Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38

Size: px
Start display at page:

Download "Page 2 Lesson Plan Exercises 1 7 Score Pages 24 38"

Transcription

1 Page 2 Lesson Plan Exercises 1 7 Score Pages Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing and arranging, reading and notating, listening and analyzing, evaluating, interdisciplinary relationships, and historical and cultural relationships. Objectives for Student Learning Accurately perform tempo, rhythms, pitches, dynamics, articulations, and Rudiments with correct posture, embouchure, hand position, fingerings/slide positions, sticking, intonation, and a characteristic tone quality. Percussion: Identify, define, and perform multiple bounce stroke. Oboe: Play right hand F (+) with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Share information about Johannes Brahms. Locate Germany on a world map and share information about the country. All except clarinet, bass clarinet, and Eb tuba: Play Concert A and Bb with the correct fingering, posture, hand position, intonation, and a characteristic tone quality. Identify and define orchestration. Orchestrate existing music for full band. Locate Argentina on a world map and share information about the country. Identify, define, and perform whole step, major scale, and arpeggio. Identify, define, and perform tonic, subdominant, and dominant seventh chords. Perform the Concert Bb major scale. Percussion: Identify, define, and perform dampening. See Private Lessons Homogeneous Study for individualized objectives. Procedure (Activities) Warm-up Use 1. Warm-up: Chop Builder as a daily warm-up in addition to any long tones, scales, or GREAT WARM-UPS (beginning on student page 42, score page 507). Have students use a full sound and steady air stream, making sure all players are slurring. Have brass players perform the warm-up on their mouthpieces while woodwind players and percussionists perform on their instruments.

2 2 1. Warm-up: Chop Builder Introduction of multiple bounce stroke [percussion] 1) The upper left exercise of facing pages in the student books will always be a warm-up. Regardless of the starting point of your lesson, using the warm-up included on the same facing pages will avoid unnecessary student page turning. 2) Use 1. Warm-Up: Chop Builder as a daily warm-up in addition to any long tones, scales, or exercises from GREAT WARM-UPS (beginning on student page 42, score page 507). 3) Percussionists are re-introduced to the multiple bounce stroke at this time. As they experiment with the technique, students should strive for a sustained buzzzz sound consisting of many bounces that gradually decrease in intensity. Students should use the video lesson found in the Tradition of Excellence Interactive Practice Studio (IPS) for further study. 4) Have students sing the exercise on ah, focusing not only on the pitches but also on having an open throat. 5) Have students use a full sound and steady air stream, making sure all players are slurring. 6) Have brass players perform the warm-up on their mouthpieces while woodwind players and percussionists perform on their instruments. 7) Gradually challenge students on this exercise by asking them to use four measure phrases in lieu of the indicated two measure phrases. 2. Academic Festival March Duet Introduction of right hand (+) F fingering [oboe] 1) Have oboists perform new note right hand F (+) with the correct fingering, intonation, posture, hand position, and a characteristic tone quality. Explain the difference between the forked (o) and right hand (+) F fingerings, and describe how students should decide which fingering to use based on the notes preceding and following the F. 2) Sing line A using solfège syllables or the syllable too. 3) Sing line A again, this time while using the correct fingerings, slide positions, or air sticking. 4) Play line A. 5) Sing line B using solfège syllables or the syllable too. 6) Sing line B again, this time while using the correct fingerings, slide positions, or air sticking. 7) Play line B. 8) Divide the class into two groups, then sing the duet using solfège (or too ) while using the correct fingerings, slide positions, or air sticking. 9) Play the duet. 10) Select a small ensemble of volunteers to perform the duet with the recorded accompaniment. 11) Select a student to read the history text box on Brahms. 12) Have students complete the Johannes Brahms Worksheet available in the Tradition of Excellence Interactive Teacher Studio (ITS). 13) Johannes Brahms was from Germany. Identify Germany on a world map and have students follow along with the map located on page 47 of their books. Ask students to share information that they may know about Germany, such as climate, geography, history, cuisine, art, and culture. 14) Help students explore the relationships between music and German culture and geography by using the Germany Worksheet available in the ITS. Distribute the pages to students as homework, or review by displaying them in class.

3 3 15) Use Excellence in Theory Book 1 and/or Book 2, pages for a preliminary study of the Romantic Period. 16) Using the IPS/ITS, explore the history of the piece: Johannes Brahms ( ) wrote music in many genres that had a long history in Germany and Austria, including symphonies, chamber works, piano music, choral pieces, and more. This overture was written for and dedicated to the University of Breslau, which awarded Brahms an honorary doctorate. Breslau, now called Wroclaw, is in modern-day western Poland. This march is one of several melodies that Brahms used in his Academic Festival Overture. For this piece, he didn t make up his melodies from scratch. Instead, he used popular tunes, weaving them into his composition one after the other. Composing a new piece by putting two existing melodies together is something you can try yourself. Brahms even used melodies in this overture that were composed by students! It s never too early to compose excellent music. Written by Mark C. Samples, American musicologist 3. Split Decision Introduction of Concert A and Bb [all except flute, clarinet, bass clarinet, and Eb tuba] 1) Have students inspect the music. If there are new notes indicated in their part (all except flute, clarinet, bass clarinet, and Eb tuba), have students consult the fingering chart at the top of the page. 2) Check each section to evaluate the fingerings of the new notes. 3) Sing only the first two measures of this exercise on the syllable too while using the correct fingerings, slide positions, or air sticking. 4) For brass players, it is important to approach these new pitches slowly and stepwise just as the exercise is written. It is recommended not to refer to these pitches as high, as this concept may lead to tension and pinching in the brass players embouchures as they squeeze the notes out. 5) Have the woodwinds and percussion play the first two measures as the brass sing on the syllable too while using the correct fingerings or slide positions. Address any fingering, sticking, or rhythmic concerns. 6) Have the brass and percussion play while the woodwinds sing and finger along. Address any brass issues with regard to the new notes. Double check posture and use of pressure in brass players. 7) Play the first four measures together as a full band. 8) Sing the entire exercise, starting at measure 1 on the syllable too while using the correct fingerings, slide positions, or air sticking. (Do not begin this exercise at measure 5, as it is not a good starting place for the brass players.) 9) Perform the exercise with the recorded accompaniment.

4 4 4. Arroró Mi Niño Introduction of orchestration 1) Sizzle this exercise while using the correct fingerings, slide positions, or air sticking. Be sure that articulations and dynamics are reflected in the sizzle. 2) Sing on the syllable too, and strive for the four-bar phrase while singing. 3) Perform the exercise as a full band. 4) Review the terms soli and tutti. 5) Select a student to read the definition of orchestration from the top of the page. 6) Ask students to describe what factors they consider when orchestrating a piece of music. These may include such factors as the best timbre (tone color) for the piece, dynamics, desire for contrasting sections, and so forth. 7) Have students orchestrate the existing music by writing which instruments should play the soli the first time (1st x) and the second time (2nd x) in the spaces provided. 8) Select student orchestrations for the full band to perform. Record a variety of orchestrations. Play the recordings back to the full band. Have students listen to and analyze the recordings to determine the orchestration performed. Have students evaluate by writing praise and constructive criticism of the recorded performance. 9) Arroró Mi Niño is an Argentinian folk song. Identify Argentina on a world map and have students follow along with the map located on page 47 of their books. Ask students to share information that they may know about Argentina, such as climate, geography, history, cuisine, art, and culture. 10) Help students explore the relationships between music and Argentinian culture and geography by using the Argentina Worksheet available in the ITS. Distribute the pages to students as homework, or review by displaying them in class. 11) Using the IPS/ITS, explore the history of the piece: Arroró Mi Niño is a folk song from Argentina, where the official language is Spanish. Argentina is the second largest country in South America, stretching from the center of the continent all the way down to its southern tip near Antarctica. The climate of the country ranges widely, from humid and very hot in the northern summers (called subtropical ) to very cold with heavy snowfall during winters in the south (called subpolar ). This folk song is a lullaby. Like other lullabies from around the world, the lyrics are simple, repetitive, and soothing. In its original setting, this song most likely would be sung with no accompaniment. Here are the first four lines of the Spanish lyrics to this lullaby. Can you match them up with the notes? Try singing the melody and words together. Singing all four lines of the lyrics will take you through the exercise two times. Written by Mark C. Samples, American musicologist

5 5 Lyrics Arroró mi niño, arroró mi sol. Arroró, pedazo de mi corazón. Duérmete mi niño, duérmete mi amor. Duérmete, pedazo de mi corazón. Translation Hush now my child, hush now my sun. Hush now, little piece of my heart. Go to sleep my child, go to sleep my love. Go to sleep, little piece of my heart. 5. Concert Bb Major Scale, Arpeggio, and Chords Introduction of whole step, major scale, and arpeggio; introduction of tonic, subdominant, and dominant chords; introduction of Concert A and Bb [flute] 1) Have flute players consult the fingering chart for new notes A and Bb. 2) With the flute section alone, sustain the pitches starting on measure 2, count 2 one note at a time (F, G, A, Bb). 3) Review the concept of concert pitch with students. 4) Project a piano keyboard on a screen. Review the definitions of whole and half step. Refer students to the top of the page for the definition and construction of a major scale. Walk them through the scale step by step. 5) Play the scale together (only measures 1 5) one pitch at a time, then in tempo. 6) Define arpeggio and play measures ) Review the following information with students: tonic first note of a scale; chord built on first note of a scale subdominant fourth note of a scale; chord built on fourth note of a scale dominant fifth note of a scale; chord built on fifth note of a scale 8) Play the chords (measures 8 9). Use this opportunity to review the principles of balance in the concert band. (Consult Teaching Band With Excellence for more information on tuning, balance, and blend.) 9) Play the entire exercise. Consider adding this scale to the end of your daily warm-ups. 6. Skill Builder Test Introduction of dampening [percussion] 1) As this line is designed for assessment, it is suggested that students learn how to perform this exercise on their own. 2) Select a percussionist to read the definition of dampening from the top of the page. 3) With the percussion section, inspect the triangle line for situations where dampening is needed. Demonstrate, or select a student to demonstrate, appropriate dampening technique.

6 6 Consult Teaching Band with Excellence and the triangle video lesson in the IPS for more information on dampening. 4) Assign this exercise for a performance evaluation. Evaluation (Assessment) Use 6. Skill Builder as an evaluation tool to assess the skills learned on student page 2. Consult Teaching Band with Excellence (pages 53 62) for recommended assessment styles and rubrics for this performance evaluation. These evaluation tools are also readily available in the ITS. Tradition of Excellence is available on SmartMusic for computer-based assessment. Have students conduct a self-evaluation. A Test Reflection form is available on this exercise in the IPS. Enrichment Studies Instrument Identification Take time each day to listen to the recorded accompaniments correlated with page 2. Have students identify the instrument(s) playing the student melody. Also ask which instruments they can hear in the accompaniment. Translation: Songwriting Opportunity Sing 4. Arroró Mi Niño with the Spanish lyrics along with the recorded accompaniment. Project or distribute a copy of the English translation from this lesson plan, the ITS, or the score. Students will notice the English words will not match the rhythm of the folk song. Individually, or in small groups, have students create a translation that captures the sentiment and emotion of the folk song and fits the melody with only slight rhythmic alterations. Using a piece of manuscript paper, have students write out the melody with no slurs or dynamics. Going two measures at a time, have students create a lyric that matches the melody. If altering the rhythm of the melody is necessary (e.g. making two eighth notes into a quarter note or vice versa), this change will need to be reflected on the manuscript paper. If a word or syllable is to be sung over two pitches, a slur must be added to the music. Lastly, add dynamics that support the newly created vocal line. Once completed, select a translation to be performed for the class. Consider programming some of the translations on the concert with a small ensemble and the recorded accompaniment. Ear Training: Dictation Assessment Pass out manuscript paper to the class. On a single pitch, play or sing the rhythms on the following page. Provide students with the time signature of the example before you begin. Perform each twomeasure excerpt three times with a pause in between. Have students correctly notate the twomeasure rhythm on the staff paper. After completing the fourth example, collect the papers for assessment.

7 7 Scale Construction (Part 1) 1) Duplicate and distribute a copy of the keyboard layout included on the last page of this lesson plan. Project the keyboard on the board or interactive whiteboard as well. Pass out a piece of manuscript paper. 2) Review the following definitions with students: interval distance between two pitches octave interval between a note and the next higher or lower note with the same name half step smallest interval used in Western music; on a piano keyboard, it is the distance from one key to the very next key white or black whole step interval consisting of two half steps 3) Demonstrate what these intervals look like on the keyboard. Demonstrate these concepts aurally for students using a piano. 4) Project the image below or draw it on the board for students.

8 8 5) Address the pattern of whole and half steps as a formula or recipe for making a major scale. Use the C major scale as an example. Be sure to have students touch the intervals on their keyboards as they are discussed. 6) On the manuscript paper, construct the Bb major scale as a class. Have everyone start on a Bb (no transposing). Use a blank staff on the board to construct the scale with the class. 7) On the manuscript paper, have students construct the G major scale on their own. Be sure everyone starts on a G (no transposing). Select a student to write the answer on the board. 8) Use Excellence in Theory Books 1 and 2 to supplement this exercise. Ear Training: Half or Whole? On a keyboard, play a note and then play another note either a half or whole step away from the first note. Have students identify on a sheet of paper if the interval was a half or whole step. Explain to students the difference between a minor second (half step) and a major second (whole step). Play two notes on the piano at the same time. Have students identify on a sheet of paper if the chord was a minor or major second. Private Lessons Homogeneous Study These Private Lessons are written to address technical challenges unique to each individual instrument. Because they are geared for homogeneous instruction, many of the lessons have been linked to instrument-specific Mastering Excellence exercises beginning on student page 40. These Mastering Excellence exercises are written to engage students at different skill levels. Each Mastering Excellence has a basic and an advanced preparatory exercise to be accomplished before attempting the cumulative exercise. The combination of the Private Lesson and the Mastering Excellence exercises is designed to maximize the use of instructional time in the small group setting. Goals for 7. Private Lesson Flute and oboe: Perform Bb major finger patterns while keeping fingers close to the keys. Clarinet and bass clarinet: Play B using the alternate fingering. Alto clarinet: Play new note E. Alto saxophone and baritone saxophone: Play F# using the alternate fingering. Tenor saxophone: Perform C major finger patterns while keeping fingers close to the keys. Bassoon: Perform Bb major finger patterns while keeping fingers close to the keys. Trumpet/cornet, trombone, baritone/euphonium, and tuba: Perform lip slurs and Concert Bb major finger patterns. F horn and Eb horn: Perform lip slurs and written C major finger patterns. Electric bass: Perform finger patterns in Bb major. Mallets: Perform double stroke sticking patterns and double stops. Suspended cymbal: Identify and perform roll technique. Snare drum: Identify and perform eighth/sixteenth note combinations.

9 9

Page 4 Lesson Plan Exercises Score Pages 50 63

Page 4 Lesson Plan Exercises Score Pages 50 63 Page 4 Lesson Plan Exercises 14 19 Score Pages 50 63 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and

More information

Page 16 Lesson Plan Exercises Score Pages

Page 16 Lesson Plan Exercises Score Pages 1 Page 16 Lesson Plan Exercises 56 60 Score Pages 167 178 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 18 Lesson Plan Exercises Score Pages

Page 18 Lesson Plan Exercises Score Pages 1 Page 18 Lesson Plan Exercises 67 73 Score Pages 186 197 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Page 5 Lesson Plan Exercises Score Pages 64 74

Page 5 Lesson Plan Exercises Score Pages 64 74 Page 5 Lesson Plan Exercises 20 24 Score Pages 64 74 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and

More information

Page 26 Lesson Plan Exercises Score Pages

Page 26 Lesson Plan Exercises Score Pages Page 26 Lesson Plan Exercises 111 116 Score Pages 315 326 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 8 Lesson Plan Exercises Score Pages 81 94

Page 8 Lesson Plan Exercises Score Pages 81 94 1 Page 8 Lesson Plan Exercises 14 21 Score Pages 81 94 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 28 Lesson Plan Exercises Score Pages

Page 28 Lesson Plan Exercises Score Pages Page 28 Lesson Plan Exercises 122 127 Score Pages 336 347 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80

Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80 1 Page 7 Lesson Plan Exercises 7 13 Score Pages 70 80 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and

More information

Page 17 Lesson Plan Exercises Score Pages

Page 17 Lesson Plan Exercises Score Pages 1 Page 17 Lesson Plan Exercises 61 66 Score Pages 179 184 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, improvising,

More information

Page 18 Lesson Plan Exercises Score Pages

Page 18 Lesson Plan Exercises Score Pages Page 18 Lesson Plan Exercises 87 92 Score Pages 226 239 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, composing

More information

Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58

Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58 1 Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58 Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading

More information

7th Grade Beginning Band Music

7th Grade Beginning Band Music Scope And Sequence Timeframe Unit Instructional Topics Course Description Seventh Grade Beginning Band is the first full year in a six-year program designed to develop a student's ability in instrumental

More information

Grade 4 General Music

Grade 4 General Music Grade 4 General Music Music integrates cognitive learning and creativity to contribute to the holistic development of every child. This program is designed to include an active music making approach to

More information

Section V: Technique Building V - 1

Section V: Technique Building V - 1 Section V: Technique Building V - 1 Understanding Transposition All instruments used in modern bands have evolved over hundreds of years. Even the youngest instruments, the saxophone and euphonium, are

More information

COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5)

COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5) COURSE: Instrumental Music (Brass & Woodwind) GRADE(S): Level I (Grade 4-5) UNIT: Preliminary Physical Concepts 9.1 Production, Performance and Exhibition of Music UNIT OBJECTIVES: 1. Students will demonstrate

More information

Teach Your Students to Compose Themselves!

Teach Your Students to Compose Themselves! Teach Your Students to Compose Themselves! Robert Sheldon Composer/Conductor/Clinician/Concert Band Editor Alfred Music www.robertsheldonmusic.com rsheldon@alfred.com 1) Where to begin? What does the composer

More information

5 th Grade BAND. Artistic Processes Perform Respond. Fairfield s Band Program Ensemble Sequence

5 th Grade BAND. Artistic Processes Perform Respond. Fairfield s Band Program Ensemble Sequence 5 th Grade BAND Band is offered to all 5 th grade students. Instruments offered are: Flute, Oboe, Bb Clarinet, Eb Alto Saxophone, French Horn in F, Bb Trumpet, Trombone, Baritone Horn, and Percussion.

More information

Marion BANDS STUDENT RESOURCE BOOK

Marion BANDS STUDENT RESOURCE BOOK Marion BANDS STUDENT RESOURCE BOOK TABLE OF CONTENTS Staff and Clef Pg. 1 Note Placement on the Staff Pg. 2 Note Relationships Pg. 3 Time Signatures Pg. 3 Ties and Slurs Pg. 4 Dotted Notes Pg. 5 Counting

More information

Section IV: Ensemble Sound Concepts IV - 1

Section IV: Ensemble Sound Concepts IV - 1 Section IV: Ensemble Sound Concepts IV - 1 Balance and Blend Great bands are great because they work harder and understand how sound works better than other bands. The exercises and literature we play

More information

THE MUSIC ACADEMY AT CCTS.

THE MUSIC ACADEMY AT CCTS. THE MUSIC ACADEMY AT CCTS Audition requirements for Instrumentalists applying for acceptance into The Music Academy at Camden County Technical Schools www.ccts.org YOUR MUSIC ACADEMY AUDITION DATE Gloucester

More information

Power Standards and Benchmarks Orchestra 4-12

Power Standards and Benchmarks Orchestra 4-12 Power Benchmark 1: Singing, alone and with others, a varied repertoire of music. Begins ear training Continues ear training Continues ear training Rhythm syllables Outline triads Interval Interval names:

More information

Autrey Mill Middle School Band Wendy Wilson, Director

Autrey Mill Middle School Band Wendy Wilson, Director Autrey Mill Middle School Band Wendy Wilson, Director August 8, 2018 Dear Parents and Students, The Georgia Music Educators Association (GMEA) hosts an All-State Band event each year which is held in the

More information

QU Q I U C I K C S K TA T RT GU G I U D I E D

QU Q I U C I K C S K TA T RT GU G I U D I E D QUICK START GUIDE 2 Quick Start QUICK START Welcome First Place for Jazz is just that the first place that students and directors can turn for help in learning about this great music. Jazz can be intimidating

More information

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly

Greeley-Evans School District 6 Year One Beginning Orchestra Curriculum Guide Unit: Instrument Care/Assembly Unit: Instrument Care/Assembly Enduring Concept: Expression of Music Timeline: Trimester One Student will demonstrate proper care of instrument Why is it important to take care of your instrument? What

More information

Greenwich Music Objectives Grade 3 General Music

Greenwich Music Objectives Grade 3 General Music All students are required to take general music one hour per week. All students may elect to take orchestra. The annotations (e.g. *6c, *1d) in the curriculum are based on the National/Connecticut Standards.

More information

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12

Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 Poway Unified School District Instrumental Music Scope and Sequence Grades 5 through 12 The mission of the Poway Unified School District Instrumental Music Program is to provide a quality music education

More information

Curriculum Map - Band 7 & 8. Concepts Competencies Vocabulary Standard( s) Playing musical

Curriculum Map - Band 7 & 8. Concepts Competencies Vocabulary Standard( s) Playing musical Curriculum Map - Band 7 & 8 Timeframe Big Ideas Essential Questions Weeks 1-6 How can we tell the key of a piece of? can be In what ways do you produce rolls in percussion? How can we express more than

More information

Presented by Michael Pote and Chris Grifa Carmel, Indiana. Saturday, February 4th, :45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m.

Presented by Michael Pote and Chris Grifa Carmel, Indiana. Saturday, February 4th, :45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m. Achieving Your Ensemble Sound: It s Fundamental! Presented by Michael Pote and Chris Grifa Carmel, Indiana Saturday, February 4th, 2016 2:45 p.m. - 3:45 p.m. 4:00 p.m. - 5:00 p.m. Mesa Room Featuring the

More information

Huntsville Youth Orchestra Auditions. Philharmonia VIOLIN

Huntsville Youth Orchestra Auditions. Philharmonia VIOLIN Huntsville Youth Orchestra VIOLIN 2 major scales, both 2 octaves, up to three flats and three sharps: C, G, D, A, F, Bb, Eb. The judges will decide which one you will play, so please prepare all of them

More information

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory

STRATFORD PUBLIC SCHOOLS Music Department AP Music Theory HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose

More information

Middle School Intermediate/Advanced Band Pacing Guide

Middle School Intermediate/Advanced Band Pacing Guide Middle School Intermediate/Advanced Band Pacing Guide 2018-2019 1 st Nine Weeks 2 nd Nine Weeks 3 rd Nine Weeks 4 th Nine Weeks Rhythm: sixteenth, triplet Major scales: All 1 octave Rhythm: dotted eighth

More information

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Conductor Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Conductor Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band Performance

More information

DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES

DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES DELAWARE MUSIC EDUCATORS ASSOCIATION ALL-STATE ENSEMBLES GENERAL GUIDELINES DELAWARE ALL-STATE SENIOR BAND Flute, Piccolo, Soprano Clarinet, Saxophones (Alto, Tenor, Baritone), Bass Clarinet, Oboe, Bassoon,

More information

**This audition is part of your 2nd Marking Period Grade**

**This audition is part of your 2nd Marking Period Grade** INSTRUMENT PACKET: SHS Concert Band Auditions 2018-19 Dates & Times Monday, October 29th - 3:00pm to 6:30pm Tuesday, October 30th - 2:30pm to 4:00pm Wednesday, October 31st - 3:00pm 5:30pm Thursday, November

More information

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music

THE ANGLO-AMERICAN SCHOOL OF MOSCOW. K-12 Music THE ANGLO-AMERICAN SCHOOL OF MOSCOW K-12 Music The music education program at the Anglo-American School of Moscow enables all students to artistically express themselves in a variety of ways. Children

More information

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GENERAL INFORMATION: Auditions will take place the week of April 23-27. Please see the sign-up sheets in the Band Room (room 25). There will be audition times

More information

Guide to Band Instruments

Guide to Band Instruments Guide to Band Instruments This guide will help you to understand and identify the different instruments that are in the band. The band is made up of instruments from the Woodwind family, Brass family,

More information

CHAPTER 14 INSTRUMENTS

CHAPTER 14 INSTRUMENTS CHAPTER 14 INSTRUMENTS Copying instrumental parts requires that a copyist know the following: clefs keys and transpositions of instruments written ranges sounding ranges While most instruments use a single

More information

TABLE OF CONTENTS CHAPTER 1 PREREQUISITES FOR WRITING AN ARRANGEMENT... 1

TABLE OF CONTENTS CHAPTER 1 PREREQUISITES FOR WRITING AN ARRANGEMENT... 1 TABLE OF CONTENTS CHAPTER 1 PREREQUISITES FOR WRITING AN ARRANGEMENT... 1 1.1 Basic Concepts... 1 1.1.1 Density... 1 1.1.2 Harmonic Definition... 2 1.2 Planning... 2 1.2.1 Drafting a Plan... 2 1.2.2 Choosing

More information

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks

DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music

More information

UNDERGRADUATE AUDITION & MUSIC TECHNOLOGY PORTFOLIO REQUIREMENTS

UNDERGRADUATE AUDITION & MUSIC TECHNOLOGY PORTFOLIO REQUIREMENTS University of Oregon School of Music and Dance Undergraduate Music Major Audition Requirements 2018-19 UNDERGRADUATE AUDITION & MUSIC TECHNOLOGY PORTFOLIO REQUIREMENTS The purpose of the entrance audition

More information

Grade Level Music Curriculum:

Grade Level Music Curriculum: Grade Level Music Curriculum: All the grade levels will experience sing alone and with others, a diverse repertoire representing various cultures and styles (for example, folk songs, poems, play-party

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7. Fine Arts Curriculum Framework Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1

More information

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8

Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 Norman Public Schools MUSIC ASSESSMENT GUIDE FOR GRADE 8 2013-2014 NPS ARTS ASSESSMENT GUIDE Grade 8 MUSIC This guide is to help teachers incorporate the Arts into their core curriculum. Students in grades

More information

St. Louis Metro District #8 High School Concert Band. Set I ( ) District Audition Music

St. Louis Metro District #8 High School Concert Band. Set I ( ) District Audition Music St. Louis Metro District #8 High School Concert Band Set I (2016-2017) District Audition Music The following music should be prepared for district auditions on November 1, 2016. This music is taken from

More information

Curriculum Guides. Middle School Band. Weld County School District 6 Learning Services th Avenue Greeley, CO /

Curriculum Guides. Middle School Band. Weld County School District 6 Learning Services th Avenue Greeley, CO / 201-201 Curriculum Guides Middle School Band Weld County School District 6 Learning Services 1025 9 th Avenue Greeley, CO 80631 970/348-6000 Acknowledgements Our sincere thanks to the following teachers

More information

North Jersey School Music Association

North Jersey School Music Association Elementary Region I Honor Band Festival Saturday, May 4, 2019 9:00am 4:00pm South Orange Middle School (Directors meeting begins at 8:15am ) Director Instructions The NJSMA eighth annual Elementary Honors

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Beginning Guitar, 9-12 Grading Period: 1 st six Weeks Time Frame Unit/SOLs The student will echo, read, and notate music, including identifying,

More information

TMEA Region 8 Middle School Band Audition Music Set C

TMEA Region 8 Middle School Band Audition Music Set C Set C 2014-2015 Flute: Steensland: Studies and Melodious Etudes for Flute, Level Two Page 21 #20 ( = 140) Page 24 #24 ( = 60) Oboe: Gekeler: First Book of Practical Studies for Oboe Page 10 Letter B (

More information

Audition Guidelines & Repertoire Lists Season

Audition Guidelines & Repertoire Lists Season Audition Guidelines & Repertoire Lists 2017-2018 Season To schedule an audition, visit www.jaxsymphony.org/jsyo: 1. Fill out the online application 2. Get an audition appointment For questions about auditions,

More information

This includes all the information you will need concerning the following:

This includes all the information you will need concerning the following: September 11, 2017 Dear Music Teachers: On behalf of the North Dakota Music Educators Association, I am pleased to announce the 52 nd ANNUAL NORTH DAKOTA ALL-STATE BAND, MIXED CHORUS, WOMEN S CHORUS, ORCHESTRA,

More information

Woodlynne School District Curriculum Guide. General Music Grades 3-4

Woodlynne School District Curriculum Guide. General Music Grades 3-4 Woodlynne School District Curriculum Guide General Music Grades 3-4 1 Woodlynne School District Curriculum Guide Content Area: Performing Arts Course Title: General Music Grade Level: 3-4 Unit 1: Duration

More information

Are you a student who is looking for a CHALLENGE? Are you a student who is MOTIVATED to try something new and STICK WITH IT?

Are you a student who is looking for a CHALLENGE? Are you a student who is MOTIVATED to try something new and STICK WITH IT? Are you a student who is looking for a CHALLENGE? Are you a student who is MOTIVATED to try something new and STICK WITH IT? Do you want to have FUN learning something that you can do for the rest of your

More information

Greater Cleveland Instrumental Solo and Ensemble Contest Association. RULES AND REGULATIONS (revised September 2016)

Greater Cleveland Instrumental Solo and Ensemble Contest Association. RULES AND REGULATIONS (revised September 2016) Greater Cleveland Instrumental Solo and Ensemble Contest Association RULES AND REGULATIONS (revised September 2016) 1. FEES: Solo Entry - $9.00 per entry Ensemble Entry - $5.00 per member (not to exceed

More information

Alleghany County Schools Curriculum Guide

Alleghany County Schools Curriculum Guide Alleghany County Schools Curriculum Guide Grade/Course: Piano Class, 9-12 Grading Period: 1 st six Weeks Time Fra me 1 st six weeks Unit/SOLs of the elements of the grand staff by identifying the elements

More information

Preview Only. A Holiday Encore for Band. Arranged by ROBERT W. SMITH (ASCAP) and MICHAEL STORY (ASCAP)

Preview Only. A Holiday Encore for Band. Arranged by ROBERT W. SMITH (ASCAP) and MICHAEL STORY (ASCAP) Band Expressions Series and to All a Good Night A Holiday Encore for Band Arranged by ROBERT W. SMITH (ASCAP) and MICHAEL STORY (ASCAP) 1 Conductor 8 C Flute 2 Oboe 4 1st B% Clarinet 4 2nd B% Clarinet

More information

Grade 5 General Music

Grade 5 General Music Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to

More information

St. Louis Metro District #8 High School Concert Band. Set IV ( ) District Audition Music - Revised

St. Louis Metro District #8 High School Concert Band. Set IV ( ) District Audition Music - Revised St. Louis Metro District #8 High School Concert Band Set IV (2015-2016) District Audition Music - Revised The following music should be prepared for district auditions on November 3, 2015. This music is

More information

6 th Grade Band including Beginning Band

6 th Grade Band including Beginning Band 6 th Grade Band including Beginning Band 6 th grade Concert Band is a full year class. The full ensemble will rehearse a minimum of twice per week. Students electing Band/Chorus will rehearse during the

More information

Centennial Middle School. Supplemental Band Book. Bass Clarinet. This book belongs to:

Centennial Middle School. Supplemental Band Book. Bass Clarinet. This book belongs to: Centennial Middle School Supplemental Band Book Bass Clarinet This book belongs to: Table of Contents: History 1 Instrument assembly and care 2 Tone production problems and remedies 6 Pitch tendencies

More information

WEST VIRGINIA ALL-STATE BAND AUDITION REQUIREMENTS NOTE: ALL SCALES MUST BE PERFORMED FROM MEMORY

WEST VIRGINIA ALL-STATE BAND AUDITION REQUIREMENTS NOTE: ALL SCALES MUST BE PERFORMED FROM MEMORY WEST VIRGINIA ALL-STATE BAND AUDITION REQUIREMENTS 2009-2010 FLUTE & PICCOLO: Selected Studies for Flute p. 21- Bach, Giga ( dotted Quarter = 72 p. 36 Anderson, Romanza ( quarter=56-66) No Repeat (There

More information

Greenwich Public Schools Orchestra Curriculum PK-12

Greenwich Public Schools Orchestra Curriculum PK-12 Greenwich Public Schools Orchestra Curriculum PK-12 Overview Orchestra is an elective music course that is offered to Greenwich Public School students beginning in Prekindergarten and continuing through

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

HORNS SEPTEMBER 2014 JAZZ AUDITION PACKET. Audition Checklist: o BLUES SCALES: Concert Bb and F Blues Scales. o LEAD SHEET/COMBO TUNE: Tenor Madness

HORNS SEPTEMBER 2014 JAZZ AUDITION PACKET. Audition Checklist: o BLUES SCALES: Concert Bb and F Blues Scales. o LEAD SHEET/COMBO TUNE: Tenor Madness SEPTEMBER 2014 JAZZ AUDITION PACKET HORNS Flute Oboe play flute part Clarinet play a trumpet part Alto Sax 1 Alto Sax 2 Tenor Sax 1 Tenor Sax 2 Trumpet 1 Trumpet 2 Trumpet 3 Trumpet 4 Horn Trombone 1 Trombone

More information

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.

MHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements. G R A D E: 9-12 M USI C IN T E R M E DI A T E B A ND (The design constructs for the intermediate curriculum may correlate with the musical concepts and demands found within grade 2 or 3 level literature.)

More information

Township of Ocean School District. Instrumental Music Curriculum Grades 5-8

Township of Ocean School District. Instrumental Music Curriculum Grades 5-8 Township of Ocean School District Instrumental Music Curriculum Grades 5-8 MUSIC DEPARTMENT INSTRUMENTAL TOWNSHIP OF OCEAN INTERMEDIATE SCHOOL COURSE TIMELINE FOR: 5 TH GRADE 1 2 3 4 5 6 7 8 9 10 MP 1

More information

CB South Advanced Ensembles Symphonic Band and Jazz Ensemble Auditions

CB South Advanced Ensembles Symphonic Band and Jazz Ensemble Auditions CB South Advanced Ensembles Symphonic Band and Jazz Ensemble Auditions Thank you for your interest in auditioning for our CB South Advanced Ensembles. In addition to the two advanced groups (Symphonic

More information

1. Takadimi method. (Examples may include: Sing rhythmic examples.)

1. Takadimi method. (Examples may include: Sing rhythmic examples.) DEPARTMENT/GRADE LEVEL: Band (Beginning Band) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 40 weeks (4 weeks-summer, 36 weeks-school year) OVERALL STUDENT OBJECTIVES FOR THE UNIT:

More information

Welcome to the West Babylon Musical Instrument Program!

Welcome to the West Babylon Musical Instrument Program! Welcome to the West Babylon Musical Instrument Program! An Introduction to Musical Instruments for Elementary Students Prepared By Tara Smith Class of 2014 Let s take a look at the wonderful world of music!

More information

The Practice Room. Learn to Sight Sing. Level 2. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples

The Practice Room. Learn to Sight Sing. Level 2. Rhythmic Reading Sight Singing Two Part Reading. 60 Examples 1 The Practice Room Learn to Sight Sing. Level 2 Rhythmic Reading Sight Singing Two Part Reading 60 Examples Copyright 2009-2012 The Practice Room http://thepracticeroom.net 2 Rhythmic Reading Two 20 Exercises

More information

Section III: Long Tones & Lip Slurs III - 1

Section III: Long Tones & Lip Slurs III - 1 Section III: Long Tones & Lip Slurs III - 1 Long Tones The first part of the daily routine for the entire band is made up of long tones on unison pitches and chords. It s a pretty good idea to do some

More information

The String Family. Bowed Strings. Plucked Strings. Musical Instruments More About Music

The String Family. Bowed Strings. Plucked Strings. Musical Instruments More About Music Musical Instruments More About Music The String Family The string family of instruments includes stringed instruments that can make sounds using one of two methods. Method 1: The sound is produced by moving

More information

Grade Five. MyMusicTheory.com PREVIEW. Music Theory Extra Resources. Cadences Transposition Composition Score-reading.

Grade Five. MyMusicTheory.com PREVIEW. Music Theory Extra Resources. Cadences Transposition Composition Score-reading. MyMusicTheory.com Grade Five Music Theory Extra Resources Cadences Transposition Composition Score-reading (ABRSM Syllabus) PREVIEW BY VICTORIA WILLIAMS BA MUSIC www.mymusictheory.com Published: 6th March

More information

Section VI: Chorales VI - 1

Section VI: Chorales VI - 1 Section VI: Chorales VI - 1 What ARE Chorales And Why Do We Play Them? Originally, chorale was the term used for the hymns written for use in European Protestant churches after the Reformation of the sixteenth

More information

Habersham Central Marching Winds Mastery Band

Habersham Central Marching Winds Mastery Band Habersham Central Marching Winds Mastery Band Instructor: Ryan Dukes rdukes@habershamschools.com 706-778-7161 x1628 FL32 - Bandroom Overview It is the mission of the Habersham Central High School Band

More information

8th Grade Band 8/25. *Warm Ups and Beyond Page 18 Concert Bb Major Scale and Arpeggio 1 & 2 Thirds Chorale

8th Grade Band 8/25. *Warm Ups and Beyond Page 18 Concert Bb Major Scale and Arpeggio 1 & 2 Thirds Chorale 8th Grade Band 8/25 I can perform the Marches of the Armed Forces m21 37 *Breathing Exercises through instruments (in 4 out 4, in 4 out 8) *Bb Major Scale round Snares play 8th note alternating buzz strokes

More information

Danville Public Schools Music Curriculum Preschool & Kindergarten

Danville Public Schools Music Curriculum Preschool & Kindergarten Danville Public Schools Music Curriculum Preschool & Kindergarten Rhythm: Melody: Harmony: Timbre: Form: Expression: Comprehend and demonstrate a steady beat Identify sound and silence Identify and perform

More information

Scarsdale Middle School Eighth Grade Band Band Handbook Mr. Lieto

Scarsdale Middle School Eighth Grade Band Band Handbook Mr. Lieto 2016-2017 Scarsdale Middle School Eighth Grade Band Band Handbook Mr. Lieto Name Day Period Welcome Back! Scarsdale Middle School Eighth Grade Band! This is a very exciting time for you as you begin your

More information

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I

Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is

More information

Yamaha Advantage, Accent on Achievement, and Premier Performance method. books, my preferred selection would be the Standard of Excellence, by Bruce

Yamaha Advantage, Accent on Achievement, and Premier Performance method. books, my preferred selection would be the Standard of Excellence, by Bruce After an in depth analysis of Essential Elements, Standard of Excellence, Yamaha Advantage, Accent on Achievement, and Premier Performance method books, my preferred selection would be the Standard of

More information

FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Alignment

FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Alignment FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Program: Music Number of Courses: 52 Date Updated: 11.19.2014 Submitted by: V. Palacios, ext. 3535 ILOs 1. Critical Thinking Students apply

More information

Instrumental Music Curriculum

Instrumental Music Curriculum CARLISLE AREA SCHOOL DISTRICT Middle School Band 2003 Instrumental Music Curriculum Written by Mark Alexander-Gray & Allen Z. Roth CARLISLE AREA SCHOOL DISTRICT Music Department Lamberton Middle School

More information

Tyler Lundy Literature Project 2015 Name of group: High School Symphonic Band

Tyler Lundy Literature Project 2015 Name of group: High School Symphonic Band Name of group: High School Symphonic Band Student year level: 9-12 th grade Instrumentation: Flutes, Oboe, Clarinets (1st, 2nd, 3 rd ), Bass Clarinet, Alto Saxes (1st, 2nd), Tenor Sax, Baritone Sax, Bassoon,

More information

Instrumental Music II. Fine Arts Curriculum Framework

Instrumental Music II. Fine Arts Curriculum Framework Instrumental Music II Fine Arts Curriculum Framework Strand: Skills and Techniques Content Standard 1: Students shall apply the essential skills and techniques to perform music. ST.1.IMII.1 Demonstrate

More information

GENERAL MUSIC Grade 3

GENERAL MUSIC Grade 3 GENERAL MUSIC Grade 3 Course Overview: Grade 3 students will engage in a wide variety of music activities, including singing, playing instruments, and dancing. Music notation is addressed through reading

More information

CHAPTER THIRTEEN FINGERING CHARTS

CHAPTER THIRTEEN FINGERING CHARTS CHAPTER THIRTEEN FINGERING CHARTS CHAPTER 13 FINGERING CHARTS FLUTE FINGERING CHART 1. How to use the fingering chart: a. The areas that are darkened in indicate which keys are depressed. b. Refer to the

More information

Tenuto 1

Tenuto 1 Tenuto 1 Lifted 2 Staccato 3 Accented > > > > 4 Marcato 5 7th Grade Band 9/16/13 I can tell the difference between concert A natural and A flat. Trumpets and Clarinets: Concert A natural is your B natural,

More information

Signal Mountain Middle School Band

Signal Mountain Middle School Band Signal Mountain Middle School Band 6 th Grade Instrument Selection Guide Choosing an instrument is an exciting first step to learning music! This guide will explain how the instrument selection process

More information

Ben Cossitor Music 445W December 12, 2011 Unit Plan Assignment

Ben Cossitor Music 445W December 12, 2011 Unit Plan Assignment Ben Cossitor Music 445W December 12, 2011 Unit Plan Assignment In this unit plan portfolio, the reader will find an invaluable resource for the preparation and performance of James Curnow s Rejouissance.

More information

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC

IronClad. Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC IronClad Sean O Loughlin Grade 1.5 (Hutton) 2011 Carl Fischer, LLC History Sean O Loughlin (b. 1972) grew up in Syracuse New York. His career began to take shape with the help of the Vice President of

More information

Prelude. Name Class School

Prelude. Name Class School Prelude Name Class School The String Family String instruments produce a sound by bowing or plucking the strings. Plucking the strings is called pizzicato. The bow is made from horse hair pulled tight.

More information

GSA Applicant Guide: Instrumental Music

GSA Applicant Guide: Instrumental Music GSA Applicant Guide: Instrumental Music I. Program Description GSA s Instrumental Music program is structured to introduce a broad spectrum of musical styles and philosophies, developing students fundamental

More information

SAMPLE THE COMPOSER THE COMPOSITION INSTRUMENTATION LIST

SAMPLE THE COMPOSER THE COMPOSITION INSTRUMENTATION LIST 2 THE COMPOSER Fred Sturm is Director of Jazz and Improvisational Music at the Lawrence University Conservatory of Music and has served as guest conductor/composer/arranger of professional jazz ensembles

More information

The Story of the Woodwind Family. STUDY GUIDE Provided by jewel winds

The Story of the Woodwind Family. STUDY GUIDE Provided by jewel winds The Story of the Woodwind Family A Musical Story for Woodwind Quintet by Richard Goldfaden STUDY GUIDE Provided by jewel winds The Story of the Woodwind Family is a delightful musical selection which includes

More information

Flint School of Performing Arts Ensemble Audition Requirements

Flint School of Performing Arts Ensemble Audition Requirements Flint School of Performing Arts Ensemble Audition Requirements FLINT YOUTH SYMPHONY STRINGS 1. 2-minute excerpt of solo of your choice which demonstrates your playing level (no piano accompaniment necessary)

More information

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators

29 Music CO-SG-FLD Program for Licensing Assessments for Colorado Educators 29 Music CO-SG-FLD029-02 Program for Licensing Assessments for Colorado Educators Readers should be advised that this study guide, including many of the excerpts used herein, is protected by federal copyright

More information

Intermediate Midpoint Level 3

Intermediate Midpoint Level 3 Intermediate Midpoint Level 3 Questions 1-3: You will hear the rhythm 3 times. Identify which rhythm is clapped. 1. 2. 3. a. b. c. a. b. c. a. b. c. Questions 4-5: Your teacher will play a melody 3 times.

More information

Ear Training for Trombone Contents

Ear Training for Trombone Contents Ear Training for Trombone Contents Introduction I - Preliminary Studies 1. Basic Pitch Matching 2. Basic Pitch Matching 3. Basic Pitch Matching with no rest before singing 4. Basic Pitch Matching Scale-wise

More information

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA

Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY LEARNING GUIDE LEVEL IA Oak Bay Band MUSIC THEORY PROGRAM - LEVEL IA The Level IA Program is intended for students in Band 9. The program focuses on very simple skills of reading,

More information

Studio Lesson Policy

Studio Lesson Policy California State Polytechnic University, Pomona Music Department Studio Lesson Policy I. Introduction This studio policy includes the following information: 1. Audition requirements and procedures for

More information