Proposal 25.3 Scales Memorization
Rationale
While it is widely understood that scales must be memorized for all-state auditions, neither the bylaws nor board policy specifically addresses memorization. Adding the following wording will ensure consistency in standards across all audition sites.
Article XV, Section 2, b.
CURRENT: Directors will judge students within their own district. The district Chairman will have the discretion to enlist other qualified judges as needed. Where possible, directors should be assigned in teams and their scores averaged. This would relieve the problem of directors having to listen to their own students. This would also keep a player from playing for a judge who has not heard all of the other players of a given instrument. All-State Audition activities are subject to the approval of district members. Students will not be allowed to audition if their director is not present to help judge auditions. Exceptions may be granted by the District Chairman. A student will be allowed to tryout on only one instrument. A student auditioning for the High School Bands must correctly play a minimum of seven (7) major scales with their related arpeggios, and a student auditioning for the Middle School Band must correctly play five (5) major scales with their related arpeggios to advance to the Prepared Studies and Sight Reading portions of the All-State Band audition. No student will be selected for the All-State Band without having performed the entire audition. A score of “NA” is to be given in the event a student fails to attempt any or all of the prepared studies or the sight reading portion of the audition.
PROPOSAL: Directors will judge students within their own district. The district Chairman will have the discretion to enlist other qualified judges as needed. Where possible, directors should be assigned in teams and their scores averaged. This would relieve the problem of directors having to listen to their own students. This would also keep a player from playing for a judge who has not heard all of the other players of a given instrument. All-State Audition activities are subject to the approval of district members. Students will not be allowed to audition if their director is not present to help judge auditions. Exceptions may be granted by the District Chairman. A student will be allowed to tryout on only one instrument. A student auditioning for the High School Bands must correctly play a minimum of seven (7) major scales with their related arpeggios, and a student auditioning for the Middle School Band must correctly play five (5) major scales with their related arpeggios to advance to the Prepared Studies and Sight Reading portions of the All-State Band audition. All scales must be memorized. The use of scale sheets or fingering charts are not allowed in the audition room. No student will be selected for the All-State Band without having performed the entire audition. A score of “NA” is to be given in the event a student fails to attempt any or all of the prepared studies or the sight reading portion of the audition.
Proposal 25.4 Electronic Device Policy
Rationale: The implementation of an electronic device policy guarantees that no student will use an electronic device during the audition process.
Article XV, Section 2, b
Currently Reads:
Directors will judge students within their own district. The district Chairman will have the discretion to enlist other qualified judges as needed. Where possible, directors should be assigned in teams and their scores averaged. This would relieve the problem of directors having to listen to their own students. This would also keep a player from playing for a judge who has not heard all of the other players of a given instrument. All-State Audition activities are subject to the approval of district members. Students will not be allowed to audition if their director is not present to help judge auditions. Exceptions may be granted by the District Chairman. A student will be allowed to tryout on only one instrument. A student auditioning for the High School Bands must correctly play a minimum of seven (7) major scales with their related arpeggios, and a student auditioning for the Middle School Band must correctly play five (5) major scales with their related arpeggios to advance to the Prepared Studies and Sight Reading portions of the All-State Band audition. No student will be selected for the All-State Band without having performed the entire audition. A score of “NA” is to be given in the event a student fails to attempt any or all of the prepared studies or the sight reading portion of the audition.
Proposal: Directors will judge students within their own district. The district Chairman will have the discretion to enlist other qualified judges as needed. Where possible, directors should be assigned in teams and their scores averaged. This would relieve the problem of directors having to listen to their own students. This would also keep a player from playing for a judge who has not heard all of the other players of a given instrument. All-State Audition activities are subject to the approval of district members. Students will not be allowed to audition if their director is not present to help judge auditions. Exceptions may be granted by the District Chairman. A student will be allowed to tryout on only one instrument. A student auditioning for the High School Bands must correctly play a minimum of seven (7) major scales with their related arpeggios, and a student auditioning for the Middle School Band must correctly play five (5) major scales with their related arpeggios to advance to the Prepared Studies and Sight Reading portions of the All-State Band audition. No student will be selected for the All-State Band without having performed the entire audition. A score of “NA” is to be given in the event a student fails to attempt any or all of the prepared studies or the sight reading portion of the audition. Students will not be permitted to use electronic devices in the audition room.
Proposal 25.5 Level I Middle School Legislation
Excerpt from Article XVI, Section 3a currently reads:
“A band may play a maximum of twenty-five (25) minutes performing time. A program
which consists of fewer than three selections must be at least twenty (20) minutes
performing time. Any band which exceeds its allotted time will not be eligible to receive
a “I” rating. A band playing a program of two (2) selections may request an extension of
performing time,
not to exceed ten (10) minutes. Requests for time extensions at ABA Music
Performance Assessment must be received by the President for approval at least 20
days prior to the first day of the Assessment. No performing time extensions will be
granted for programs consisting of three selections.”
Proposed Revision:
A band may perform for a maximum of twenty-five (25) minutes of performing time. A
program consisting of fewer than three selections must be at least twenty (20) minutes
of performing time. Any band that exceeds its allotted time will not be eligible to receive
a Division 1 (Superior) rating. A band performing a program of two selections may
request an extension of performing time, not to exceed ten (10) minutes.
Level I bands composed of middle and junior high school students with no 9th graders
may request to perform only two selections, provided the total combined performance
time is a minimum of four (4) minutes and one selection is from the Level I ABA
Cumulative List.
Requests for time extensions and Level I exemptions at ABA Music Performance
Assessment must be submitted to the ABA President for approval no later than the third
Friday in January. Performance time extensions will not be granted for programs
consisting of three selections.
Rationale:
At the time of this proposal, the Alabama Department of Education is utilizing the ACAP
(Alabama Comprehensive Assessment Program) as its standardized testing
instrument. The ACAP testing window spans from late March to most of April,
particularly when accounting for small-group sessions, make-up testing due to
absences, and test accommodations. In many schools, elective teachers are pulled
from their classrooms to assist with ACAP testing in various capacities. Instructional
time during this period is significantly interrupted.
In addition to the actual testing dates, most schools also conduct one to two ACAP
practice sessions throughout the school year, as early as November. These practices
are necessary for students to become familiar with their testing rooms, groups, and the
digital testing equipment. Furthermore, students are frequently pulled from classes,
including band, for remediation based on the previous year’s test scores or current data
sources such as i-Ready, IXL, and other academic indicators.
It is especially critical to protect instructional time during the formative years of music
education. These early years are where students develop foundational skills, proper
technique, and musical literacy. Interruptions during this stage can have long-lasting
effects on student progress and retention. Quality music instruction during this period
requires uninterrupted time and intentional, research-based pedagogy to successfully
teach fundamentals and build confident, capable young musicians. When this time is
compromised, we risk widening the gap in student achievement and diminishing the
impact of strong teaching.
As a result of the interruptions, the time available in the band classroom to teach core
musical fundamentals has been drastically reduced. While directors currently have the
option to perform for “comments only” at MPA, this does not adequately address the
underlying instructional limitations caused by testing and scheduling disruptions.
In developing this proposal, inquiries were made into practices in other states. It was
found that some neighboring states, including Kentucky and Tennessee, require only
two selections for their state concert assessments. This demonstrates that a
two-selection format is already a recognized and effective model in other successful
band programs.
Allowing Level I middle school bands with no 9th grade students the option to perform
only two selections—while maintaining a minimum performance time—would provide
directors with greater flexibility to focus on fundamentals, music theory, and the
development of individual musicianship throughout the year, without compromising
performance standards.
This proposal offers middle school bands an optional alternative to the traditional
three-selection performance at state evaluations, allowing flexibility for districts facing
significant instructional disruptions. Schools with limited rehearsal time due to academic
scheduling can benefit from this equitable solution, while bands with fewer interruptions
can continue performing the standard three selections. By providing this choice, the
proposal supports all programs in achieving success under varying circumstances.
In addition, this proposal updates the language in Section 3a to refer to a Division 1
(Superior) rating instead of “a ‘I’ rating.” This terminology is clearer and more formal,
and matches the language used in Section 5 of the bylaws where the official point
system is outlined. Including both “Division 1” and “Superior” ensures consistency and
provides clarity, especially for newer directors or readers who may be unfamiliar with
traditional rating terminology. There are also minor changes in wording throughout to
improve flow without altering the intended meaning.
This proposal reflects both the current educational environment and the need for
practical solutions that support student learning and ensemble success under
increasingly limited rehearsal conditions.