Using Original Parts
- This topic has 4 replies, 5 voices, and was last updated 10 years ago by nafmeadmin.
April 15, 2013 at 10:19 am #22816
I am looking for some tips for implementing the use of original copies of parts in my ensembles. Since I started teaching, my method has always been to take a set of originals, run photocopies of all parts according to instrumentation in my ensembles, keep the originals on file and give out only the photocopies to the kids. I don’t usually need to copy more parts than what the original set provides, since my numbers aren’t all that great. Percussion might be the only section where this might become an issue. Obviously, this type of photocopying is an infringement of copyright, and my principal has told me to make a change. My concern over using the originals is losing or destroying perfectly good parts (i.e. the only timpani part in a set), in some cases they might be the only copy in a set.
What advice can you give me for using originals? Am I able to purchase individual replacement parts for anything that goes missing? Can I still photocopy one of each part to keep as a backup? How should I approach this with my students at the start of next year? Should there be a deposit or fees for music use?April 15, 2013 at 11:58 am #22820
I am not an authority on the topic, but I believe making a rehearsal copy (to give to the students) is OK as long as you use ( or at least have available) an original copy for each student for performances. I believe you just have to collect these copies and destroy them after the performance.
There is some additional information here:
Also, for any music that is still in print you can usually order replacement parts. Check with your music distributor. I had to purchase a replacement mallet part earlier this year, it was $2.50
I think if you do use originals, it is OK to require the students be responsible for paying the replacement fees. Just make sure they know in advance.May 2, 2013 at 10:21 am #23398
In my band handbook, I made it clear that the students were responsible for their band music the same way they were responsible for library books. If the sheet was returned in an unusable condition (e.g. if it had been written on with pen and/or permanent marker), they had to pay for a replacement. If it was damaged but usable, a fine was levied depending on the amount/type of damage.
Parents and students signed a contract agreeing to abide by the rules in the handbook.May 13, 2013 at 12:23 pm #23835
I sorta do the same thing as lewisl853 does. Though I don’t spell it out in my band handbook, I do make it clear to the students that they are to treat the originals as if they were a textbook (though just now thinking that analogy may not be the best…)
At any rate, the students know that pencil is the only thing they are allowed to use to mark on the music – and they must do it light enough to be able to erase. I also tell them that if they are returned damaged or unreadable (or lost), that they are responsible for the cost of replacement. I also use our school’s “financial obligation” list to ensure that I get compensated for them if the occasion arises. The financial obligation must be met before they can even graduate. I also use that for any other band equipment, uniforms, etc.
I also number all the parts when I pass them out, so I know exactly who had what part. The students know that they are numbered, and that I have a list of each of their numbers. I don’t number them consecutively. I came up with a system that works for me that has an abbreviation for the instrument, part, and what number part it is. So for example, the third copy of 2nd clarinet may be numbered “CL2-3”. I just make an Excel spreadsheet with everyone’s name down Column A, and the name of the piece along Row 1, then put in the assignments accordingly from there.
Yeah, it takes a bit of time and work to do it, but I still have all of my originals. I would recommend to find a system that works for you and try it out.May 28, 2013 at 8:20 pm #24312
I agree with jdrichardson with the numbering of parts and making them responsible for replacing the originals. Since your principal is behind the push to use originals my suggestion is to come up with some different options fr dealing with originals, like you are doing here, and present them to to your principal. That way they know what you are facing and when it comes time to replace damaged/destroyed parts you may have their support easier. Plus, they may have an idea for collecting money from students.
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