Rehearsal Techniques Log
|
|
- Peter Morton
- 5 years ago
- Views:
Transcription
1 Anne McTighe Prof. Farris Instrumental II May 29, 2012 Divide each stand; have one player do the sixteenth note subdivision, while the other plays the part. Then switch. Sight-reading rhythms in a new piece. Rehearsal Techniques Log Musical Element Rehearsal Technique Level of Application Additional Comments Accuracy of the dotted eighth, sixteenth pattern. You may also use the percussion section to assist with the subdivision. Play the rhythms on an open string. Sight-reading rhythms in a new piece. Sing or count the rhythm before playing. Sing with pitches or without pitches. Learning new rhythms. Use a call-response technique. The teacher can play the rhythm for the class or teach a few students and have them teach everyone else. Learning new rhythms. Associate the rhythms with words that may be chanted. Ex. Running, Running, Walk, Walk Learning new rhythms. General outline to teach new material. Four step process: Applicable for any dotted rhythm Elementary school or Best for elementary or Elementary school Walk to the beat. Or divide the band in half and have some subdivide. Have the students clap subdivisions or move to the beat. The group could also be divided into two groups if the students have trouble clapping and singing. Make sure you establish a rhythm. Keeping the pulse somehow is good. It is also important to know the logistics of how the call-response is going to work. Cross rhythms can be learned this way. This is a good application for students. Ex. Pass the milk and butter Remember to build up to new rhythms and concepts. Also remember to reteach! Not all students will understand it on the first day.
2 1. Speak the rhythm 2. Ta or buzz the rhythm 3. Play the rhythm on a single note 4. Play a scale using the rhythm or do a method book exercise Difficulty with a particular section or rhythm. Drill the rhythm at a slow speed. Gradually build up the tempo. Difficulty with a particular section. Remove fingerings and play rhythm on one note. Difficulty counting a note or rushing. Have students begin by subdividing each note. Use the smallest subdivision necessary depending on the rhythm (eighth or sixteenth notes). Play with separate but repeated notes. Next subdivide using a legato tongue, so that the air moves the same way it would when playing the written part. Finally, play as written. Breathing is not occurring fast enough and is making students late. Build the tempo up so that it is playable at a speed just above the intended tempo. This will force the fingers to move quickly and make the slower tempo easy. Removes half of the difficulty and allows students to focus on just the rhythm. Encourage students to subdivide when they get to the final step of playing the written notes. The legato tonguing step can be skipped if necessary. This is helpful if younger students have not mastered tonguing. Breathing exercise: Inhale for 4 counts, exhale for 4 counts Inhale for 3 counts, exhale for 4 counts Inhale for 2 counts, exhale for 4 counts Inhale for 1 count, exhale for 4 counts Inhale as quickly as possible, exhale for 4 counts Encourages quick breathing. Introduces it gradually to encourage mastery. Incorrect rhythms. Not subdividing. Removes the instrument and fingers. Ta-
3 Clap or ta the rhythm. Incorrect rhythms. Not subdividing. ing allows them to vocalize and use air. and Say shh or stomp during the rests. Half the ensemble should vocalize the subdivisions using a syllable like ta. The other half hisses the written rhythm. Switch halves. Difficulty counting rests accurately. Say shh or stomp during the rests. Speeding up when music crescendos or is at a louder dynamic. Talk about the principles of wind acoustics. Have students work on playing with lots of air. Think fast, cool air when playing loudly and slow, warm air when playing quietly. Inconsistent tempo or difficulty following conductor s beat. Have students conduct while humming their part. Group is not starting together. Give two beats for them to prepare Ready, Go. Group is not starting together. Look at group and breathe with them. Difficulty playing a fast passage up to tempo. Sluggishness of the tongue. Elementary school Best for students who have played for at least 1 year. Middle school or high school Make sure you switch parts! Make sure this technique is only used during the learning process. It must be internalized for the concert. Best taught once the student has an understanding of how the instrument works and good breath control. Also works for places that slow down as they decrescendo or get quieter. Students should be taught the patterns prior to this lesson. Can also have students conduct a recording of the piece they are playing. Do not wait for stragglers. Tell students the measure number and begin. If you constantly wait, they will learn that they can take their time. Do not wait for stragglers. Make sure that the tonguing is active and quickly even when playing at the slower tempos.
4 Gradually work up the speed to one just above the desired tempo. This will make the slightly slower tempo seem easy. Difficulty playing a fast passage up to tempo. Practice without air a few times. Have the students just finger their notes. Practice any note switches that are difficult (i.e. crossing breaks). Avoiding rushing in staccato sections. Have half of the band play with sustained tones. The other section should play with crisp staccatos. Clean cross over the break. High school Middle school or high school Encourage quick, active finger movement. This should hold the staccato parts back. Make sure to switch parts before returning to all staccato. Practice crossings the break without playing. Alternate between the two notes. Hover the fingers over where they should be. Get them ready ahead of time. Rock back and forth between the open strings as silently as possible. Difficulty notes are dying off at the end (especially for longer notes). Work on breathing exercises that encourage breath control. Ex. In for 4 counts, out for 4 counts. In for 4, out for 8 In for 4, out for 12 Etc. Students are not saving their air. Do a breathing exercise. Make sure the exercise is done in the tempo of the section students are having trouble with Try different variations depending on how long the students have to breathe and how long the note/phrase is.
5 In for 4 counts, out for 4 counts. In for 4, out for 8 In for 4, out for 12 Etc. Students are having difficulty using the correct amount of air. Have the students play with too much air, so that the sound crunches. Gradually back off on the amount of air used until a nice sound is produced. Reverse the process. Start with too little air so that the sound is whispy. Increase the air until a beautiful tone is produced. Students are having difficulty producing accents. Explain to students that they need to add a bit of air speed at the start of the note. Students are having difficulty producing accents. Middle school Elementary school It is valuable for students to hear and feel what it is like to play incorrectly. This enables them to identify it in their own practice. Make sure you always end with the correct posture, sound, or intonation, etc. This way students remember what it feels like to play correctly. Drill accents. Have students create their own rhythms using accents. Have students solo with their rhythms. See if other students can identify where the accents are. Then have them play it back! Students are not tonguing. They are rearticulating with their air. Use the hose analogy. There should be a steady stream of water, but your finger temporarily interrupts it just like your tongue does with the air.
6 Students tonguing is sluggish. Ask the students to pretend they are touching a boiling pot of water. They will withdraw their hand very quickly. Ask think the same thing when tonguing. Difficult slurred passages. Remove slurs and articulate notes. Start slowly and build up the tempo. Finally add slurs back in. Not enough contrast between different articulations. Have students do the extremes of a written articulation. Practice a certain articulation and then practice the opposite. For staccato, have ensemble play very heavy and legato. Do the opposite (light and separated). Producing the correct accent. Useful when comparing different sections of a piece. Tah vs TA-h : Marcato accent o Hard t o Like saying Tom Legato accent o Softer t o Like calling your dog Tom inside Incorrect tonguing. Articulating slurs. Explain that ta tonguing is for articulated passages and da tonguing is for legato/slurred Practice the two back-to-back. Practice the two back-to-back.
7 passages. Students are tensing muscles too much. Posture Posture Loosen muscles and joints with stretching exercises (Kjelland CP. 22d-22g). Neck side-bend Neck extensor tightening Overhead arm stretch Forward arm stretch Behind the back stretch Students are slouching. Have the students stand up and practice sitting down imagining that a glass of water is on their head. Remind them that they cannot spill the water. Students are slouching. Most useful for elementary school Let students bring in favorite stretches if they have some. Come back to this throughout the lesson for little posture checks. Did you spill your glass of water? Posture Praise a student who is exhibiting good posture. Ask everyone to model this posture. Students are slouching. Posture Ask students to play with bad posture. Then ask students to play with good posture. Point out how much easier it is to play with good posture and how much nicer it sounds. Tuning chords. Build the chords up from the bottom. If a chord has an added tone like a 2 nd or 4 th, save this for the last note. Establish the basic chord first. Matching or unifying pitches as an ensemble. This allows students to hear the individual pitches. Encourages listening across sections. This gets students to listen to each other s pitch, and it will be more in tune when they
8 Have students hold the out of tune note. Tell them that as you bring your arms out, you want them to slide the note to make it more out-oftune. As you bring your hands together, tell them to slide back and bring the note into focus. Practicing into an out-of-tune note. If a note is played out of tune, stop and have the students fix the note. Then go back down and play into the out-of- tune note. If it is not in tune, continue this process. Practicing ear training while other sections are trying to correct intonation issues. Have the section that needs help rehearse alone. Other students in the ensemble should raise a finger when they hear an out-of-tune note. Tricky passages in high in range. slide back. Can be adapted for older ensembles using intervals or chords. Students need to learn the correct placement so they can get there in tune. Encourage students not to fix the intonation immediately. Have them think about whether they are sharp or flat. Then try it again. Play the passage an octave lower to get the sound of the notes in your ears. Then play it again in the upper octave. Tricky passages in high in range. Middle school or high school Split the section into two groups. Have one play it down an octave and the other as written. Play slowly if necessary. Try to match pitches to the lower octave. Difficulty hitting an initial short note following a period of rest. Practice finding the pitch with a fermata. Then gradually shorten the length of the note to 4 Middle school or high school Make sure you switch so that everyone gets a chance to play the part in both octaves. By the time the student reaches the correct note length, he will have played it so many times correctly that he will remember the feel.
9 counts, 3 counts, 2 counts, 1 count, etc. Tricky passage for fingering and intonation. Play notes slowly. Make everything a half note or treat each note as if it had a fermata on it. Make sure each pitch is in tune before moving on. Gradually speed up the tempo. Difficult crossing the break. Isolate the break and have students go back and forth between the pitch before and after the break. Slur over the break. Play with rhythms. Learning how to blend into another person s sound. If a note is out of tune, play it softly. Ask students to listen to their neighbors and blend into their pitch. Identifying major vs. minor tonalities. Model a major scale for the students. Then model a minor scale. Ask them to play the first five notes of the scale, so that they understand the physical changes as well as the aural difference. Learning how to match pitches... If the group is small enough, this blending exercise may be done in a circle, adding each student one at a time. Once familiar with the scale, encourage students to identify between major and minor musical passages. Also try playing a major chord and having the third move down a half step. Have students close their eyes. Ask one student to hold a tone (ex. concert Bb). Play a concert Bb on an instrument of your choice. Gradually bend the pitch to make it in tune and then out of tune. Ask students to raise their hand when the two notes are the same. This exercise can be modified to identify when intervals are in tune. This is great for older groups.
10 Difficulty tuning a passage. Practice with a drone. Have one section play the drone, while the other rehearses a tricky section. Difficulty tuning a passage. Have students buzz a passage. Note is consistently sharp. Ask the student to open the throat and lower the jaw. Note is consistently flat. Work on focusing the air more. Crescendos and decrescendos are not balanced. This activity is great for tuning scales and can be used as a warm-up. Buzzing enhances good breath support. This helps steady the pitch. Allows more air to flow through to embouchure. Opens the sound. Direct the air at a single outlet. Centers pitch. Use the sound pyramid. Students at the bottom (low brass, bass clarinet, contrabassoon, etc.) need to crescendo more than the upper voices. The dynamics of every section need to be proportional at all times. Internalizing dynamic levels in a particular section. Have students sing or ta the rhythm of a passage at the correct dynamic level. Understanding dynamic markings. Removing the instrument allows students to focus more on the dynamics. Ask students if they recognize the symbols (p, mp, mf, f, ff). Ask them to identify the softest and loudest. Can they put them in order? Understanding dynamic markings. Elementary school Elementary school Ask students to come up with their own system of remembering how loud each
11 Compare the dynamics to something the students know like animals. Ex. pp = ant p = mouse mp = cat mf = lion f = elephant Matching dynamics when passing a melody through different sections. Have students play only when they have the melody. Listen to how the line passes through the ensemble. Identify whether any section is too quiet or too loud. Controlling crescendos and decrescendos. dynamic is. This encourages students to listen to other sections and match their playing with that of others. Have students hiss. Have them use faster air as they crescendo. Do the opposite for a decrescendo. Executing quick and drastic dynamic changes. Encourage students to crescendo gradually. Work on the individual dynamic sections separately. This allows students solidify the technique needed for each section. Next isolate the transition. Play the measure(s), adding a slight pause in-between the two dynamics. If students can do this, remove the pause going directly into the new dynamic section. Creating dramatic dynamic changes. Practice extreme dynamics. Ask students to elevate forte dynamics and reduce piano dynamics. Adding the pause give students a short period of time to transition between the two techniques. Practicing with successively shorter pauses helps students execute these quick changes. This increases the contrast between dynamic levels and makes them more noticeable.
12 Balance and Working on the blend of the ensemble. Have students switch seats so that the instruments are mixed up (i.e. not in sections). Working on the blend of the ensemble. Getting rid of the isolated sections requires students to become independent. The new sonic experience also encourages them to listen to others. Balance and Have students turn around so that they cannot look at each other or see your conducting. Have them play by listening to each other and blending with their peers. Awareness of the melodic line while playing. Balance and Ask students which section has the melody at a particular point. Have students play louder when they have the melody and softer when they don t have the melody. One section is dominating the group s sound. This activity helps students work on balance and learn about implied dynamics. Balance and Talk with students about the sound pyramid. Students at the bottom (low brass, bass clarinet, contrabassoon, etc.) need to be louder than the upper voices. One section is dominating the group s sound. This gives the group a solid foundation and makes chords sound in tune. Balance and Use the mixer board. Show students with your hands what their levels look like. Then adjust them to show how you would like their sound to be. Tone does not sound supported. Ask students to buzz on their mouthpiece. Buzzing long tones or in rhythm is great. Great for visual learners! Buzzing encourages student to blow a constant, steady stream of air through the mouthpiece. Great for diagnosing problems as articulation and pitch issues become very apparent when buzzing.
13 Students are not supporting with enough air. Or are not breathing fast enough. Breathing exercise: Inhale for 10 counts, exhale for 10 counts Decrease length of time by one count each time until one count for inhale and one for exhale. Tone gets weak near the end of long notes or phrases. Improves air support. Focuses attention on breathing by removing the instrument. Encourages quick inhalation and exhalation. Tone quality Breathing exercise: Inhale for 4 counts, exhale for 4 counts Inhale for 4 counts, exhale for 6 counts Inhale for 4 counts, exhale for 8 counts Inhale for 4 counts, exhale for 10 counts Continue until you have reached the phrase length students must support in the piece. Pinched sound. Have students practice bending pitches by moving/adjusting their embouchure. Sound quality is inconsistent throughout a whole note. Have students practice playing a whole note while maintaining a steady air stream. Encourage good air support! Stuffy sound. Notes not sounding clearly. Physically check the instrument and review Encourages students to save their air and use their diaphragm. Allows a student to find the most open and comfortable mouth position. Use the diaphragm! Control! Having a working instrument and a correct embouchure fixes many tone issues.
14 embouchure. Single reeds: o Are all pads okay? Is the reed the right strength? o Embouchure: Roll lip, place mouthpiece, teeth on top, close mouth. Double reeds: o Are all of the bridge keys lined up? Does the reed need to be adjusted? o Embouchure: Loose, say moo, think of a whistle, reed about 1/3 in mouth Flute: o Are all pads okay? Is the flute parallel to the floor? o Embouchure: Place the blow hole on the lower lip where the wet and dry parts meet, cover 1/3 blow hole Brass: o Are the valves in correctly? Are they oiled? The slide? o Embouchure: Think of blowing hot soup, keep the corners tight, mouthpiece centered Difficulty producing a clear, clean sound for a short note following a period of rest. Sustain the note for four full counts. Encourage students to tune the chord and listen for a good tone quality. Rest. Then repeat holding the note for two counts, then one count, an eighth note, etc. Students will practice good intonation and tone enough times that they will learn how to produce the sound. The eighth note will sound fuller, and it will have clean attack.
15 Poor tone. Remind students to sit up tall with their backs away from the chair. Make sure instruments are held correctly. Notes sounds thuddy. Good posture = good breathing. Remind students to tongue lightly and quickly. There should be a steady stream of air and the tongue only interrupts this. Do not rearticulate with air. Water hose analogy helps a lot!
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 informationGPS. (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 informationGPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Tenor Saxophone
Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Tenor Saxophone Ontario Music Educators Association www.omea.on.ca GPS Task Student Evaluation Chart Band
More informationAssessment may include recording to be evaluated by students, teachers, and/or administrators in addition to live performance evaluation.
Title of Unit: Choral Concert Performance Preparation Repertoire: Simple Gifts (Shaker Song). Adapted by Aaron Copland, Transcribed for Chorus by Irving Fine. Boosey & Hawkes, 1952. Level: NYSSMA Level
More informationArkansas High School All-Region Study Guide CLARINET
2018-2019 Arkansas High School All-Region Study Guide CLARINET Klose (Klose- Prescott) Page 126 (42), D minor thirds Page 128 (44), lines 2-4: Broken Chords of the Tonic Page 132 (48), #8: Exercise on
More informationPage 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 informationPlainfield Music Department Middle School Instrumental Band Curriculum
Plainfield Music Department Middle School Instrumental Band Curriculum Course Description First Year Band This is a beginning performance-based group that includes all first year instrumentalists. This
More informationInstrumental 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 informationSample Teaching Inventory Database:
Sample Teaching Inventory Database: What to Teach TONE TIMING TUNING DYNAMICS Proper embouchure information for each instrument Resonance and ring Support air in motion Good equipment, including mouthpieces
More informationInformation Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five
NAME: Information Sheets for Written Proficiency You will find the answers to any questions asked in the Proficiency Levels I- V included somewhere in these pages. Should you need further help, see your
More informationTMEA ALL-STATE AUDITION SELECTIONS
TMEA ALL-STATE AUDITION SELECTIONS 2014-2015 Hello, my name is Amy Anderson, Oboe Professor at Texas Tech University. I have recorded the 2014-2015 All-State Audition music for oboe including Masterclasses
More informationADVANCED STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO LA, DO SOL, FA MI SOL MI TI, DO LA, DO SOL, DO Pitch SOLFEGE: do re
More informationINTERMEDIATE STUDY GUIDE
Be Able to Hear and Sing DO RE DO MI DO FA DO SOL DO LA DO TI DO DO RE DO MI DO FA DO SOL DO LA DO TI DO DO DO MI FA MI SOL DO TI, DO SOL, FA MI SOL MI TI, DO SOL, DO Pitch SOLFEGE: do re mi fa sol la
More informationGPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells
Name: GPS (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1 Percussion Snare Drum, Bass Drum, Kit, Bells Ontario Music Educators Association www.omea.on.ca GPS Task Student
More informationMARCHING BAND WARMUPS
MARCHING BAND WARMUPS BARITONE Table of Contents Foreword...3 Breathing Exercises.4 Buzzing Exercises....5 Long Tones...6 Lip Slurs.......7 Articulation and Flexibility.....8 Helpful Tips.......11 2 FOREWORD
More informationCOURSE: 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 informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing:
! ASD JHS CHOIR ADVANCED TERMS & SYMBOLS ADVANCED STUDY GUIDE Level 1 Be Able To Hear And Sing: Ascending DO-RE DO-MI DO-SOL MI-SOL DO-FA DO-LA RE - FA DO-TI DO-DO LA, - DO SOL. - DO Descending RE-DO MI-DO
More informationGreeley-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 information5 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 informationSpecial Studies for the Tuba by Arnold Jacobs
Special Studies for the Tuba by Arnold Jacobs I have included a page of exercises to be played on the mouthpiece without the Tuba. I believe this type of practice to have many benefits and recommend at
More informationChallenges in Beginning Trombone Pedagogy
The University of Akron IdeaExchange@UAkron Honors Research Projects The Dr. Gary B. and Pamela S. Williams Honors College Fall 2016 Challenges in Beginning Trombone Pedagogy Robert Sobnosky University
More information2018 White Sabers Brass Warm-up Packet
2018 White Sabers Brass Warm-up Packet Welcome to the 2018 version of the White Sabers Drum and Bugle Corps brass section! This packet is intended to help you become more familiar ith hat you can expect
More information2. ARTICULATION The pupil must be able to able to articulate evenly and clearly at a variety of slow to medium tempos and demonstrate a good posture
Brass Foundation Level 1 The pupil must be able to hold a level tone and be able to pitch low C and G on the 2nd line treble clef (Bb and F bass clef). The pupil should be able to play simple melodies
More informationTMEA ALL-STATE OBOE MASTERCLASSES Before we begin with the selections, following are general suggestionsfor preparation:
TMEA ALL-STATE OBOE MASTERCLASSES 2011-2012 Hello, my name is Amy Anderson, Oboe Professor at Texas Tech University. For the 2011-2012 All- State Tryout Music, we have recorded performances, practice tempos,
More informationThis question will most likely be the favorite one asked by your prospective switcher to tuba. The answers are fairly simple indeed:
Why switch to Tuba? This question will most likely be the favorite one asked by your prospective switcher to tuba. The answers are fairly simple indeed: Tubas are the heart of a dark sound. The balance
More information8 th Grade Concert Band Learning Log Quarter 1
8 th Grade Concert Band Learning Log Quarter 1 SVJHS Sabercat Bands Table of Contents 1) Lessons & Resources 2) Vocabulary 3) Staff Paper 4) Worksheets 5) Self-Assessments Rhythm Tree The Rhythm Tree is
More informationThis document can be used for Men s and Women s Glee Clubs as well as beginning and intermediate choirs.] Table of Contents
[Editor s Note: The CAP is intended to serve the choral music educator with suggested procedures and timelines to adhere to the CCSD Vocal Music Course Syllabi. This document will help our teaching across
More informationFink Advanced Musical Etudes, 112 Studies based on Blazhevitch's Etudes Accura No. 154
Tenor Trombone Book - Editor Title Pÿ.,ÿblisher Idition Fink Advanced Musical Etudes, 112 Studies based on Blazhevitch's Etudes Accura No. 154 Selection ]o Page(s): 44 Key: Etude Title: No. 64 Tempo: Eighth
More informationContent Area Course: Band Grade Level: Eighth Instrumental Music - Band
Content Area Course: Band Grade Level: Eighth Instrumental Music - Band R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles
More informationTrombone Troubleshooting
Trombone Troubleshooting Dr. Erik Shinn University of Florida FMEA Professional Development Conference January 12, 2017 etshinn@ufl.edu ~ www.erikshinn.com I. Problem: Equipment a. Right Horn for the Right
More informationMarch Objectives and Concepts, Week Week Week Week April Objectives and Concepts, Week Week Week 3...
[Editor s Note: The CAP is intended to serve the choral music educator with suggested procedures and timelines to adhere to the CCSD Vocal Music Course Syllabi. This document will help our teaching across
More information7th 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 information10. Before practicing and learning a difficult passage choose proper fingerings that will ensure technical ease and good intonation rather than
College of Lake County Grayslake, IL The Complete Clarinetist Dr. Caroline Hartig Master Class Technician or Musician: Finding the music within demanding technical passages Noon-1:30 p.m. in P101 Saturday,
More informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationFront of Card. Back of Card. Name the notes on the lines of the treble clef. EGBDF
Note Cards Name the notes on the lines of the treble clef. EGBDF Name the notes on the spaces of the treble clef. FACE Name the notes on the lines of the bass clef. GBDFA Name the notes on the spaces of
More informationTEACHER S GUIDE to Lesson Book 2 REVISED EDITION
Alfred s Basic Piano Library TEACHER S GUIDE to Lesson Book 2 REVISED EDITION PURPOSE To suggest an order of lesson activities that will result in a systematic and logical presentation of the material
More informationMacro Project #1 Dr. Kinney Music /18/2013. Megan Adler
Macro Project #1 Dr. Kinney Music 4576 3/18/2013 Megan Adler TEACHERS GUIDE A Prehistoric Suite Composer: Paul Jennings Grade Level 1 A Prehistoric Suite Composer: Paul Jennings Grade Level 1 Unit Guide
More informationAlberta Wind Symphony Rehearsal Lab
Alberta Wind Symphony Rehearsal Lab Presented by Jacqueline Dawson Music Conference Alberta 2018 Saturday, October 27, 2018 Sutton Place Hotel Edmonton AB Music Conference Alberta October 2018 Diagnose,
More information8/5/17. Good Morning/Afternoon! AUGUST 21, 2017
WELCOME BACK!!!! AUGUST 18, 2017 On a sheet of paper, tell me three things: What did you do this summer? How was music a part of your life? Did you sing in public this summer? AUGUST 21, 2017 1. Where
More informationINSTRUMENTAL MUSIC SKILLS
Course #: MU 81 Grade Level: 10 12 Course Name: Marching Band Level of Difficulty: Average Prerequisites: Member of Band. Placement by teacher recommendation/audition. # of Credits: 1 Sem. 1/3 Credit Marching
More informationPresented 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 informationPoway 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 informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationThe Rehearsal Toolkit
1 The Rehearsal Toolkit Listed Alphabetically Backwards Counting for Long Rests: Instruct the ensemble to count multi-measure rests backwards, thus simulating a countdown to the entrance (e.g. 4 2 3 4,
More informationOGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper B Repertoire
OGEHR Festival 2019 Peace by Piece Rehearsal Notes: Copper B Repertoire General Comments I know many handbell choirs like to have their ringers change position between songs, but I would ask that for this
More informationATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music
ATSSB Bb clarinet (revised February 2016) Artistic Studies Book I from the French School David Hite/Southern Music Year A Page 26, No. 24 A minor Quarter note = 54 60 Play from the beginning through measure
More informationElizabeth Scott. Dr. Ryan Hourigan. MusEd 395: Band Literature
Unit Curriculum Project Elizabeth Scott Dr. Ryan Hourigan MusEd 395: Band Literature Spring 2010 MUSED 395 Lesson Plan Piece & Style Introduction Name: Ellie Scott Class: 7 th grade Band Date: March 28
More informationInstrumental Music I. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music I Instrumental
More informationK12 Course Introductions. Introduction to Music K12 Inc. All rights reserved
K12 Course Introductions Introduction to Music 2000-04 K12 Inc. All rights reserved Music About the Singing Voice How to Teach Your Child to Sing What to Do With the Reluctant Singer Terms and Concepts
More informationClarinet Basics, Foundations for Clarinet Players
Clarinet Basics, Foundations for Clarinet Players By John Cipolla Embouchure Harmonics Hand Position Tonguing/Articulation Scales Etudes Solos Chord Progressions Embouchure The clarinet embouchure can
More informationORCHESTRA Grade 5 Course Overview:
ORCHESTRA Grade 5 Course Overview: The 5 th grade Orchestra class is design to introduce students to the fundamentals of playing a stringed instrument, thus providing a solid foundation for future musical
More informationFlorida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3
Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: M/J Chorus 3 Course Number: 1303020 Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 PERFORMING Benchmarks
More informationBeginning Band Primer Part 1
Alto Sax Beginning Band Primer Part 1 by Mike Davies Alto Saxophone: The Basics Putting Instrument Together: Step 1:! Open case right side up.! put thin end of reed into your mouth to moisten the reed.!
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationFundamental Music Instruction
Fundamental Music Instruction Clarinet Welcome to the Fundamental Music Instruction First Songs for Band a beginner s starter kit. The goal of this booklet (and the Supplement Book) is to help the very
More informationCourse Outcome Summary
Course Information: Description: Instruction Level: 8 Prerequisites: Textbooks: Course : 8th Grade Band 8th Grade Band is a yearlong major performing organization and is available to all students. 8th
More informationOREGON CRUSADERS BRASS MANUAL
OREGON CRUSADERS BRASS MANUAL 2016 (update 08.20.15) OREGON CRUSADERS BRASS PROGRAM TABLE OF CONTENTS - Audition Process, Audition Camp Materials, & Audition Music 3-8 - Equipment for Contracted Members
More informationFairfield Public Schools Music Department Curriculum Choral Skill Levels
Fairfield Public Schools Music Department Curriculum Choral Skill Levels BOE APPROVED 5/22/2018 Blend and Balance Students will demonstrate the ability to listen to others while singing by adjusting volume
More informationBeginning Band Primer Part 1
Trumpet, Cornet, Baritone Beginning Band Primer Part 1 by Mike Davies Trumpet, Cornet, Baritone: The Basics Putting Instrument Together: Step 1:! Open case right side up. Step 2:! Hold instrument in your
More informationFUNDAMENTALS FOR THE TROMBONE
FUNDAMENTALS FOR THE TROMBONE 1 2 WARM UPS AND DAILY EXERCISES The purpose of these exercises is to begin with the simplest and most fundamental principle of playing, the use of the air. Only the stream
More informationClarinet Basics, by Edward Palanker
Clarinet Basics, by Edward Palanker I ve had the good fortune of studying with some of the last century s finest clarinet players and teachers, and I wanted to share with you some of the teaching techniques
More information1 of 96 5/6/2014 8:18 AM Units: Teacher: MusicGrade6, CORE Course: MusicGrade6 Year: 2012-13 Form Unit is ongoing throughout the school year. Does all music sound the same? What does it mean to be organized?
More informationCurriculum Map for Intermediate Orchestra Grades 8.1
Curriculum Map for Intermediate Orchestra Grades 81 Month: August -Review a brief history of bowed instruments -Review the parts of the instrument & bow -Review body, instrument, and bowhold -Review group
More informationColorado Music Educators Convention Thursday January 27, 2011 Trombone: The DIFFERENT Wind Instrument Nick Keelan, Lawrence University
Colorado Music Educators Convention Thursday January 27, 2011 Trombone: The DIFFERENT Wind Instrument Nick Keelan, Lawrence University GOALS, TARGET GROUPS, CLINIC STRUCTURE Something for teachers: those
More informationDEPARTMENT/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 informationInstrumental Music III. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music III Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music III Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music III Instrumental
More informationIf your fingers can cover all the holes on this flute, you can learn to play it!
The Pocket Flute Part 1: Beginning Techniques for the Pocket Flute If your fingers can cover all the holes on this flute, you can learn to play it! Holding the Flute To make covering the holes easier,
More informationTeaching Total Percussion Through Fundamental Concepts
2001 Ohio Music Educators Association Convention Teaching Total Percussion Through Fundamental Concepts Roger Braun Professor of Percussion, Ohio University braunr@ohio.edu Fundamental Percussion Concepts:
More informationTownship 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 informationObjective 2: Demonstrate technical performance skills.
SECONDARY MUSIC 1.1.a 1.1.b 1.1.c 1.1.d 1.1.e 1.2.a BAND ASSESSMENTS February 2013 First Standard: PERFORM p. 1 I. Students will use body, voice and instruments as means of musical expression. Objective
More informationATSSB AUDITION MUSIC BASSOON
2018 TEXAS BANDMASTERS ASSOCIATION CONVENTION ATSSB AUDITION MUSIC BASSOON DR. NATHAN KOCH ASSOCIATE PROFESSOR OF BASSOON SAM HOUSTON STATE UNIVERSITY SUPPLEMENTAL MATERIALS July 27, 2018 11:00am CC 305
More informationCurriculum 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 informationGrade 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 informationChoir Scope and Sequence Grade 6-12
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationInstrumental 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 informationSection 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 informationBEGINNING BAND FUNDAMENTALS THAT WORK THROUGH HIGH SCHOOL
BEGINNING BAND FUNDAMENTALS THAT WORK THROUGH HIGH SCHOOL Presented by: Julie Capps Missouri Music Educators Association Convention January 29, 2016 Tan-Tar-A Resort Chuck Appleton Establish routines and
More informationMUSIC. Georgia Standards of Excellence (GSE) Kindergarten Grade 12
MUSIC Georgia Standards of Excellence (GSE) Kindergarten Grade 12 Table of Contents ELEMENTARY... 3 BEGINNING BAND... 4 CHORUS... 6 GENERAL MUSIC... 9 ORCHESTRA... 25 PIANO... 27 MIDDLE SCHOOL... 29 BAND...
More informationClarinet Assembling the Instrument
Clarinet Assembling the Instrument 1. Have students take instrument cases to another area of the room and set the cases flat on a table. If no table is available, students should put cases on the floor
More informationMusic Guidelines Diocese of Sacramento
Music Guidelines Diocese of Sacramento Kindergarten Artistic Perception 1. Students listen to and analyze music critically, using the vocabulary and language of music. Students identify simple forms and
More informationTHE 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 informationA Planned Course Statement for. Length of Period (mins.) 30. Periods per Week: 1. Length of Course (yrs.) 1.0. Adopted: 06/11/06.
East Penn School District Elementary Curriculum A Planned Course Statement for 1 st Year Instrumental String essons Department: Music ength of Period (mins.) 30 Periods per Week: 1 ength of Course (yrs.)
More informationThe Complete Vocal Workout for Guys
1 The Complete Vocal Workout for Guys W elcome to The Complete Vocal Workout for Girls Use the instructions below alongside the exercises to get the most out of your workout. This program offers a thorough
More informationMusic Essential Learning Outcomes and Learning Targets
Music Essential Learning Outcomes and Learning Targets Addison Central School District - February 2017 Essential Learning Outcomes (ELOs) 1. I use rhythm skills to make my receptive and expressive musical
More informationThe Piano Curriculum Series LLC PCS001
0 2016 The Piano Curriculum Series LLC PCS001 Contract for Piano Lessons 1. Your teacher will record your daily assignments. 2. Look at your daily schedule and decide the best time to practice. I will
More informationINSTRUMENTAL MUSIC SKILLS
Course #: MU 18 Grade Level: 7 9 Course Name: Level of Difficulty: Beginning Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit provides an opportunity for students with
More informationBefore I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.
TMEA ALL-STATE TRYOUT MUSIC BE SURE TO BRING THE FOLLOWING: 1. Copies of music with numbered measures 2. Copy of written out master class 1. Hello, My name is Dr. David Shea, professor of clarinet at Texas
More informationGRATTON, Hector CHANSON ECOSSAISE. Instrumentation: Violin, piano. Duration: 2'30" Publisher: Berandol Music. Level: Difficult
GRATTON, Hector CHANSON ECOSSAISE Instrumentation: Violin, piano Duration: 2'30" Publisher: Berandol Music Level: Difficult Musical Characteristics: This piece features a lyrical melodic line. The feeling
More informationMusic 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 informationVocal Music I. Fine Arts Curriculum Framework. Revised 2008
Vocal Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Vocal Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Vocal Music I Vocal Music I is a two-semester
More informationTyler 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 informationTMEA Clinic Presentation 2002
TMEA Clinic Presentation 2002 Clarinet A tone ment: Practical tips and Diagnostic Tools to Improve the Tone of Your Clarinet Section Dr. David Shea, Texas Tech University dshea@ttacs.ttu.edu 1. There are
More informationInstrumental Music II. Fine Arts Curriculum Framework. Revised 2008
Instrumental Music II Fine Arts Curriculum Framework Revised 2008 Course Title: Instrumental Music II Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Instrumental Music II Instrumental
More informationGet Set! Piano Tutor Book 1 Quiz 1
Get Set! Piano Tutor Book 1 Quiz 1 Look at Bossa bounce on page 40 of Get Set! Piano Tutor Book 1 and answer these questions. Score 1 point for each correct answer. 1. What is the name of the first note
More informationSelection 3. Page(s): 52. Etude Title: 32 Etudes, 3. Key: G Major Etude Title: 32 Etudes, 6
Low Clarinets Book - Editor Title Publisher David Hite Artistic Studies, Book 1 - From the French School Southern Music Company Selection 1 Page(s): 62 Key: D Major Etude Title: 32 Etudes, 17 Tempo: Quarter
More informationTips for Flutists Katherine Borst Jones Professor of Flute, The Ohio State University
Tips for Flutists Katherine Borst Jones Professor of Flute, The Ohio State University OPENING EXERCISE: Breathe in and out - reach to the sun; swim; embouchure variables; trombone breathing ex.; Darth
More informationPage 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 informationPage 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 informationBeginning Band Primer Part 1
Flute Beginning Band Primer Part 1 1 by Mike Davies Flute: The Basics Putting Instrument Together: Step 1: q Open case right side up. Step 2: q Put head joint into middle joint with a gentle twisting motion.
More information