Echo - Have students tap a beat. Instructor plays a pattern or tune starting on the same note each time. The students should sing it back, then try to play it. Once they have mastered it, try playing then they play it back. More complex patterns require singing again.
Match my pitch - play a pitch, then have the students sing it back and play it on their instrument. Can make it into a game who can do it the fastest.
Learn a hymn or folk tune by ear such as Simple Gifts, Ode to Joy, Twinkle Twinkle, Mary Had a Little Lamb, Rain, Rain Go Away, The Farmer in the Dell, Are You Sleeping, Row Your Boat, Alouette, Go Tell Aunt Rhody, London Bridge, The Whole World in His Hands, Simple Gifts, Old MacDonald, Silent Night etc. Give them the starting pitch then sing the song and see if you can figure it out together.
Alternating singing and playing. Sing part of or the whole scale on solfege (do-re-mi-fa-sol-la-it-do) then play on instruments. Or play do, sing re, play mi, etc.
Imagine we are all connected as an ensemble like a web or body of water. When one section plays something a certain way, the rest of the ensemble should react in a fluid manner.
Ask if they can hear their neighbor. Tell them to play within their "trio"--the person to their left and their right, or to listen in "triangles."
Tell them to listen to a different instrument.
Play chorales one person to a part.
Work on hearing yourself vs. the group in percentages. 60% self : 40% ensemble is a good starting point, but try experimenting to the different extremes.
Band Split - Everyone picks a number from 1-5. When I hold up their number, that's who plays it. Or pick a number 1-10 (say no one can pick 7, or 1/3 of the class might), and when I say their number they play it.
Make it a game - hand out cards to each person (keeping it a secret). Play a chorale and tell everyone with a certain number to play fortissimo. The group then guesses who it was.
Play a chorale with parts reversed by having the last chair play the first part.
Switch up seating around the room. The only rule is they cannot sit next to someone with the same instrument. Ask what they could hear. When they return to their seats ask them to listen for the same parts they heard before.
Pass the note. Tune the person on the end, then they hold their note for a few seconds while the person next to them tunes to them, and do this down the row.
Remington Studies - starting on concert F go down by either half steps or scale tones and return to the starting note every time. Play half notes ending the pattern with a half rest. So it will be F, E, F, rest, F, Eb, F, rest, etc.
Reverse Remingtons - play this interval pattern: 1-2-1-3-1-4-1-5-1-6-1-7-1-8-1-8
Build a chord - Basses play the root, then tenors the fifth, then altos the third, then sopranos play the root.
Scale to Chords - Split band into three groups, have them play a scale and each group stops on a different chord tone. Second option is to play the scale, then stop on chord tones while descending. Chord tones are: Bass-1, Tenor-3, Alto-5, Soprano-8. Can also put Soprano on the 7th..
Chord Morphing- Band plays a chord. The director tells one group at a time to move up or down by half-steps, thereby changing the harmony.
Scale Standout- Going up a scale (or can be done in a section of a song to find out of tune sections), the band plays a unison note then the director points to one person. The band cuts out leaving that section (or person) playing. Rest, then go to next note.
Sing your warm-ups instead of playing.
Sing a scale on numbers or solfege.
Alternate singing/playing - play a scale alternating singing and playing. As they improve, sing up to a certain note, which they will play to see how close they got.
Sing a chorale.
Play a note on a tuner or a keyboard and then match and hold the pitch on your instrument. After sustaining, play the note again to see if you maintained the pitch in tune. If you get it right, try it on another note.
Play a note on a tuner or a keyboard, stop, then slide up (or play a scale) to the pitch and hold. Play the note again on the tuner to see if you were correct. If you get it right, try it on another note.
Playing with less pressure - Pinch your nose while blowing/playing to make sure no air is coming out. Try humming a song through a stir stick (or puffy cheeks if you don't have straws). Pinch the nostrils occasionally to make sure no air is going through. The sound should stay the same. Thinking "ooo" works best. Stage 2 is to do it but humming into half a cup of water and control the outflow so that there are bubbles but they aren't going crazy.
Have two instruments play the same pitch, one after the other and have the class identify if the second pitch is higher, same, or lower. Do a couple of these daily.
Scale Degree Attention-Getter - hold up a finger and that's the note they start playing of the Bb scale. After that I can even look at half of the band with one number, and the other half with a different number.
Breath support - Have students blow through their mouthpieces (with the shank inside their mouth) trying to keep a piece of paper (about 4"x6") against the wall. Can also be done with no mouthpieces. Have a competition to see who can hold it the longest.
Breathing Gym - In 4, out 4 (can vary the counts). Try going out on a "shhhh" sound.
Take in as much air as possible, then sip in even more, then let it out. (sticking out the tongue makes it "the dragon"
Push out all the air, turn and stretch to push out more, then breathe in. Go back and forth between depleting and filling up air.
If repeating it quickly in succession while getting faster, it is called "the sumo"
Blow air out gently for a long time for the "paper airplane"
Blow quick bursts for "throwing darts".
Blow large puffs of air for "shooting arrows".
Lead them in a variety of breathing activities using your arms as cues, going one right into the other.
Scale Relay - Split band in half, alternate every note going up the scale so one side leads. So it will go 1,1, 2,2, 3,3, etc. Then try quarter notes and eighth notes. Try alternating so each side plays ever other scale degree--L1, R2, L3, R4, etc.
Play a song in rounds like Row, Row, Row Your Boat or Frere Jacques.
Scale to Chords - Split band into three groups, have them play a scale and each group stops on a different chord tone. Can do four groups for the second octave tonic or a seventh scale degree.
Chord Morphing- Band plays a chord. The director tells one group at a time to move up or down by half-steps, thereby changing the harmony.
Scale Standout- Going up a scale (or can be done in a section of a song to find out of tune sections), the band plays a unison note then the director points to one person. The band cuts out leaving that section (or person) playing. Rest, then go to next note.
Singing Chorales - Configure band into clumps with all the basses together, altos together etc. Have boys genders sit together (to make them more comfortable). From within this you can teach them to sing 4-part chorales.
Build Chorales by having the bass play their part first, then add tenor, etc.
Mix up the seating so they sit by different instruments
Demonstrating balancing volume by having 2 students first play different volumes and ask the class which is being louder/softer, then balance the volumes and compare.
Band Split - Everyone picks a number from 1-5. When I hold up their number, that's who plays it. Or pick a number 1-10 (say no one can pick 7, or 1/3 of the class might), and when I say their number they play it.
Make it a game - hand out cards to each person (keeping it a secret). Play a chorale and tell everyone with a certain number to play fortissimo. The group then guesses who it was.
Dynamics by Number - Have them play anything with 1-10 being the range of ppp to fff
Dynamic Waves - Have band play a note or chord at a mp volume. Whenever you move your arm across the band they will play at a forte volume when you are pointing at them. Trying pointing at specific people, sections and waving slowly/quickly across the ensemble.
Crazy Conductor - they have to discern from all your arm flailings when they are being cued. Can do as a full group or just cue individuals.
Band Split - Everyone picks a number from 1-5. When I hold up their number, that's who plays it. Or pick a number 1-10 (say no one can pick 7, or 1/3 of the class might), and when I say their number they play it.
Make it a game - hand out cards to each person (keeping it a secret). Play a chorale and tell everyone with a certain number to play fortissimo. The group then guesses who it was.
That's Your Cue - Rather than keeping a steady beat, students play only when cued in. Students should also play in the style that you cue them.
Crazy Conductor - they have to discern from all your arm flailings when they are being cued. Can do as a full group or just cue individuals.
How Many Fingers? - Hold up a number of fingers for a couple measures and see who knew how many it was. Can reward members.
**Who is watching? or Eyes on Me - A personal favorite! Look at a member, and if he/she looks up within the measure, keep going. Otherwise stop when someone fails to look up. Can reward everyone that met your eyes.
Stop with me - Stop conducting during the piece and see who stops right away.
Vary tempos of warm-ups and music.
Cut out certain beats, like every beat 2, or only play beat 1
Scale Degree Attention-Getter - hold up a finger and that's the note they start playing of the Bb scale. After that I can even look at half of the band with one number, and the other half with a different number.
Put on any tune and have students keep a beat to it. Change up the rhythm and what body parts they use.
Add-On - In a 4/4 pattern have students play 1-rest-rest-rest, 1-2-rest-rest-rest, 1-2-3-rest-rest, etc. always starting on beat one of the measure. Repeat the pattern going down when they get to the top of the scale.
Take Away - Opposite of Add-On. Play up the scale then only go up to 7, then only up to 6, etc. Pause for rests after each.
Time Change - Play 8 of each note, then 7, 6, etc. going up scale.
Version 2 - Start in 4/4 time, and adjust conducting to suit number of notes. Allow 1 measure of 4/4 rest then repeat down starting
again at 8.
1, 1-2-1, 1-2-3-2-1, etc. going up and down the scale.
Keep Counting - Have students count 1-2-3-4 repeatedly. When you raise your hand they speak out loud, when your hand is down they do it in their heads. Begin at first with a metronome or tapping, then take that away. Try different measure lengths or meter changes for advanced groups. If you get it wrong drop out. The last one doing it wins.
Counting Rests - Keeping a steady beat, the band plays a unison quarter note, rests a beat, plays again, rests for two beats, etc. adding another beat of rest each time. Start by conducting or tapping the beat, then have them keep their own time. Can be made into a contest for who can keep track the longest.
Ask students to conduct. Can do a standard warm up, scale, or students just play on downbeats.
Put a complex rhythm on the board and say whoever plays the rest is out. Then speed it up. Can keep switching rhythms to make it harder.
Rhythm Game - Use a page of rhythms where students play together on a single pitch. If they make a mistake, they drop out. Last one still playing wins.
7 Games to Play Using Rhythm Grids - Rhythm grids are rhythm sheets where students are able count from left to right, top to bottom or bottom to top--basically blocks of one-measure rhythms. But you can do most of these games with any rhythm sheet.
DON’T BREAK THE CHAIN - Students ‘pass’ the rhythm down the row – each student counts one measure. Their goal is to stay with the metronome and not make a mistake. If they “break the chain” (mess up) you can have that same student start a couple measures back and keep going.
LAST MAN (WOMAN) STANDING (ALSO CALLED DROP OUT OR MESS UP, DROP OUT) - All students stand up and count. They sit when they make a mistake but keep counting. The last man (or woman) standing wins. Read the full article (including how to keep this positive and fun!) HERE!
POPCORN - This game is similar to Drop Out. Students start seated and count. When they get to the end of the line (on the grid) if they have counted it all correctly, they stand up and keep counting. If they missed something, they stay seated. Once they count a line correctly (whether it’s the 3rd, 4th etc) they stand up. Any time they make a mistake they sit and keep counting until they have counted an entire line correctly, then they stand back up. Don’t stop at the end of each line (once they get the hang of it) just keep going – they stand or sit as needed.
AM I RIGHT? - Project a measure on the screen or pick one measure off the grid. You count or play that measure either correctly or incorrectly. Students identify (thumbs up/thumbs down or another way) if you did it correctly or incorrectly.
KING (OR QUEEN) OF THE HILL - Students line up and count one line. After they count the whole line, ask them to move to the end (back) of the line if they made a mistake. If they got it correct they scoot up toward the front of the line. Repeat this over and over (pausing after each line to allow students to move). At the end of the game, whoever is 1st in line is the King (or Queen) of the Hill.
PUT ON ACCOMPANIMENT OR BACKBEAT - Consider doing this as students count to change up the routine while adding some fun!
SCAVENGER HUNT - Teacher performs rhythm, students identify the measure number.
Simplify – limit to measure 1-8 on grid. Challenging – measures 1-20 (or more).
Simplify – count with rhythm syllables. Challenging – play the rhythm on instruments
Variation – student counts or plays the rhythm for the class
Variation – Spread printed rhythm cards around the room. Teacher performs the rhythm, students must go around the room to find it.
Clapalong videos on Youtube like
https://www.youtube.com/@ReadyGOmusiceducation
https://www.youtube.com/@Mr.ReynaMusic
Rhythm Imposter on Youtube
Rhythm [insert sport]. Split into two or more teams. With basketball, an easy rhythm is worth 1 point, medium for 2, and hard for 3 points. With baseball, have four levels- for how many bases they run. Rhythm football, is yardage- 5 yards for easy, and can have as many difficult ones you want for more yards. Can have an extra point or two point conversion even.
Transcription Race - Play a rhythm and see who can draw it first. Or count the rhythm out loud and see who can draw it first.
How fast can you go? - Play along with a metronome (an excercise or section of a piece), and keep bumping up the metronome
Put on any tune and have students keep a beat to it. Change up the rhythm and what body parts they use.
Shake Down Warm Up – speak 8-7-6-5-4-3-2-1 while shaking the right hand, then left hand, then right foot, then left foot. Repeat starting from 7 down to 1, next time 6 down to 1, etc. until your last one if simply one share of each!
Name Rhythm Game - Keeping a steady pulse they all pad their thighs. clap their hands and click each finger (pad, pad, clap, clap, click click). On the clicks they say their name and a word that starts with the same letter- there could be a theme like animals or something from nature – or whatever you like.
Rhythm Echo - Copy rhythms clapped by teacher- except if you hear the rhythm ‘don't clap this one back’ (1-2-3-+4) if you clap then, you are out… You can also have the rhythm ‘never clap this one back’ so that there are two rhythms not to be clapped back.
Pitch Chairs - Play a short melody, and they should move between standing and sitting for each change in pitch: The lowest note they sit on the floor- one up: sit on knees, one up: sit on chairs – stand- stand on chairs (or raise arms in the air)
Use different note lengths and rest lengths
Use different rhythms on each note or across the entire scale. Can be taken from concert music.
Sing a scale on numbers or Solfege
Alternate singing and playing (play/sing should be done first as it is easier than sing/play).
In rounds by groups (SATB). Put soprano and bass in the same group.
Different dynamics and crescendos
Watching the conductor for dynamics
Different Articulations
Patterns
1.... 1-2......1-2-3.....1-2-3-4, etc. then 8....8-7.....8-7-6, etc.
1, 1-2-1, 1-2-3-2-1, etc.
Scale in Thirds - 1-3-2-4-3-5 etc.
1-2-3-2 1-2-3-2 1-2-3-2-1, 2-3-4-3 etc.
1-2-3-4-5-4-3-2-1, 2-3-4-5-6-5-4-3-2 etc.
Scale in a Round - Split into voices (Bass, Tenor, Alto, Soprano) - Play the scale in slow half notes. Basses start with each voice waiting two notes after the last before starting.
Pass the scale down the row, each student playing the next one in the order
Scale Standouts - The group plays a whole note, then cuts out as a person you point to keeps holding the note.
Adding on the 9th. Works well if doing everything on 16th notes.
Teach other scales by changing certain notes. Like flat the 3rd or the 7th, etc.
Speed Scales - See how many scales you can do in 30 (or 10) seconds. Or simply see how fast you can get a scale using a metronome
Alternating Fingers Timing Exercise - Great for trombones especially. 1e&a 2e&a 3e&a 4 where they back and forth between positions or scale degrees. (Brass pecific-1st and 2nd position in high Bb, then F, then low Bb. THEN do it on 2nd to 3rd position, etc.)
Chromatic Scale Chant - To learn the chromatic scale and enharmonics: Chant the chromatic scale each day. Use Sharps going up and flats going down. Which two pairs of notes don't have a black key between them? Exit test is to write it out.
Teach a rhythm or rhythm measure of the the day and do the scale using that pattern for each pitch.
Write a vertical stack of rhythms on the board. It can be a single rhythm patter, or a whole measure. Start at the bottom and teach each a new one each day and play the whole scale using just the one rhythm. After they have mastered all the rhythms, then they do a different rhythm for each note so the tonic is rhythm 1, super tonic is with two, etc, so they work their way up and then back down again on the scale. If using all 16th note patterns, there are six of them so just double two of them.
Stagger Breathing - Practice playing the scale and breathing on a certain beat that is different than where they typically breathe. OR practice staggering their breaths.
Competitions such as longest/shortest note, quietest/loudest, best sound, or fastest on a pattern or excerpt, etc.
Have percussion section play a fun hip-hop beat (or from a Pep-Band tune) using whatever instruments they want and do all your echoes, long-tones, slurs, etc. to it.
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