Activities
Objectives for Student Learning
Page 9
Worksheet #3
Practice songs #23-29 in our book and turn in worksheet #3 for the orange bead.
Due Oct. 30 - Nov. 17.
Play Along
Listen to Page 09 and Play Along when you are ready. Enjoy your music.
Activities
- #23 - "Excellerators" 23A and 23B may be played in unison by the entire band. This will allow for the development of ensemble tone and blend.
- Develop aural skills. Echo clap various combinations of notes and rests with and without accents.
- Start on D Concert and figure out how to perform "Ode to Joy." Play along on the piano or another melody instrument for reinforcement.
- Periodically, check to make sure you are caring for your instrumnet properly. Refer to page 3 of your book, "Caring for Your Instrument."
- Reed players: Are you using a reed that is in good playing condition?
- #26 - SOLO: One line of music, perhaps a melody, is performed by one person.
- #26 - SOLI: One line of music, perhaps a melody, is performed by a small group of instruments.
- #26 - TUTTI: Everyone plays the same line of music all together.
- #26 - CAROL: A song of English origin usually connected with Christmas. These English songs are often traditional and date back to medieval times. Think of other countries in which one might find carols. How do sleigh bells add to the overall sound and feeling of this piece?
- Listen to Brandenburg Concerto No. 2 by Johann Sebastian Bach. Relate solo, soli, and tutti concepts to the "concerto grosso." A concerto grosso is characterized by the use of a small group of solo instruments (soli) with the full orchestra (tutti).Indicate "thumbs up" at soli sections or "thumbs down" at the tutti section.
- Find Norway on the world map (score page 526). Norway is a country of beatiful, icecapped mountains.
- FJORDS: Long, steep-sided inlets from the North sea, called fjords, cut into the mountainous coast of Norway.
- #28 - Perform your composition for the rest of the band. Does it end in a feeling of "rest" or "unrest?" Discuss what effect the ending note has on this result. Concert Bb, D, and F will all provide a feeling of rest, with Concert Bb being the most restful (a.k.a. sounds like its over).
Objectives
- Incorporate and perform previously learned skills and concepts.
- #23 - Identify, define, and perform a repeat sign.
- #23 - Drums: Perform multiple bounces (score pages 610-612).
- #23 - Aux. Percussion: Perform on the suspended cymbal
- #24 - Identify, define, and perform in C (common time).
- #24 - Identify, define, and perform a fermata.
- #24 - Drums: Practice multiple bounces (score pages 610-612).
- #25 - Count and clap the rhythm
- #25 - Sing this line using solfege syllables Do-Re-Mi-Fa-Sol or using scale numbers 1-2-3-4-5.
- #25 - Drums: Practice multiple bounces (score pages 610-612).
- #26 - Identify and perform solo, soli, and tutti.
- #26 - Aux. Percussion: Perform on sleigh bells (score page 617).
- #27 - Practice solo, soli, and tutti.
- #27 - Say "Fjords" pronounced FEE-yordz.
- #28 - Complete the composition with four quarter notes of your choosing and a whole note that provides a feeling of "rest" at the end (i.e. make it sound like the song is over).
- #29 - Perform in common time.
- #29 - Drums: Practice multiple bounces (score pages 610-612).
- #29 - Aux. Percussion: Perform on sleigh bells (score page 617).
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Works Cited
Pearson, Bruce.
"Standard of Excellence, Book 1 - Conductor Score: Comprehensive Band Method."
Neil A. Kjos Music Co., 1993.
