Newsletter: Classwork

The Baboquivari Middle School Couga'sr and High School Warrior's learn key concepts and elements in music so, if their missing work, they can view this page and see what is Music Notation language and what we test on.

The book students are learning to read music from: Standard of Excellence, red book shows you everything you want to know about your instrument, your first 3 notes adding on new notes as the elements of melody, rhythm, dynamics, tempo, repeat signs in the music notation, rhythm, scales, arpeggios, intervals, Concert keys, chromatic scale & major scale formulas and glossary of vocabulary standards with a practise log. Students also learn how to practise where to practise, how to tune and use a metronome to keep time.

Our Christmas Concert had songs from the red book for thir annual performance.

Our Spring Concert will consist of Marches from the red book, and Graduation will have Pomp and Circumstances and The Star Spangled Banner for the graduating class of 2016-2017

We also have a Waila class for students who want to work in a combo band.

Performance curriculum: Student Structure in Beginning Band

Expectations:

1. Wait at the door for teacher to let you in lady’s first, take roll

2. Get your instrument, music paper, stand and chair, take instruments out gently. Get ready in less than 5 minutes warm up your instrument

3. Put cases where no one can trip or get hurt safely and wait for conductor cues and look at objective board for what you are learning. Red Book Excellence of Standards: Novice

Students will practice procedures for time management and active participation. Respect for each other and the teacher, a safe place to engage and motivate each other and work as team players.

I do, We do, You do

Teacher models how to walk into room, get instrument and paper work, go to desired seat, set up instrument, tune up, Look at the board for Objectives for the day, Show teacher you Practice log initialed by parent. Cornell notes with vocabulary list. Pick up after yourself.

1. Basic skills

A. The Instrument

1. Identify parts of the instrument

2. Assemble the instrument

3. Demonstrate proper care for the instrument

4. Reed instruments choose ad care for reeds

B. Playing Posture

1. Use proper playing posture: total body, arm, hand, wrist, and finger positions.

2. Woodwinds, brass properly support the instrument while sitting or standing to play.

3. Percussion use proper grip/playing position for snare drum, bass drum, mallet percussion.

Standard(s): Performing Ensembles: Band Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse cultures.

PO 101. singing their own instrumental parts within an ensemble.

PO 104. singing their own instrumental parts with good posture and with proper breath support.

Performing Ensembles: Band Strand 1: Create Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures.

PO 107. demonstrating the basic embouchure, posture, and hand/stick/mallet position appropriate for characteristic tone production on their instrument.

PO 207. demonstrating how factors such as embouchure shape and tension, mouthpiece and reed selection, slide position, stick/mallet placement, and fingerings influences the intonation and tone quality and their instrument.

PO 114. responding to basic conductor’s cues (e.g., tempo and dynamics).

PO 116. playing together as an ensemble (e.g. tempo and balance).

Objective: For the full band. First three notes on you instrument how to play, read, finger, breathe, and listen and balance as a band. Remember your instruments technique’s

Novice:

maintain a steady beat, with

auditory assistance, while

playing individually and with

others the following note and

rest values: whole, half, quarter,

eighth, and corresponding

dotted notes in simple meters

Utilize musical symbols (e.g.

fermata, repeat signs, double

bar lines, note names)

selected elements of music

using appropriate terminology to

describe and explain music

selected elements of music

function of key and time

signatures

Able to understand conductor cues start, stop

With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. traditional notation).

Students will be able to say, draw, and define next 10 music notations.

1.G treble clef pitch letter names of the lines are E,G,B,D,F. The G treble clef spaces are F,A,C,E,

2.F bass clef pitch letter names of the lines are G,B,D,F,A. The F bass clef spaces are A,C,E,G.

3.The interval 5 steps higher than E is B= efgab

4.The interval 3 steps lower is A=cba

5. The pitch letter name of the top space on a F bass clef is G=aceg

6.The pitch letter name of the middle line is D=gbd

7.dynamics P=piano=soft F=forte=loud

8.dynamics < Crescedo is softer to louder gradually

9.dynamics > Diminuendo is louder to softer gradually

Pitch letter names of lines and spaces on a G treble clef and F bass clef

Whole note, half note, whole rest, half rest. Pitch interval names

Students will be able to read from the Standard of Excellence book Page 2. Putting instrument together, and reed on the ligature. Preparing to play how to sit, place of hands on instrument, how to hold instrument, placement of elbows, breathing through the abdomon, stomach muscles. Caring for you instrument. Page 6-7, then play shor 8 bar songs as a band.

Standard of Excellence book first 3 notes using the whole note and the whole rest number 1 thru 10, songs are 15 thru 29..Students will be able to see the letter name of note and where the note name is on the staff and how to finger the note highlighted in yellow. Time signature using whole note whole rest, half note, half rest and what a breathe mark is used for. Using correct techiques and using conductor ques Ready position instruments on lap, Set position put instruments in playing position, conductor count 4 ready to play, how to stop together. Working and listening as a team/band.

Guitar class will read from the Fender guitar method playing position, musical symbols, whole note, half note and quarter note. Notes on the first string E, F and G using correct fret and fingering reading and counting 4 bar measures. Play 3 chords E, A, B next chords C, F, G

Choir will spend 2 days a week with Enis on Native American culture the hurt Sa:p a I masma, learn to sing folk songs, rain song and Ha: o odham squash, Ha: l Hiosig squash flower and Ha: l mamad squash baby, choir will learn music notation and working on how to sing using diaphragm stomach muscles not to strain.

Novice: MU.PR.4.PE.5a

a. Select repertoire to study/perform based on interest, music reading and performing/ technical abilities.

maintain a steady beat, with

auditory assistance, while

playing individually and with

others the following note and

rest values: whole, half, quarter,

eighth, and corresponding dotted notes in simple meters.

Utilize musical symbols (e.g.

fermata, repeat signs, double

bar lines, note names)

selected elements of music

using appropriate terminology to

describe and explain music

selected elements of music

function of key and time

signatures

Able to understand conductor cues start, stop

With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g. traditional notation).

Students will test on 8 thru 18 then be able to say, draw, and define 20 thru 33 music notations. Pitch letter names of lines and spaces on a G treble clef and F bass clef, intervals. Whole note, half note, quarter note, 8^th note, 16^th notes. Whole rest, half rest, quarter rest, 8^th rest, and 16^th rest. Pitch interval names.What is Concert pitch, formula for a chromatic scale and formula for a major scale, Kodaly names of the notes, draw to measures using notation, crescendo, diminuendo, P=piano=soft, F=forte=loud, draw rhthym notes and rest.

The students will be able to follow band procedures and conductor cues using the Standard of Excellence Book from page 10, 11, 12. The student will practice using penatonic scale using 5 to 6 new notes. Music notation added breath mark-when to breath, common time-same as 4/4 time, fermata-hold the note till conductor cuts you off or fest longer than the usual value, solo- one person plays, soli-whole section plays, tutti-everyone plays, tie-is a curved line that connects two nots of the same pitch. Tied notes are played as one unbroken note, time signature-fraction defines top part how many beats in a measure what note gets the beat bottom part, key signature-Changes certain notes throughout a piece of music. Divi-part of the section plays the top note and part of the section plays the bottom note like a duet. Unison-Everyone plays the same notes. Maybe the use of 8^th notes, slur, and pick up notes.

Using correct techiques and using conductor ques Ready position instruments on lap, Set position put instruments in playing position, conductor count 4 ready to play, how to stop together. Working and listening as a team/band.

Choir will spend 2 days a week with Enis on Native American culture Muhadagi Kuadagi Ne’I The Greasy Ant Song. the hurt Sa:p a I masma, learn to sing folk songs, rain song and Ha: o odham squash, Ha: l Hiosig squash flower and Ha: l mamad squash baby, choir will learn music notation and working on how to sing using diaphragm stomach muscles not to strain