Activities

Activities

• Procedures for all the objectives are written out step-by-step on pages 6-7 of the student books and on score pages 75-94 for full band.
• Treble clef instruments: Learn to draw a treble clef.
• Bass clef instruments: Learn to draw a bass clef.
• Snare drum: Learn accents and the Rudiment Single Paradiddle

PAGE 6

• #1 - Director will instruct students in proper breathing and embouchure concepts (score pages 576-578).
• #1 - Director will instruct students in proper tonguing concepts (score page 587).
• #2 - Oboes: The third space C is a critical note. Strive for a dark sound on this note. If the sound is too bright, cover more reed with the lower lip.
• #3 - Flutes & Oboes: Check your hand position. Keep your fingers close to the keys when alternating between D and C.
• #3 - Saxophones: Your head position should be upright and straight. Adjust your neckstrap and/or mouthpiece if necessary.
• #3 - Reminder: A whole rest is four counts of silence (counting systems on score pages 558-561). During those four counts of silence, woodwinds and brass should set their fingering/position for the upcoming pitch (a.k.a. read ahead). Percussionists prepare for the upcoming stroke (score pages 32-33).
• #4 - RULE: A flat sign before a note remains in effect for the entire measure.
• #4 - "Excellerators" 4A and 4B may be played in unison by the entire band. This will allow for the development of ensemble tone and blend.
• #4 - Tubas: Low notes are difficult to play at first. Protrude your lips into the mouthpiece and play the low notes more easily.
• #7 - Sing this line using solfege syllables Do-Re-Mi-Do or using scale numbers 1-2-3-1.
• Woodwinds: Keep your fingers close to the keys.
• Review the mouthpiece workouts (score pages 577-578).

PAGE 7

• Correct posture makes it easier to breathe quickly. Check right hand position, left hand position, elbows and shoulders, instrument position/angle, and embouchure.
• #8 - Reminder: Change your fingering for the upcoming note during the rest.
• #8 - "Sizzle" for the first note, take a quick breath, and sizzle for the next note.
• Reminder: Breathe through the corners of your mouth.
• Reminder: Reed players do not raise your upper lip when breathing.
• Clarinets: The key to a good right hand position is the correct placement of the thumb.
• #11 - Breathe only at the rests.
• C Instruments: The flat sign before a note remains in effect for the entire measure.
• #12 - "Excellerators" 12A and 12B may be played in unison by the entire band. This will allow for the development of ensemble tone and blend.
• #13 - DUET: Two different lines of music played at the same time.
• #13 - HARMONY: The result of two or more different notes played at the same time.
• #13 - CONSONANCE: A pleasant sound resulting from two or more different notes played at the same time.
• #13 - DISSONANCE: A relatively unpleasant sound resulting from two or more different notes played at the same time.
• #14 - "Go For Excellence" lines are "cumulative" test lines, incorporating several different concepts introduced on preceding exercises. They provide a quick and effective means of testing students' cognitive and psychomotor comprehension. Holding students accountable for what they have learned is an important part of teaching. The "Go For Excellence" lines are found consistently on the right-hand pages throughout each student book. The first "Go For Excellence" line is #14 on page 7 (score page 94).

Objectives

• Incorporate and perform previously learned skills and concepts.
• Identify and define the musical symbols: 4/4, staff, clef sign (bass clef or treble clef), measure, bar line, and final double bar line.
• Play Concert D, Concert C, and Concert Bb with the correct fingering/slide position, posture, hand position, and a characteristic tone quality.
• Identify, count, and perform whole notes and whole rests.
• Percussion: Use alternate sticking.
• Percussion: Identify, count, and play quarter notes, quarter rests, accent, and Single Paradiddle.
• #4 - Identify and define a flat.
• #5 - Identify and define "steps." Introduce the concept of moving stepwise. STEPS = Moving from one letter name to the the letter name right next to it; moving from a line to the next space; moving from a space to the next line.
• #6 - Identify and define "skips." SKIP = moving from one line of the staff to the next line; moving from one space of the staff to the next space; on the keyboard going from one letter name, skipping the next, and landing on the third letter.
• #8 - Play two separate long pitches in succession, breathing at the breath mark.
• #9 - Play two different long pitches in succession, breathing at the breath mark.
• #10 - Identify and define accent.
• #11 - Identify, count, and perform half notes and half rests.
• #12 - Define a folk song
• #12 - Perform successive half notes on different pitches.
• #12 - Percussion: Perform accents.
• #13 - Define duet, harmony, consonance and dissonance.
• #13 - Play harmony with another student or as a member of an ensemble.
• #13 - Percussion: Play the bass drum.
• #14 - Perform Bb, C, and D Concert in given rhythms with a good, characteristic tone.
• #14 - Percussion: Perform given rhythms with accents.