Activities
Objectives for Student Learning
Page 17
Worksheet #9
Practice songs #68-73 in our book and turn in worksheet #9 for the purple bead.
Due Apr. 1 - Apr. 12.
Play Along
Listen to Page 17 and Play Along when you are ready. Enjoy your music.
Activities
- #69 - Write in the counting for the top line before you play
- #69 - Clapping and patting appears in all student parts except the drums.
- #70 - perform rhythm studies in 3/4 time. Have students turn to the RHYTHM STUDIES on page 45 in their books (score page 460). Count and clap line 2. Tell the students what pitches to play, then perform line 2. Divide the band in half to better hear individual students. Refer to score page 102 for creative ways to assign students to groups. Repeat the process on rhythm lines 1 and 3-7.
- #71 - Timp and Aux. Perc: Tacet for this song.
- #71 - Inform students that a whole rest in 3/4 time means to rest for the "whole" measure regardless of the time signature.
- #71 - Refer to #37. SWEETLY SINGS THE DONKEY for an introduction of the round.
- #71 - Play BROTHER MARTIN. Just by listening to the melody, ask students if they would identify it as being from a different part of the world than DOWN IN THE VALLEY? Why or why not? Play the accompaniment recordings for both DOWN IN THE VALLEY and BROTHER MARTIN. Have students describe the sounds (TIMBRES) they hear. Now what makes it easier to distinguish them from different areas of the world?
- #72 - Draw in a breath mark at the end of each phrase.
- #72 - Have students sing the LITTLE FISH using scale numbers or solfege syllables.
- #73 - Investigate and practice playing at different dynamic levels. Play the entire song WHEN LOVE IS KIND at a forte level. Have students listen for good tone. Play again at a piano level. Again, have students listen for good tone. Are the dynamics important? Ask students why they think composers and performers use dynamics. Play WHEN LOVE IS KIND all forte, all piano, and as written. Which version do students like best? which one is most interesting to listen to? Why?
- #73 - Why are some songs soft and other songs loud?
- #73 - Are young Czech musicians (or Japanese, or French, etc.) also taught that piano = soft and forte = loud? Explain the universality of musical terms and symbols.
Objectives
- Incorporate and perform previously learned skills and concepts.
- #68 - Identify, define, and play f (forte).
- #69 - Identify, count, and play a dotted half note
- #69 - Identify, define, and play in 3/4 time.
- #69 - Try playing this warm-up on your mouthpiece.
- #70 - Perform dotted half notes
- #70 - Identify, define, and perform p (piano) and f (forte).
- #70 - Aux. Perc: Perform on the triangle
- #71 - Define and play a round.
- #71 - Practice 3/4 time.
- #71 - Practice f and p (dynamics for loud and soft).
- #72 - Practice pick up notes in 3/4 time.
- #72 - #Drums, Timp, Aux. Perc: - Practice accents
- #73 - Perform in 3/4 time.
- #73 - Perform f and p
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Works Cited
Pearson, Bruce.
"Standard of Excellence, Book 1 - Conductor Score: Comprehensive Band Method."
Neil A. Kjos Music Co., 1993.
