RMHS Orchestra: Octaves of Major Scales Known Information Gathered from Google Form: "Orchestra Skills Inventory"

Size: px
Start display at page:

Download "RMHS Orchestra: Octaves of Major Scales Known Information Gathered from Google Form: "Orchestra Skills Inventory""

Transcription

1 RMHS Orchestra: Octaves of Major Scales Known Information Gathered from Google Form: "Orchestra Skills Inventory" INSTRUMENT C G D A E B F# Db Ab Eb Bb F AVERAGE Bass Cello Cello Cello Cello Cello Cello Cello Cello Cello Viola Viola Viola Viola Viola Viola Viola Viola Viola Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Prepared by Dewitt Quentin 10/11/2012 Page 1

2 RMHS Orchestra: Octaves of Major Scales Known Information Gathered from Google Form: "Orchestra Skills Inventory" INSTRUMENT C G D A E B F# Db Ab Eb Bb F AVERAGE Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Violin Prepared by Dewitt Quentin 10/11/2012 Page 2

3 (I wasn't there, so I am judge going by what I see in the color guard.) From 2:00-2:05, the guard showed very precise, sharp movements. 3:05-3:08, cool squiggly, looked great! 4:10-4:28, good synchronization. 6:40, all remembered to get airblades out, and did something visually appealing with them. 4:21, The diagonal I was on looked really good and I could hear my part very well. From 2:25-2:51, the guard where together, however, the tick tocks lacked in over all crispness. 3:45-4:05, all the movements were there, but not quite clean or on time. 6:05, remember squat turns, but a little too late. 6:30-6:35, willy nilly airblade tossing. Clean. 2:42, The triangle looks a lot better than it usually does because I used the right step sizes. 3:25-3:45, the movements where there, but they weren't very together or clean. Overall, guard's drill not as clean or as sharp as the band's drill movement. Too focused on flag work. 5:20-5:48, "Aahh! What were we supposed to do with these funny white things again?" 3:36, the diagonal that the trumpets made is very hard to keep as a straight line. Prepared by Dewitt Quentin 10/11/2012 Page 3

4 00:59- The spacing in the brass section was really good. 2:06- Spacing over all was really good and the sound was really projecting and sounded cool. 3:40- The lines were dressed really well and the cop theme sounded really cool. 4:05- Lines were dressed well again. 4:01- I was spaced correctly 2:40- The circle the woodwinds between Trevor and Hailey and was supposed to be making wasnt didnt move before I was supposed completely round and didn't come to. together as a circle, it was more of 6:04- I arrived at my spot on time! a square. :) 5:32- The lines werent dressed as well, however it did sound ok. Also it looked like not everyones bodies were directed the right way. Throughout- I couldn't hear the woodwinds very well and mainly heard trumpets. I think as a band we should work on having more balance. Prepared by Dewitt Quentin 10/11/2012 Page 4

5 @2:21 I feel that Riley and me did very well keeping at I feel that I did well on the rhythm there, the sound quality was nice and wasn't too overpowering. 3:35: i was able to articulate the cop show part very well, which is difficult sometimes. 5:22: i played the music at the 31 count hold well, which i don't always get down I need to work on keeping ahead of the drum major when going from the back of the field to the front so the sound matches with the people at the Need to work on keeping my step sizes small enough so I don't get to my position too early, and I need to remember to switch to a backward slide once I cross the 50. 4:00: i played the music during the caterpillar very well. i usually forget what i play and when to stop marching, but i executed it very well this performance. 6:28-6:32 I don't know how I'm going to get from my spot on the 45 to the spot on the 35 in 8 counts, backwards sliding, while playing and keeping good tone quality. I always find myself coming up short unless I don't play at that part. *just a thought: I feel that we as a band should work on breathing patterns while marching, our playing sounds tired and/or rushed, like we are gasping for air right before we play putting us a beat off. Just a thought. 1:30: it is hard to keep a straight line with the other saxophones. 1:57: i often have a hard time starting measure 19 quietly because others don't play quietly so i try to make my part heard. Prepared by Dewitt Quentin 10/11/2012 Page 5

6 (5:25) I think that the spinning wheel is doing a lot better, and I did a better job dressing the line. I think i did well at spacing, and when i start and stop. (3:47) (4:00) I have been working on my position in the snake-thing, and I think I have been better at hitting my dot at the very end of it. At (4:00), I also think I did better playing in tune with the other flutes, and as a section we managed to play louder. I've been working to improve accuracy of notes, attacks and releases, tempo, and rhythm while marching. (5:14) (5:20) I have noticed that coming into the set, I have been coming really close to the color guard, and I am not sure how to avoid them, and I don't want to damage a flute or an air blade. I dont think my clarity of execution, intonation, and tempo went very well. It's difficult to think about playing and marching. Prepared by Dewitt Quentin 10/11/2012 Page 6

7 I enjoyed the improvements at 2:27 of the video. The base drums were on time with the quarter notes. Well as i mentioned earlier I enjoy that the bases are in time with the drum major instead of going hay wire. Well their are a couple spots that I am particularly concerned with. At around 5:55 in sputnik i feel as if i should be in line with the bases, but if do that ill crash to the trumpets. was pretty much the beginning of the third movement it feels like world war 3, because of the trumpets that are about to collide to me. Another thing I was particularly troubled and would like to practice is the diagonal we make at the third movement right before the taiko drumming. All of the half times, i executed very well, as well as the step sizes. At 2:34 I think my tick tocks were crisp and on tempo. My articulations while im moving. The first movement is getting better From 3:39 to about 3:51 I have been not doing the tosses correctly, so this week I have been drilling the tosses so I can have muscle memory. I have them somewhat on there way to perfection. My intonation is not happening, and still unable to fix At 4:41 I just noticed I end up on the wrong side and I don't even do the full toss. Prepared by Dewitt Quentin 10/11/2012 Page 7

8 (3:12-3:16) During this move I (4:11-4:22) This move was very stay in line with Delanie really tricky for me at first. Before this we'll and we both hit our spots in performance I couldn't play the line very well. Also, we are taking music while I did this cross the same size step. Also this part through Mark and staying in the was a struggle with music for diagonol. Now I can play the coming in on time. But in this music pretty well and I nail my performance I nailed it! spot almost every time. Opening sets (1:22-1:57) On the woodwind side of the field our shapes look like we're not exactly sure what they should be. Spacing is way off and lines are way off. On the plus side the music right here(whole notes) sound pretty good. Somewhat on track Musicality timing attacks and releases During the performance, I noticed I believe I really improved that the flutes sounded really great dressing the lines because last during the ballad, even during the time at the end of the opener, I I think that my backwards jazz runs could really improve on keeping in-step with everyone high notes. Every note was hit, and the intonation was nearly perfect. (5:00) was a little off in dressing the lines even though I was on my dot, which is not the point. I especially think I improved the most on 5:30, where we end up after the 30 counts in the Ballad. else, and not bobbing up and down. (1:44) 3:47-3:59 - I did a good job of following the leader. 3:50 well dressed, the caterpillar was very smooth and accurate 2:22-2:28 - I did better at making smaller steps instead of bigger ones. 4:40 well dressed lines, though this was a hold, i could not imediatly notice any bad spacing 4:30 - I made too big of steps and I need to shrink my step size. 6:06 good visual the visual was very smooth and well manuvered. i didnt forget to do it and i was in step Prepared by Dewitt Quentin 10/11/2012 Page 8

9 (2:28-3:17) During this time of the show especially, I noticed that I am very confident with my flag moves and my timing is well, not only with the music, but with the flags that surround me. (1:57) My visual performance in this part of the show has improved immensely. My step style and timing are working well and I'm finishing in the right spot. (4:30-4:40) Within the dance move at this time, I usually had difficulty with my body use, timing of the flag, and also catching the "helicopter toss" at the end. I feel that I can now do this well. (3:50-3:59) With the rythm of the music and my step style in this part of the show, I have been having a hard time knowing exactly where to be when I'm marching. After practicing a few times and counting more in my head, I've improved very well on my execution. (5:14-5:42, 6:25-6:45) This part of the show, we are using our airblades and I didn't feel confident with my moves. I am still not sure what the counts are for everything, so in order to fix this problem, I would have to get the rest of the colorgaurd together to figure out the counts because I know that some of the other girls don't know what the counts are as well. (4:11-4:22) I have had a small Exactly where I feel I should be problem with this alignment for a while now. I know when I am soppose to arive at the right spot and when I start to march have time, but I am not sure how to fix the diagonal from not keeping straight. I am the second person in our diagonal line so it is difficult to analize how far over I should be. Prepared by Dewitt Quentin 10/11/2012 Page 9

10 (03:45) The cymbal crashes at this spot were on beat and sounded good. TIME CODE (06:14): I hit the not at the right time!!!! :D TIME CODE (3:06): My marching technique was excellent throughout this set. My step-size was correct, and I did the "horns to the box" in tempo and correctly. TIME CODE (5:51): Musically, my execution of this part was the best I've ever done (with the band.) The moving notes were clear, in time, and played at a correct dynamic. (02:40) The sleigh bell hits were a little ahead of the band, but it is coming along well. TIME CODE (06:14): I worked on counting the measures and hitting the gong and bass drum at just the right time, at just the right volume. TIME CODE (3:41): I practiced this part many times, and I executed with nice tone quality and accuracy. TIME CODE: (5:14): I've worked on hitting each note with correct intonation and musicality in this section, and it's paying off. TIME CODE: (6:25): Hitting the correct articulations in my practice has paid off in performance during these phrases. (01:57) I was off on the cymbal crashes. TIME CODE (04:12): The low brass (idk if it was the microphone or what) but i cant realy hear them. TIME CODE (3:50): I've tried improving my range and note accuracy for this part many times, and I just can't seem to get it to reach the level I want it to. TIME CODE (6:04): I'm trying really hard to get this visual correct, and I usually don't. It didn't look good in this performance either. I seem to be out of time, and not extend my leg fully the second time. I also have issues turning around. Prepared by Dewitt Quentin 10/11/2012 Page 10

11 TIME CODE (01:31): At this part I felt like I did very well on keeping the line evenly spaced with the other bass drums and the rest of the drumline's spacing. TIME CODE (01:44): The drumline all started moving to the right all at the same time. TIME CODE (01:55): I played very well at this part and up to the hold. TIME CODE (02:24): I played this part also very well, and I had very good timing. TIME CODE (03:47): I felt like I marched the caterpillar move very well. I was on time of where I was suppossed to be at all times. I also played very well during this point in our show. TIME CODE (05:06): We hit our "L" marching position fairly well. We might need to work on the spacing. TIME CODE (05:21): The drumline looks perfectly dressed at this point and we shouldn't TIME CODE (02:29): I have worked on playing the quarter notes better and they have improved greatly. TIME CODE (03:37): I have worked on timing the bass drum turn, and it is getting much better. TIME CODE (06:23): From the first time that I attempted to play this measure until now, I have greatly improved. I am very pleased how this measures sound. I will continue to practice matching better, but so far this measure is coming along very well. TIME CODE (02:22): At this point the bass drums are suppossed to be in a perfectly straight diagonal line. I need to work on not be too far forward. TIME CODE (02:57): I was also a few feet forward of where I shouldh've been at this point. I also usually forget what to play at this part. TIME CODE (04:00): At the end of the caterpillar I should have been about afoot and a half forward. TIME CODE (04:57): During this backwards march I should have been a few feet closer to Lucas. TIME CODE (06:04): At this part I have to play louder to be heard by the fans. Prepared by Dewitt Quentin 10/11/2012 Page 11

12 I feel that I blended with the whole band a lot better and I didn't play too soft or too loud.(1:50-3:47) (3:24) I did well on dressing my line going into half time. 6:00 the scatter went well and the music sounded good along with it (2:57) I feel as if I did a good job at dressing the diagonal on the Triangle moving left. (3:48) same thing with the half time triangle especially with spacing. I think I improved on the my attacks and realeses especially in the first movement you can hear when I come and and when I cut off. (1:50-2:57) (5:28) I stopped on time and hit the line dressing with the other flutes. 6:22, I get to my dot a little ahead of everyone else (5:29) the 31 count move in the Samauri Kanji is getting a lot straighter on the vertical line! :) I definetly know that my starts and stops in marching did not go very well I would ocasionally get to my dot to early or to late. (1:57) I am not spaced very well, I don't think I am getting there on time. This also happened in the last performance. I have been trying to improve it at practice its almost there but not quite. 3:30, the diagnal for the baseball diamond shape is off and I am ahead of the flutes (4:27) That darn 20 step movement, I do it in 16 all of the time as does my surrounding peers which throws me off because it is small enough for me to do in 16. Exactly where I feel I should be Exactly where I feel I should be Exactly where I feel I should be Prepared by Dewitt Quentin 10/11/2012 Page 12

13 (03:17) My rhythm and tempo was good here. The dynamics were great because they were audible but not too overpowering. I had a good horn angle. (04:58) The intonation and clarity of notes is mcuh better here. Line is dressed nicely and it has clarity. (01:31) The intonation with Derlin and low brass is improving tremendously. (02:24) The intonation, dynamics, rhythm, and tempo are much better than the past performance. No rip! The drill has clarity as well. From what I can see the square is looking better. Diagonal could be iffy though I can not say for sure since I can't see it. (04:23) In this move a lot of people are to their dot early. It is dressed however and sounds decently in tune. (05:31) This is really out of tune accross the ensemble. Drill looks dressed and in form though. Exactly where I feel I should be Prepared by Dewitt Quentin 10/11/2012 Page 13

14 (1:55)-I did a good job of getting to spot on time, as well as dressing to my line. (1:44)-I have improved immensely on my jazz run. My step size is more accurate, and I keep my feet in time, and I don't gallop like I used to! (5:30)-I feel like I have improved a lot on dressing to that line, as well as getting there on time. Which also made my playing improve because I wasn't as worried about getting to the line on time because I felt more comfortable with it. (2:59)-I'm having trouble getting to that spot on time, I'm not sure if it's my step size, or maybe my direction I'm traveling, or if I'm to close to the sax's or if I'm off on the set before.. (6:32)-I look scattered, it looks like I missed my dot, or switched two around, I'm not sure, I'm struggling with remembering those couple of dots. Which doesn't help my music because I'm to worried on where I'm going. Prepared by Dewitt Quentin 10/11/2012 Page 14

15 There was nothing I did throughout the performance that was very good, but for the first performance we've had I was able to hit all my dots from management of step sizes. At the beginning of the opener the drum line just marches across the back sideline (1:22-1:45) and for the first time I was able to get to my dot without trying to over compensate the last few steps. Also, from 3:47 to4:00 because for the first time I managed my step sizes throughout, taking larger ones in the beginning. I have really been trying to improve on the timing of all of my sets and understanding where it is we change into the next. At 2:53 my timing was better when leaving the straight line and going into a diagonal, but it still looks like I'm starting that too early. I've been having the same type of problem at 4:23 because I haven't been entirely sure where we change into the next set, but I was in time and it has a made a big improvement. The music, in my opinion, still needs a gigantic amount of work, especially from the snare drums as a section. Under the ensemble category is where I would have to say is my weakest point. When I try to play as cleanly as possible with my section we get off from the drum major. When I just focus on driving the tempo we sound completely off from each other. At the beginning of the season I thought this could be an easy fix of just listening, driving our feet, and watching the drum majors. Obviously not a lot has improved though, and I'm not sure how to make that improvement happen. 1:31 I got all the notes right on the vibes unlike last time. 4:23 I got the cymbal part to sound good 5:38 Im getting most of my notes. 6:34 I didn't get all my notes Prepared by Dewitt Quentin 10/11/2012 Page 15

16 in 02:06 we got i believe we have great lines. and in this spot we also have pretty decent spacing too. In 02:40-02:46 the triangle was decent it looked good as in i can tell what kind of shape we are making. in 3:05 diagnole lines look great. i didnt see any problem with them i thought they looked good. overall performance was good. It wasnt the best we have done but it was good. It can get better tho. in 2:26 the low brass has gotten the rythm down a lot better it seems. but i could still really use some individual help as a sectional. in 2:41 i saw that the trumpet section has gotten much better with the triangle and with the lines i thought. but spacing through out the whole triangle was not spot on. on 3:37 ive been trying a lot to not play what i think is there and what i feel is there but actually playing what goes there. i can actually also hear my part and know that i was playing it. Overall band has shown improvement on stepping and watching the drummager. in 1:24 i felt the drummagers where not very consistant with there conducting. it felt like that in the show and out when i was watching it. it felt like it slowed then sped up in the beginning. i wouldnt know how to fix that. perhaps have them just conduct over and over again? in 1:50 even tho you can see the brass square i know it was terrible. perhaps possibly working on it over and over. but also i felt the drummgaers where slowing and speeding up. and that part confused me and didnt know where i was specifically. on 3:36 when people are walking in half time i notice that legs arnt crossing at the same time and it looks sloppy. perhaps we can do more warm up marching at practice like fundementals. and perhaps a small amount of fundamentals in the back behind the stadium beofer the show. Somewhat on track Student names omitted Overall for on privacy. this performance i felt Prepared by Dewitt Quentin 10/11/2012 Page 16

17 (4:41-4:48) I felt I did a good job at remembering to enter the second movment because I almost forgot. (5:45-6:02) One element that I have been working to improve is finding the perfect step size so that I have a good route to the reflex point. (6:28-6:32) What I felt didn't go very well was me getting from one dot to the other on time. Prepared by Dewitt Quentin 10/11/2012 Page 17

18 I felt that for conducting I did well on keeping my arms up and high enough so that the band could see me throughout the entire show. It seemed that the band followed better and stayed in time. There were some certain parts of the show where I would add some expressive movements and conducting styles, for example at the end of the first movement on the fermata (4:36) I leaned forward a little bit and added a crescendo at the end. I feel that I could do some more of that at certain points of the show as well. As far as music goes I think that our balance had definitely improved and sounds a lot better. Our releases were well done and the intensity was terrific, especially throughout the first movement. Our visuals for the fight scene at the end of the third movement were well performed In my practicing, I have recorded myself conducting and analyzing how my arms and hands look throughout the show. I have noticed that there are some points where I lower my arms and get a little tired with keeping them up and staying with the beat. I do practice using my left arm to add some crescendos and some cues as well. There was one point in the second movement where I had a moment if hesitation for the time signatures (5:23) but was able to recover and get back on track. I think that we need to focus more on our intonation. It seems that whenever we start to play loud, the intonation starts to become off and out of tune. The clarity of the sound could be improved as well. As we started to play at 2:09 after the fermata in the first movement, it seemed like the music started to slow down. It was very steady but both Zach and I started to slow down with the band. Prepared by Dewitt Quentin 10/11/2012 Page 18

19 I think that I did really good at the part where we make the ninja star. It's looking really cool and is fun to watch. (2:30) Ice cream cone toss was better 3:20 higher toss (3:54) I feel that I was very well dressed in line at the beginning of the centipede. I think that the first few moves in the first movement are showing a lot of improvement and the lines are better dressed which is great. I'm sure it will only get better and better. (1:45) Foot work through whole show is improving (2:45) I have been working on my confidence at half timing this correctly and I feel much more confident than I did in earlier performances. When we form the diagonals after the part where we follow the leader I miss my spot and the line breaks. Sometimes we make really great lines but it's inconsistent and needs work. (4:20) 4:38 helicopter toss how to toss it. (3:37) This is where the 70's cop show theme is, and I feel like my tempo is slowing down at this point. This is also throwing of my half time step some of the time. Exactly where I feel I should be Playing louder Jazz run 6:36 musicality 6:34 At 4:07, I feel that I was staying Dieting 5:07, I noticed that I At 4:16 after the "centipede" Not at all on track in time with the music. I payer wasn't getting to my dot on time. I move, I'm not staying in line with attention to the drum major and kept in time with him. need to take slightly larger steps. who I'm supposed to. I'm too far behind the line. At 4:07, I feel that I'm doing well to keep the tempo. I focused on the drum major and kept up with his conducting. Fitting 5:07, I wasn't quite making it to my dot in time. I need to take slightly larger steps while marching backwards. At 4:16, I noticed that I'm not staying in line while I'm walking forward. I'm a little too far behind the middle line. Prepared by Dewitt Quentin 10/11/2012 Page 19

20 I did well on playing my music throughout most of the show but at 3:09 i did not land on my spot. 4:51-5:14 In last week's performance an audience member could not hear the saxophones rift at this part. Now, not only can one hear it but it is with good tone and balanced throughout the band. The accuracy of the notes played at 1:47 or the attacks at 1:47. At 3:59 to 4:24 i have a hard time hitting the notes on time but i have been working, and improving on that. 2:18-2:22 In this part I have trouble getting my horn up and playing the rift in the right tone. This is due to my gigantic move. But never the less I got my horn up and played the the problem this time was I did not have good tone. The Spacing and alignment of the form or the circle at 2:40 because it seemed to me that i wasn't, and did not hit my dot. At 3:09 i was supposed to be at my dot but i did not make it in time. 3:20-3:23 During this part I can not seem to get the part down. It is a highly accented pat which I can't seem to get down. The only way to fix this is practice. Over and over again. Prepared by Dewitt Quentin 10/11/2012 Page 20

21 (02:09): I did a really good job at getting my flag up on one. It's necessary, right there, to make it sharp and clean, and I did just that. (03:28): I was very clear on my execution of butterflies and windmills in this section; always on time and using precise movements. (02:14)My alignment is not good at all right there. I am always too far back from the rest of the guard line, however, I have been working on it and it is better than last time. (03:21): My management of equipment was off from the group's timing. I need to speed up my ice cream cone so I can toss the same time as everyone else. (02:22) My counting and timing isn't happening there. Half the time I start to the next step early because I lose track of counting. I try to remember but I think it just comes back to that--remembering. (04:23):My step size at this set is sloppy and lopsided. It is hard because I have to take twenty steps where only one is needed, and I'm doing a difficult toss at that time that requires most of my energy. I'm not sure how to fix this. I feel good about the low brass dynamic, they fits band they are not to quiet. 1:30,3:38,5:00,5:51 I improved at playing louder when low brass split. 2:20,3:17, 5:15 3:28 We did not end together at end of move because some people are making it a 16 count move and others a 20 count move. Prepared by Dewitt Quentin 10/11/2012 Page 21

22 I could tell that I was doing a very good job of staying in balance between the drum major and the band (tempo-wise) {2:35}. The feet were in time, most of the body movements/visuals were also very much in time, and last but not least the music was together and in time with the rest of the band...1st and 2nd movement especially. Tenor- Section is lookin pretty tight ;) Spacing in the 2nd movement has been a little rough, but it's definitely starting to look better. {5:00} I keep forgetting to play the 'spock' part during the sumo turn. {6:07} I also feel that a lot of people kind of forget about the sumo part coming up, so it sort of surprises them and then it looks a little bit rushed and unorganized. That could definitely use some more practice. 3:47-4:00 i feel very confident the sound is very well put together and the movements are well coordinated and measured. 2:22 During the whole " throwing star" set of marching, I had very good step sizes and snappy direction changes. 3:23 I switched smoothly into a half-time march. 4:41-6:16 i feel like its really becoming a more solid of a piece i think the band is moving in time and playing better. 5:27 Intonation is shaky here, but I can hear and fix the issues quickly. 5:05-5:14 it sounds together but the base drum movements are to scrunched and need to be more spread out. 1:57 Getting to my spot here is tricky. It is difficult to have to use such wide steps and stay in-time. 6:27 Staying in time and step is hard after the turn around. Prepared by Dewitt Quentin 10/11/2012 Page 22

23 I think that my visual was pretty solid. There still are some parts that need work but over all my starts and stops, spacing's and dressing of lines were very well done towards the end of the first movement. Musicality is by far my biggest Balance, Balance, Balance!! The thing that I have been working on. high parts, myself included, need At 3:48 that has been my biggest to pull off some for the lower struggle. So far I have half of it on parts to come out. However the now I just need the other half lower parts need to gas it some. I really don't know how to improve on it cause it takes a lot of gas to go that high and I don't know any other way on how to do it other than loud. At 2:04, I think that the spacing was very well spaced. At 2:22 the triangle looks very even on both sides. It looks like at the cenitpede im in a straight line with the drums. The triangle at 2:22; Its hard to dress my line and also keep my eyes on the drum major but it looks like it worked out well. At 3:28 I got to my dot on time, and my step size is consistant throughout that set. At 6:24 I turned around with everybody else. Examples: 4:12-4:40 At 3:35 I'm sure the trumpets and I are supposed to be in a line but I'm also supposed to be in a line with low brass and it always seems like the trumpets are way to far over towards the 50 yard line, so im awkwardly far away from everybody else. Prepared by Dewitt Quentin 10/11/2012 Page 23

24 forms werent bad. Also i felt that i dressed very well. 3:58-4:05 and 1:34-1:39 I need to work more on my confidence and musicality. 5:14-5:44 Just everything musically from 6:23- the end. we are not confident with the begining of the 3rd Prepared by Dewitt Quentin 10/11/2012 Page 24

25 0:00-7:35 From what I've seen I hit every dot on time, the step quality and execution was superb. besides once at 3:03 where I arrived at my set at the one of the next measure. I also feel that my confidence is at a high level and I carry my upper body consistently and accurately. My final favorite part of the performance at 6:38, Mark and I to my feeling expertly fought each other to the death :3 presenting an excellent visual. I have not listed anything under musicality caption due to the fact that I'm unable to hear myself throughout the performance, however at 4:50 my section performed our part considerably well. I have been working on primarily dressing the forms within my section. You can see great execution at 5:00 and some bits that need work at 1:50 and 3:23. There are a few forms I've noticed that aren't jelling and I'll attempt to address them Thursday. It sounds to me that throughout the first movement the music needs work within the lower and upper brass especially. To my ear I would even go as far to say that random notes are being hit as long as they are playing in the upper register. :/ I don't know how to fix this problem as it is you and mark's decisions to be made. otherwise any problems I've seen I know how to fix. Prepared by Dewitt Quentin 10/11/2012 Page 25

26 "TIME CODE (2:19): I had a good horn angle while doing a backwards jazz run, and got my flute up in time with the other flutists. " "TIME CODE (3:04): I lined up very well with people in front of me and kept it that way in 3:08." (05:14) I think the drumline and I all do a pretty good job of staying together and having clarity at this section of the show. "TIME CODE (1:22-7:36): I played a lot more correct notes than at the first game, and my intonation with the other flutes was a lot better." "TIME CODE (1:57): I am much more in line with the person in front of me and I believe that it is more in the correct spot (in between the yard lines rather than almost on the 50 yard line)." (02:40) I have been working on my timing and management of step sizes there from the half-time move transitioning into the larger steps we have to take right after. " TIME CODE (3:17): My set looks very off compared to the other people's sets. I'm pretty sure that that is where I'm supposed to be, but I'm not sure it's supposed to be that way." "TIME CODE (1:45): The backward jazz run here is fairly difficult and right now I can only do it by forward jazz running." (06:24) Our togetherness is bad at the beginning of the third movement. It will probably just take a lot more practice, but it just isn't coming together well at that part. Exactly where I feel I should be Exactly where I feel I should be Prepared by Dewitt Quentin 10/11/2012 Page 26

27 (0:47) Solute: The solute was well executed and crisp. There is always room for improvement, but I, personally, made a significant improvement in the crispness. (5:36) Saved my mistake: I messed up on the first kanji hold 3/4 time signature. I messed up, and lost which beat I was suppose to be on. I gave a down beat until I was able to get back on, 2 measures later. Some of my timing with the other girls was spot on. But it wasn't consistent through the whole show. (3:34) cue: I cued the "70's cop show". It still needs work on the presence part. I have working on cues lately. I tend to bring my arm down and then out. It would be better if I bright it down and away from my side to give it more of a presence and decimate cue. More confidence. I know all the moves it's just i need to bring them out more during the show. (4:11) Stamina: my arms were getting fatigued. You can tell I'm this segment because my left arm isn't identical to my right. You gave me some advice Tuesday after school, but I think I could use some specific arm strength/ stamina enhancing exercises. I do push ups and dips daily to try help. I guess if I do too much before hand, I will still feel it a day later. Somewhat on track In the secant movement I didn't Somewhat on track really know what to do. I didn't get all the information on what moves to do and that's what made me look to the other girls for help. 3:09 I did a good job dressing the line laterally. 4:12 I dressed the diagonal better than the last performance. 6:32 I almost ran in to the percussion. Prepared by Dewitt Quentin 10/11/2012 Page 27

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

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

The Basics of Reading Music by Kevin Meixner

The Basics of Reading Music by Kevin Meixner The Basics of Reading Music by Kevin Meixner Introduction To better understand how to read music, maybe it is best to first ask ourselves: What is music exactly? Well, according to the 1976 edition (okay

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

Teaching Total Percussion Through Fundamental Concepts

Teaching 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 information

first year charts Preview Only Legal Use Requires Purchase Pacific Attitude for jazz ensemble JAZZ VINCE GASSI INSTRUMENTATION

first year charts Preview Only Legal Use Requires Purchase Pacific Attitude for jazz ensemble JAZZ VINCE GASSI INSTRUMENTATION first year charts for jazz ensemble a division of Alfred JAZZ Pacific Attitude VINCE GASSI INSTRUMENTATION Conductor 1st Eb Alto Saxophone 2nd Eb Alto Saxophone 1st Bb Tenor Saxophone 2nd Bb Tenor Saxophone

More information

2018 Audition Process General Information

2018 Audition Process General Information Woodwind Audition Packet 2018 2018 Audition Process General Information What to Expect at Auditions for the Calgary Stampede Showband What should I bring? Bring what you would normally bring to a band

More information

LBSO Listening Activities. Fanfare for the Common Man Suggested time minutes

LBSO Listening Activities. Fanfare for the Common Man Suggested time minutes LBSO Listening Activities Fanfare for the Common Man Suggested time 15-20 minutes Materials: Internet access to YouTube video (Link below) o This activity works best if students can view the video, but

More information

The tempo MUSICAL APPRECIATIONS MUSICAL APPRECIATION SHEET 1. slow. Can you hear which is which? Write a tick ( ) in the PIECES OF MUSIC

The tempo MUSICAL APPRECIATIONS MUSICAL APPRECIATION SHEET 1. slow. Can you hear which is which? Write a tick ( ) in the PIECES OF MUSIC NAME: SCHOOL NAME: YEAR: DATE: MUSICAL APPRECIATION SHEET 1. The tempo & ARE YOU LISTENING? You ll hear some pieces of music that are fast and some are slow. Can you hear which is which? Write a tick ()

More information

Class 1 Instrumentation

Class 1 Instrumentation The composition criteria for MSHSAA sight reading selections were revised in 2013-14. As a result, the committee determined that it would be beneficial to music directors throughout the state to have this

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

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

2018 Audition Process General Information

2018 Audition Process General Information Brass Audition Packet 2018 2018 Audition Process General Information What to Expect at Auditions for the Calgary Stampede Showband What should I bring? Bring what you would normally bring to a band rehearsal:

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

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

GPS. (Grade Performance Steps) The Road to Musical Success! Band Performance Tasks YEAR 1. Percussion. Snare Drum, Bass Drum, Kit, Bells

GPS. (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 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

The Elements of Music. A. Gabriele

The Elements of Music. A. Gabriele The Elements of Music A. Gabriele Rhythm Melody Harmony Texture Timbre Dynamics Form The 7 Elements Rhythm Rhythm represents the element of time in music. When you tap your foot, you are moving to the

More information

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

GPS. (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 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

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.

Before 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 information

Information Sheets for Proficiency Levels One through Five NAME: Information Sheets for Written Proficiency Levels One through Five

Information 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 information

Section I. Quotations

Section I. Quotations Hour 8: The Thing Explainer! Those of you who are fans of xkcd s Randall Munroe may be aware of his book Thing Explainer: Complicated Stuff in Simple Words, in which he describes a variety of things using

More information

Macro Project #1 Dr. Kinney Music /18/2013. Megan Adler

Macro 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 information

2. 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

2. 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 information

How to Read Music. The following mini-course will show the components of written music:

How to Read Music. The following mini-course will show the components of written music: How to Read Music The following mini-course will show the components of written music: The Staff Time, Key Signatures Note names, positions on the staff, note values, rest values The next section will

More information

REHEARSAL STRATEGIES HARLEM CONGO BY LOREN SCHOENBERG,

REHEARSAL STRATEGIES HARLEM CONGO BY LOREN SCHOENBERG, REHEARSAL STRATEGIES HARLEM CONGO BY LOREN SCHOENBERG, Like most big band leaders, drummer Chick Webb relied heavily on composers and arrangers to write material that would give his band a distinctive

More information

Parent Guide. Carly Seifert. Welcome to Busy Kids Do Piano!

Parent Guide. Carly Seifert. Welcome to Busy Kids Do Piano! Parent Guide Welcome to Busy Kids Do Piano! I'm so glad you're here, and that you are interested in finding a good fit for your child as he learns to play the piano. This Snackable Mini-Course consists

More information

- ALL - the softer the dynamic, the more alive,beautiful, and resonant your tone should be.

- ALL - the softer the dynamic, the more alive,beautiful, and resonant your tone should be. Northwestern University Wind Ensemble Rehearsal Notes 2016 Band Director Workshop Strauss notes 10/14 - bass insts 1-21: know yourself and your instrument and put those pitches where you want them! It

More information

PITCH & INTONATION. Baritone T.C. The American Band College of Sam Houston State University. By Kendra R. Schwartz. A Beginner s Guide to:

PITCH & INTONATION. Baritone T.C. The American Band College of Sam Houston State University. By Kendra R. Schwartz. A Beginner s Guide to: Baritone T.C. A Beginner s Guide to: PITCH & INTONATION By Kendra R. Schwartz A Practical Application Project for The American Band College of Sam Houston State University July 2012 PA3 Course# MUSI 5338

More information

Concise Guide to Jazz

Concise Guide to Jazz Test Item File For Concise Guide to Jazz Seventh Edition By Mark Gridley Created by Judith Porter Gaston College 2014 by PEARSON EDUCATION, INC. Upper Saddle River, New Jersey 07458 All rights reserved

More information

8th Grade Band 8/11. *Warm Ups and Beyond Page 18 Concert Bb Major Scale and Arpeggio 1 & 2 Major Chords Thirds Chromatic Pivot Scale

8th Grade Band 8/11. *Warm Ups and Beyond Page 18 Concert Bb Major Scale and Arpeggio 1 & 2 Major Chords Thirds Chromatic Pivot Scale 8th Grade Band 8/11 I can perform the Star Spangled Banner m1 19. *Review Note Names *Breathing Exercises through instruments (in 4 out 4, in 4 out 8) *Bb Major Scale (whole notes all together, then in

More information

Elizabeth Scott. Dr. Ryan Hourigan. MusEd 395: Band Literature

Elizabeth 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 information

2014 Music Performance GA 3: Aural and written examination

2014 Music Performance GA 3: Aural and written examination 2014 Music Performance GA 3: Aural and written examination GENERAL COMMENTS The format of the 2014 Music Performance examination was consistent with examination specifications and sample material on the

More information

drumlearn ebooks Fast Groove Builder by Karl Price

drumlearn ebooks Fast Groove Builder by Karl Price drumlearn ebooks by Karl Price Contents 2 Introduction 3 Musical Symbols Builder 4 Reader Builder 1 - Quarter, Eighth, and 2 Beat Notes 5 Reader Builder 2 - Quarter and Eighth Note Mix 6 Rudiments Builder

More information

Movin. Original Music by Hap Palmer. Hap-Pal Music and Educational Activities

Movin. Original Music by Hap Palmer. Hap-Pal Music and Educational Activities Movin Original Music by Hap Palmer Hap-Pal Music and Educational Activities www.happalmer.com This is a richly produced collection of original instrumental music written especially for movement exploration

More information

SCANNER TUNING TUTORIAL Author: Adam Burns

SCANNER TUNING TUTORIAL Author: Adam Burns SCANNER TUNING TUTORIAL Author: Adam Burns Let me say first of all that nearly all the techniques mentioned in this tutorial were gleaned from watching (and listening) to Bill Benner (president of Pangolin

More information

Trombone Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!!

Trombone Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! Trombone Warm-Up Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! In band, nothing is more important than playing with a beautiful sound. 1. Buzz! (2-3 minutes): start

More information

Music Study Guide. Moore Public Schools. Definitions of Musical Terms

Music Study Guide. Moore Public Schools. Definitions of Musical Terms Music Study Guide Moore Public Schools Definitions of Musical Terms 1. Elements of Music: the basic building blocks of music 2. Rhythm: comprised of the interplay of beat, duration, and tempo 3. Beat:

More information

Music Conducting: Classroom Activities *

Music Conducting: Classroom Activities * OpenStax-CNX module: m11031 1 Music Conducting: Classroom Activities * Catherine Schmidt-Jones This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 Abstract

More information

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

Creating a Successful Audition CD

Creating a Successful Audition CD Creating a Successful Audition CD The purpose of the following information is to help you record a quality audition CD for National Youth Band of Canada. The information has been divided into different

More information

Audition Information

Audition Information 2017-2018 Audition Information ***To download all audition information, etudes, and forms that you must bring to your audition please visit the Seven Lakes Band website slhsband.org*** General Audition

More information

2011 Music Performance GA 3: Aural and written examination

2011 Music Performance GA 3: Aural and written examination 2011 Music Performance GA 3: Aural and written examination GENERAL COMMENTS The format of the Music Performance examination was consistent with the guidelines in the sample examination material on the

More information

Orchestration notes on Assignment 2 (woodwinds)

Orchestration notes on Assignment 2 (woodwinds) Orchestration notes on Assignment 2 (woodwinds) Introductory remarks All seven students submitted this assignment on time. Grades ranged from 91% to 100%, and the average grade was an unusually high 96%.

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

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

The Elements of Music

The Elements of Music The Elements of Music Music -Music has been an important part of the activities of humankind since the beginning of recorded history. -Today, music is important in ways that were unimaginable during earlier

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

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

Year 7 revision booklet 2017

Year 7 revision booklet 2017 Year 7 revision booklet 2017 Woodkirk Academy Music Department Name Form Dynamics How loud or quiet the music is Key Word Symbol Definition Pianissimo PP Very Quiet Piano P Quiet Forte F Loud Fortissimo

More information

Saxophone Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!!

Saxophone Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! Saxophone Warm-Up Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! In band, nothing is more important than playing with a beautiful sound. Low/High/Low Game (Long

More information

The Elements of Music

The Elements of Music The Elements of Music Music Music has been an important part of humankind since the beginning of recorded history. Today, music is important in ways that were unimaginable during earlier times. It plays

More information

8 th Grade Concert Band Learning Log Quarter 1

8 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 information

A series of music lessons for implementation in the classroom F-10.

A series of music lessons for implementation in the classroom F-10. A series of music lessons for implementation in the classroom F-10. Conditions of Use These materials are freely available for download and educational use. These resources were developed by Sydney Symphony

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

Rehearsal Techniques Log

Rehearsal Techniques Log 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

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

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

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

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

Preview Only. Legal Use Requires Purchase. My Ship JAZZ. Lyrics by IRA GERSHWIN Music by KURT WEILL Arranged by DAVE RIVELLO INSTRUMENTATION

Preview Only. Legal Use Requires Purchase. My Ship JAZZ. Lyrics by IRA GERSHWIN Music by KURT WEILL Arranged by DAVE RIVELLO INSTRUMENTATION a division of Alfred JAZZ Conductor 1st Eb Alto Saxophone 2nd Eb Alto Saxophone 1st Bb Tenor Saxophone 2nd Bb Tenor Saxophone Eb Baritone Saxophone 1st Bb Trumpet 2nd Bb Trumpet 3rd Bb Trumpet 4th Bb Trumpet

More information

BEGiNNER BRASS AChiEvEMENtT ttrophies

BEGiNNER BRASS AChiEvEMENtT ttrophies BEGiNNER BRASS AChiEvEMENtT ttrophies STUDENT NAME: YEAR: Demonstrate skills to earn stickers. Can you make it to the Ultra Rare level? COMMON ttrophies (BRONzE) Hold an eight second buzz on the mouthpiece

More information

The Field Percussion User Manual. Patrick R. F. Blakley

The Field Percussion User Manual. Patrick R. F. Blakley The Field Percussion User Manual Patrick R. F. Blakley i The Field Percussion User Manual Written by Patrick R. F. Blakley Cover drum technical drawing by: Clark Fancher Published by Lulu Press Inc. Raleigh,

More information

MR. DICKSON'S METHOD FOR BAND

MR. DICKSON'S METHOD FOR BAND MR. DICKSON'S METHOD FOR BAND Book One Flute Bells (percussion) www.justindickson.com/band revised June 23, 2018 --- While You Are Playing --- Tap your foot with the beat, during all notes and rests. Count

More information

Attitude You must first believe that you can be successful regardless of how small your band may be.

Attitude You must first believe that you can be successful regardless of how small your band may be. Small Band Sho w Design Consi derat ions By Kevin Ford Never doubt that a small group of thoughtful, committed performers can accomplish great things. Attitude You must first believe that you can be successful

More information

PRODUCTIVE PRACTICING

PRODUCTIVE PRACTICING PRODUCTIVE PRACTICING Suggestions to Help Ensure a Productive Practice Session By Patrick McAvoy Thanks for requesting my new article Productive Practicing: Suggestions to Help Ensure a Productive Practice

More information

- CROWD REVIEW FOR - Dance Of The Drum

- CROWD REVIEW FOR - Dance Of The Drum - CROWD REVIEW FOR - Dance Of The Drum STEPHEN PETERS - NOV 2, 2014 Word cloud THIS VISUALIZATION REVEALS WHAT EMOTIONS AND KEY THEMES THE REVIEWERS MENTIONED MOST OFTEN IN THE REVIEWS. THE LARGER T HE

More information

8th Grade Band 9/8 I can perform Marches of the Armed Forces m *Bb Major Scale round Snares play

8th Grade Band 9/8 I can perform Marches of the Armed Forces m *Bb Major Scale round Snares play 8th Grade Band 9/8 I can perform Marches of the Armed Forces m101 115. *Bb Major Scale round Snares play *Warm Ups and Beyond Page 18 Concert Bb Major #1,2 and 7 Chromatic Scale There will be a performance

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

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.

Before 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 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

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

Preview Only. Legal Use Requires Purchase. Poultry In Motion JAZZ KRIS BERG INSTRUMENTATION

Preview Only. Legal Use Requires Purchase. Poultry In Motion JAZZ KRIS BERG INSTRUMENTATION a division of Alfred JAZZ Poultry In Motion Conductor 1st Eb Alto Saxophone 2nd Eb Alto Saxophone 1st Bb Tenor Saxophone 2nd Bb Tenor Saxophone Eb Baritone Saxophone 1st Bb Trumpet 2nd Bb Trumpet 3rd Bb

More information

CURRICULUM COURSE GUIDE

CURRICULUM COURSE GUIDE Jazz Band I -p. 1 Task Framework Resources Students will learn to use characteristic jazz tone quality beginning in practical registers and dynamic levels and expanding as the student progress. Students

More information

POWER PRACTICING by Eli Epstein The quieter you become, the more you can hear. -Baba Ram Dass

POWER PRACTICING by Eli Epstein The quieter you become, the more you can hear. -Baba Ram Dass POWER PRACTICING by Eli Epstein The quieter you become, the more you can hear. -Baba Ram Dass When we practice we become our own teachers. Each of us needs to become the kind of teacher we would most like

More information

crazy escape film scripts realised seems strange turns into wake up

crazy escape film scripts realised seems strange turns into wake up Stories Elephants, bananas and Aunty Ethel I looked at my watch and saw that it was going backwards. 'That's OK,' I was thinking. 'If my watch is going backwards, then it means that it's early, so I'm

More information

LISTENING GUIDE. p) serve to increase the intensity and drive. The overall effect is one of great power and compression.

LISTENING GUIDE. p) serve to increase the intensity and drive. The overall effect is one of great power and compression. LISTENING GUIDE LUDWIG VAN BEETHOVEN (1770 1827) Symphony No. 5 in C Minor Date of composition: 1807 8 Orchestration: two flutes, two oboes, two clarinets, two horns, two trumpets, timpani, strings Duration:

More information

Before I proceed with the specifics of each etude, I would like to give you some general suggestions to help prepare you for your audition.

Before 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 information

Young Performers and Dvorak Concert Review. Lidia Templeton. MUS Mr. Pecherek 19 March 2018

Young Performers and Dvorak Concert Review. Lidia Templeton. MUS Mr. Pecherek 19 March 2018 Young Performers and Dvorak Concert Review by Lidia Templeton MUS 1000-04 Mr. Pecherek 19 March 2018 Templeton 1 Sunday, March 11 th, 2018 was the perfect day to attend Illinois Valley Symphony Orchestra

More information

Turn a Struggling Program Around in 12 Weeks

Turn a Struggling Program Around in 12 Weeks Turn a Struggling Program Around in 12 Weeks Clinicians: Alycia Kemmitz, Oscar Herrera Sponsor: Texas Bandmasters Association Texas Bandmasters Association 61 st Annual Convention/Clinic July 27-30, 2008

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

Lisa Hallen. Mr. Pecherek MUS

Lisa Hallen. Mr. Pecherek MUS Lisa Hallen Mr. Pecherek MUS 1000-02 On Sunday, September 21, 2014 the Illinois Valley Symphony Orchestra (IVSO) presented a Pops Concert in the Princeton High School Auditorium. The IVSO is conducted

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

MELODIC NOTATION UNIT TWO

MELODIC NOTATION UNIT TWO MELODIC NOTATION UNIT TWO This is the equivalence between Latin and English notation: Music is written in a graph of five lines and four spaces called a staff: 2 Notes that extend above or below the staff

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

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

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

Euphonium Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!!

Euphonium Warm-Up. Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! Euphonium Warm-Up Remember - When you practice at home START WITH A GOOD WARM-UP TO WORK ON YOUR TONE!!! In band, nothing is more important than playing with a beautiful sound. 1. Buzz! (2-3 minutes) start

More information

Registration Reference Book

Registration Reference Book Exploring the new MUSIC ATELIER Registration Reference Book Index Chapter 1. The history of the organ 6 The difference between the organ and the piano 6 The continued evolution of the organ 7 The attraction

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

Marching Bass Drum Guide

Marching Bass Drum Guide Marching Bass Drum Guide THE OLE OF THE BASS LINE The role of the bass drummer is one that requires many levels of accountability in the following areas: Individual performance, percussion ensemble and

More information

Weill Music Institute

Weill Music Institute Weill Music Institute MUSIC SKILLS ASSESSMENT A Program of Carnegie Hall s Weill Music Institute for Students in Grades Three Through Five Task 1: Performance Task 2: Student Self- and Peer-Assessments

More information

Title: Incantation and Dance Composer: John Barnes Chance Joe Kulick 1 Measure # Form. Largo Q=54 Poco più mosso Q=66

Title: Incantation and Dance Composer: John Barnes Chance Joe Kulick 1 Measure # Form. Largo Q=54 Poco più mosso Q=66 Title: Incantation and Dance Composer: John Barnes Chance Joe Kulick 1 Measure # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Form Incantation: A Phrase Tempo Largo Q=54 Poco più mosso Q=66 Dynamics fl: mp cres. dim.

More information

Help for Your Horn Players: Guiding Your Young Horn Players to Success! Ideal Beginners or How to Avoid a Lot of Headaches Later Body Position

Help for Your Horn Players: Guiding Your Young Horn Players to Success! Ideal Beginners or How to Avoid a Lot of Headaches Later Body Position Help for Your Horn Players: Guiding Your Young Horn Players to Success! The Midwest Clinic: An International Band and Orchestra Conference Rachel Maxwell, clinician Traughber Junior High School, Oswego,

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

CURRICULUM COURSE GUIDE

CURRICULUM COURSE GUIDE Jazz Band III -p. 1 Task Framework Resources Students will learn to use characteristic jazz tone quality extended registers and all dynamic levels and expanding as the student progress. Students will work

More information

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire OGEHR Festival 2019 Peace by Piece Rehearsal Notes: Copper A Repertoire Peace in our Time In looking through this piece I couldn t help but notice that the LV markings are a little bit confusing. Please

More information

Computer Coordination With Popular Music: A New Research Agenda 1

Computer Coordination With Popular Music: A New Research Agenda 1 Computer Coordination With Popular Music: A New Research Agenda 1 Roger B. Dannenberg roger.dannenberg@cs.cmu.edu http://www.cs.cmu.edu/~rbd School of Computer Science Carnegie Mellon University Pittsburgh,

More information