Spring Semester Info Sheet (Plus an Easy Substitute-Friendly Activity!)

December is one of the best times of the year — festive music, holiday concerts, and the exciting arrival of winter break. But it’s also the perfect moment to get ahead and start setting up for the spring semester.

As I’m preparing to travel to Chicago for the Midwest Clinic, I realized this is the perfect time to hand out spring contest music to my students. On top of that, I’m placing a one-page “Spring Semester Info Sheet” on each packet — a simple tool that helps students stay productive even when I’m away.

Pro tip: Feel free to borrow or adapt this idea for your own students! (Here is a link to a google doc that you can copy and edit!)

Why a Spring Info Sheet?

• Keeps students engaged — even when the teacher is absent.
  With measure numbers, terminology definitions, and listening assignments on the sheet, a substitute teacher can easily supervise, and students can work independently.
  
• Boosts accountability and organization.
  By the time we meet again in January, I expect my students to have measure numbers marked, musical terms defined, and reference recordings listened to. That way we can hit the ground running — no one is playing catch-up.
  
• Encourages self-directed practice.
  Instead of waiting for me to play a piece in class, students can access recordings immediately and familiarize themselves with style, tempo, and nuance on their own time.
  

What I Ask Students to Do
On the Info Sheet, I ask students to:

1. Mark measure numbers directly in their contest music (so they can reference and practice efficiently).
   
2. Write definitions for any unfamiliar musical terms in the score (reinforcing theory and vocabulary).
   
3. Listen to the provided reference recording(s) — ideally more than once — and note down one observation or insight (e.g. texture, dynamics, articulation, overall mood).
   
   

This simple structure ensures they engage with the music on multiple levels: technical, theoretical, and emotional.

My “Why” — Synesthesia & Art & Music 🎨🎵
A little personal note: I have synesthesia. My brain blends colors with letters, numbers, and even sounds. Because of that, I see music in color — and I think this is a huge gift when teaching.

In my “Dream Band Room,” I envision big canvases on the walls — art of all styles that reflects the spirit of the music we play. I’d collaborate with students to choose or create artwork that visually matches our music.

This is why, whenever possible, I include small images with every piece we play. Not only does it make the experience more immersive, but it also connects music to visual art, color, and emotion — helping students see (and feel) music in a multidimensional way.

Making Music More Than Just Notes — Broadening Horizons
On the info sheet I also include reference recordings from a variety of sources, not just concert-band performances.

Why? Because I want my students to become lovers of all music — not just what we play in class. Maybe one piece includes a cello solo by Yo‑Yo Ma, or a choir rendition of a melody we arrange for band. This is a chance to open doors: discuss expressive playing, orchestral textures, different instrumentation, and the broad world of musical artistry beyond concert band.

It’s a chance to inspire curiosity, broaden taste, and plant seeds for lifelong musical growth.

How You Can Use This for Your Students
If you’re a band or orchestra teacher and want to try something similar, here’s a quick roadmap:

• Create a one-page “Info Sheet” template with sections for measure-marking, terminology, listening assignments, and observations.
  
• Pair it with each student’s music packet when you distribute new repertoire.
  
• Provide one or two reference recordings (concert band, orchestral, or even non-classical if appropriate).
  
• If you’re comfortable — add a small image for each piece, or invite students to find (or create) art that they feel matches the music.
  
• Whenever you’re away (contest season, conferences, holiday trips), leave the packets with a substitute — and let students use the time productively.
  
  

You might be pleasantly surprised at how much progress they make — and how creatively they engage with the music on their own.

Final Thoughts
For me, teaching music is more than just guiding students through notes on a page. It’s about fostering an emotional connection, a love for sound, and a curiosity for art in all its forms.

This simple Info Sheet — handed out right before the semester break — is my small way of blending accountability, inspiration, and independence. When students return in January, our rehearsals will be smoother, our progress faster, and our artistic spirits already stirred.

If you try this with your students, I’d love to hear how it goes — and maybe even see some of the art your students choose to represent their music.
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​Happy teaching from our team to yours!

​By Alicia DeSoto  |  Musical Mastery