelor of Science degree in Dance Performance/Choreography
from the University of Wisconsin at Madison. She has studied dance in New York City with
Alwin Nikolais and Murray Louis, and has performed with Rep of Nikolais and Joe Goode. She
is also an Associate Lecturer in Dance at the University of Wisconsin at Madison.
Mike Turner, Movement Specialist (San Francisco, CA)
Mike recently moved to the San Francisco bay area from Madison, Wisconsin where he worked
extensively in the public schools under the expert supervision of his mentor and former artistic
director, Christine Stevens. He is trained in ballet, jazz, and modern dance and is currently a
movement specialist for the Santa Clara Vanguard. He holds an undergraduate degree in
business from Northern Kentucky University and has choreographed and performed with
Kanopy Dance, PresenTense, Children's theater of Madison, Madison Opera, and Ballet
Madison. Before moving to California, Mike worked with the Madison Scouts Drum and Bugle
Corps for thirteen years as Color Guard Instructor and Choreographer. In the bay area, Mike is
studying at San Francisco Institute of Choreography and hopes to continue his teaching and
performance career. Currently he is performing with Mind Dance San Francisco. In addition, he
judges on a national level for Winter Guard International (WGI) and Bands of America (BOA).
He is also an instructor and designer for the "Pride of Soka" from Tokyo, Japan who toured the
U.S. in 1997 and competed at the DCI championships in Orlando.
Other instructors include Co-Caption Head/Designer Mark Metzger (Walnut Creek, CA), Denise
Bonfiglio (Revere, MA) and Eddie Sheehan (Madison, WI).
CORPS HISTORY
The Vanguard won its first championship in 1970 at the American Legion Championships in
Portland, OR. In 1971, the Vanguard traveled to Dallas, TX and won the coveted Veterans of
Foreign War Championship. In 1972, Drum Corps International (DCI) was formed with the
Vanguard as one of the founding members. The Vanguard (A-Corps) has won five DCI World
Championships (73, 74, 78, 81, and 89), along with many other regional championship titles.
C. THE ACTIVITY: REHEARSAL/PRACTICE SCHEDULE
1. Full Year Overview
The color guard activity has a year 'round schedule that begins with the school year as follows:
Sept. Auditions and rehearsals for Winter Guard
Oct. Rehearsals for Winter Guard
Nov. Auditions for Drum Corps Continue rehearsals for Winter Guard
Dec. Evaluation show for Winter Guard Continue rehearsals for Drum Corps
Jan. Competitive season for Winter Guard begins Continue rehearsals for both winter
guard/corps
Feb. Continue competitions/rehearsals
Mar. Continue competitions/rehearsals
Apr. Winter Guard championships Continue competitions/rehearsals
May Continue rehearsals for Drum Corps
June Competitive season begins for Drum Corps
July Tours across the USA for Drum Corps
Aug. Tours and Championships for Drum Corps
NOTE:
Most color guard members who participate in both activities have at most one week
before they return to school after traveling around the country for months.
2. Winter Guard Rehearsal Schedule (September - April)
TUESDAY 6:30 - 10 PM (3.5 hours)
SATURDAY Noon - 6 PM (6.0 hours)
TOTAL MINIMUM HOURS 9.5 hours per week
Once a month, there is a camp which consists of Friday/Saturday/Sunday rehearsals. On
December 12th, there is the first show, a non-competitive evaluation. Beginning in January,
competitive shows will be held approximately every other weekend on Saturdays. These are full
day events.
TYPICAL SCHEDULE FOR COMPETITIVE SHOW DAY
10-1 PM Rehearsal
1-3 PM Lunch and Ready for Show
3-6 PM Drive to show. Set up and begin stretching.
6-8 PM Prep for show which includes doing run-throughs or warm-up exercises.
8 PM Perform show.
10 PM Award Ceremony and leave for home.
11 PM Put away all equipment at the Hall.
TOTAL MINIMUM HOURS 13 hours per competitive day
[See attached schedule for this year's competitions, rehearsals, etc.]
3. Drum Corps Schedule (November-August)
Weekly Rehearsals:
Tuesdays & Thursdays 6:30 - 9:30 PM
Sundays 10 AM - 5 PM (starts in mid-April)
Camps:
In addition to the weekly rehearsals there are full weekend rehearsals (Friday night and
all day Saturday/Sunday) called camps, once per month. The camps are usually in town
(in the Santa Clara area), except for one or two that are out-of-town, and include
transportation and meals while at the camp.
Touring & Traveling:
The corps typically travels by chartered or SCV-owned buses and carries all uniforms,
equipment and food supplies in tractor/trailer rigs.
The A-Corps travels approximately 35-45 days during the competitive season (June-August),
with a full instructional staff (15-20 members) and another 10-15 driver/support staff members.
D. THE ACTIVITY: BREAKDOWN OF REHEARSAL ACTIVITY
A standardized guide of what happens during typical rehearsals. This can be augmented based on
need and requirements of the show they are performing.
1. Winter Guard Typical Itinerary for Weekend Rehearsals
12-1 PM Stretching and warm ups. This includes breathing techniques, and standard
dancing/sports warm-ups which might include jazz runs, ballet elements, and
modern movement.
1-2 PM Equipment basics on either flag, rifle, sabre, or in combinations. Basics might
include spinning a rifle with one hand for 100 counts then switching to another
hand for an additional 100. Next they might work on tosses - pushing the rifle
into the air with appropriate spins and velocity; catching it clean and in unison is
key. Tosses will work from a small amount of rotations (1 or 2) to a higher and
more difficult count (6-7).
2-4 PM After a short break, they will begin work on specific areas of the show in their
individual section. For example, the rifle section might work on 20 counts of
drill, movement, and rifle integration.
4-6 PM The groups come together and they go over new work as a unit, or they might
work on theatrical interpretation. Eventually they will go over the show over and
over until the new work is incorporated.
6 PM Staff/performer talk, followed by clean-up and storage.
TOTAL MINIMUM HOURS 6 hours per weekend rehearsal day
During the week, rehearsals run from 6:30 - 10 PM in a condensed version of the above itinerary.
TOTAL MINIMUM HOURS 3.5 hours per weeknight rehearsal
TOTAL MINIMUM HOURS FOR PRE-SEASON REHEARSAL: 9.5 hours per week
Hours will increase per week with added rehearsals closer to the competitive season and near
championships.
2. Drum Corps Typical Itinerary for Weekend Rehearsals
[TBD]
III. COURSE STUDY: CURRICULUM
I was unable to acquire a copy of the P.E. curriculum requirements for our region. However, I
found the following curriculum for a California region which should apply. [Due to time
constraints, I was unable to do a comparative study with the drumcorps/winterguard experience
as it applies to the curriculum. However, since those reading this paper have at least basic
knowledge of the activity, I can hope the correlating experience is apparent.]
CALIFORNIA PHYSICAL EDUCATION:
REGION 9 CURRICULUM EXAMPLE (San Diego, CA)
Eleventh Grade Level
A. 11th GRADE LEVEL THEMES
Students Select Activities for the Pursuit of Individual Excellence. They focus on activities of
one's own choosing. To become proficient in one or more activities leading to life-time fitness
goals.
B. HISTORICAL PERSPECTIVES
Students analyze physical education and sport based on the impact of American democracy,
economics, and consumer education.
The period from 1900-1920 ushered in a new physical education that relied upon sports and
games as a means of attaining educational goals to rival the formal gymnastics-dominated
programs of physical education. Dance gradually became a part of physical education programs.
In public schools emphasis was placed upon military drill when the United States became
involved in World War I. At the close of the war, programs reemphasized the needs of students.
Between 1920-1940 school programs began to offer a wider range of physical activities: dance,
track and field, sports and gymnastics. During the Great Depression, art, music and physical
education were either curtailed or eliminated. During the later half of the 1930s physical
education and health appeared once again as part of total school programs. An increase in money
to hire special teachers of physical education, and access to facilities, enhanced the growth of
the programs.
During World War II, programs again emphasized physical skills for military service and the
development of strength and endurance. After the war, physical education programs offered a
wide range of activities and encouraged students to learn and participate in sports they could
enjoy. The 50s saw an emphasis on fitness and fitness testing. The 60's continued to focus on
fitness, the 70's lifelong sports, and the 80's health-related fitness.
C. SOCIOLOGY
Students appreciate cultural diversity through movement-related experiences.
Appreciation of cultural diversity is the awareness and celebration of norms traditions, language,
beliefs, music, dance, art and sport of cultures other than ones own. Students develop an
awareness of cultural diversity by: Participating in a variety of cultural dances, games and
activities. Frequent and consistent exposure to language, visual images, music, role models,
traditions and practices of different cultures.
Applying appropriate social skills when interacting with diverse populations.
D. MOTOR LEARNING
Students apply motor learning concepts when learning new skills in an activity of choice.
Students can employ the appropriate learning concept for new skill acquisition. Students will
make the appropriate practice choice when learning a new skill.
E. BIOMECHANICAL
Students analyze movement performance in an activity of choice using scientific principles of
movement in order to learn or improve a movement skill. Application of all concepts previously
learned to sport/activity of choice.
F. EXERCISE PHYSIOLOGY
Students incorporate an activity of choice into their personal fitness plan. Includes fitness
analysis of activity of choice, i.e., jogging is a cardio-respiratory endurance activity and a
muscular endurance activity for the legs. Exercises need to be performed for fitness assessment
covered by the favorite activity (i.e., flexibility exercises, muscular strength exercises and
muscular endurance exercises for upper body are needed if jogging is your favorite activity).
G. GROWTH & DEVELOPMENT
Students produce an activity and exercise plan based on their own physical development. Based
on all the factors learned in grades K-10, students select activities and exercise plans that fit
their body type.
H. PSYCHOLOGY
Students participate in activities of choice and strive for individual excellence. By committing
themselves to one favored activity on which they will work, students can identify positively with
that activity and enjoy the continuity of that experience.
If students read about excellence in this activity, watch professionals, and discuss it with
teachers and coaches, they can gather information from many viewpoints and enrich their own
experience.
By working out a schedule, a set of graduated goals, and a support structure for achieving
excellence in this favored activity, students will very likely experience success.
By keeping a processfolio (performance-based assessment) of their work on this excellence
project and including written commentary from self, teachers and coaches, and videotapes of
regular performances, then the students will have a rich record of their improvement process.
If students review their progress at the end of the year they can assess how well they achieved
the excellence they set out to accomplish.
By scheduling regular times for activity and setting goals of improvement in this activity,
students are likely to build a lifetime habit of physical activity.
By articulating the benefits of regular activity, students show an understanding of how they can
provide success, health, and enjoyment for themselves through their regular participation in
physical activity.
I. AESTHETICS
Students appreciate the aesthetic features of peak performances, individual excellence and the
pursuit of personal excellence.
The aesthetic features of one's own peak performances, when described, provide students with
information to maintain their intrinsic motivation.
The aesthetic features of one's own individual excellence, when described, provide students with
information to maintain their intrinsic motivation.
The aesthetic goals of how they individually pursue personal excellence, when described,
provide students with information to maintain their intrinsic motivation.
Skillful execution of any movement for any purpose has identifiable aesthetic features.
Movement in everyday life and in sports is source material for choreographing dances.
IV. SCHOOL Vs. ACTIVITY
School activities (concerts, trips, etc.) take priority over guard/corps functions. They realize that
without good grades most members will not be allowed to be a part of the activity. When a
member must miss a rehearsal due to a scheduled school activity, they are asked to notify the
organization at least two weeks in advance. Missing a rehearsal and then notifying staff after the
fact is not acceptable. This encourages students to become responsible for their commitments to
both school and activity.
V. COLLEGE AND HIGH SCHOOL CREDIT
The Santa Clara Vanguard, through Mission College, offers high school or college credits to
members who complete a full season. However, the current situation only allows credit through
the music department. There are active plans to pursue P.E. credit for both music and color
guard members. [At which point this paper will be moot.]
VI. AUDITIONS
During the audition process, the following criteria is looked for:
- Evaluating the high points of movement and equipment experience.
- Proficiency on more than one piece of equipment: rifle, flag, sabre (Weapon skill may or
may not be necessary).
- Basic modern, ballet, improvisational movement skills such as tendus, plies, port de bras,
leaps, jumps, rolling into the ground, etc.
- Performance abilities to constantly layer body and equipment demands, such as skills in
combinations and sequences, rather than in basic exercises (i.e.: a body/equipment
combination rather than drop spins at a halt).
- Special talents such as gymnastic or acting are encouraged
Such skills, acquired through diligent practice, are just some of the demands placed on
individuals, demands that are carefully groomed, encouraged, and improved upon during each
season.
VII. PRECEDENCE
Found on the school web site for Leigh High School, a school within the same county as
Campbell Union High School District.
"Leigh High School Marching Band Marching Band meets during 7th period for the first 12
weeks of the year. This class replaces a student's P.E. class for one third of the year. All
instrumental musicians must be concurrently enrolled in either Concert Band, Symphonic Band,
or Wind Ensemble. Marching Band also meets Wednesday and Thursday evenings in September
through mid-November. This commitment also includes several all day Saturday rehearsals, four
Saturday trips to Band Competitions, and two community parades. The Color Guard and
Percussion section meet one additional night per week. Marching Band goes to Band Camp
during the second to the last week of August (for more information: go to the Band Camp page
on this site) and all students are encouraged to attend in order to build a close-knit and
well-rehearsed ensemble."
[To be included are documents from Milpitas HS which reflect their decision to also give their
band/guard students P.E. credit.]
In these cases, the high school districts have recognized the demands on students directly
correlate to curriculum requirements for physical education credit.
VIII. ACTIVE CONCERNS FOR P.E. ALTERNATIVES
The following was found on a web site called "PE CENTRAL" - a resource to help P.E. teachers.
[pec@vt.edu]
"Secondary Physical Education Workshop The Secondary Physical Education 21st Century
Workshop has been developed by Bane McCracken, the 1997 NASPE Secondary Physical
Education Teacher of the Year, in conjunction with Dr. George Graham.
This workshop is designed for middle and high school physical education teachers to educate
them on developing a secondary physical education curriculum geared towards lifetime
wellness/
fitness, while incorporating the use of technology, subject integration, and everyday physical
activity.
Participants of the workshop will have the opportunity to:
- Gain ideas for turning on the kids who have been turned off to traditional physical
education with activities like mountain biking, roller balding and orienteering;
- Learn how to create successful, non-threatening physical education classes;
- Gain ideas for motivating all youngsters to become physically active
- Become familiar with technology resources and applications and their use in physical
education;
- Learn contemporary ways to teach fitness;
- Learn strategies to employ critical thinking in physical education;
- Discover practical authentic assessment techniques"
This workshop only emphasizes the current need for more diversified alternatives for our youth.
By combining music (a fine art) with the demands of sport (a physical fitness), the student can
obtain both appreciation and life skills to carry them into maturation. Drum corps and winter
guard, by themselves or in combination, can provide a student with a rounded education the
exceeds basic physical education requirements.
IV. CONCLUSION
It is long past the time when something as strenuous, competitive, and life-skill building as drum
corps and winter guard are not considered 'physical' activities. In the 1993 PBS airing of the DCI
championships, a short documentary on the physical fitness of a tenor player in the corps Star of
Indiana was evaluated by doctors and deemed not only peak, but with the type of conditioning
they saw in marathon runners.
Both activities not only meet but exceed all requirements for curriculum at the high school level.
They also far exceed the base time required to pass.
Drum Corps and Winter Guard provide not only provide healthy alternatives to the current
mandate, but encompass a greater life-building environment: extended families, sense of
brother-
hood/sisterhood through comradery and competition, individual accomplishment, team spirit and
goals, and finally a microcosm of real world experiences.
Recognizing all the positive aspects of these activities, in addition to fulfilling the PE
requirements, should help any student/performer who wants P.E. credit to get it.
Christina Mavroudis
Sony Computer Entertainment America
http://www.playstation.com