6th Grade Band 2/24/13
I understand how the key signature tells me what notes to play
sharp or flat. Breathing Exercises
Long Tones 1 & 2
Rhythm Rulz 8th note slides level 2
Tradition of Excellence Book 1st Period ­ Page 17 #58 (review and discuss key signature). 2nd Period ­ Page 17# 62 Encounter in Three Mr. Christie with Makayla S&E
Mr. McFarland with Flute Duet 1 student at a time, Cla Duet 2nd period.
Core Content
AH­06­4.1.4 Students will use a variety of sound sources to create and perform music.
AH­06­4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH­06­1.1.1 Students will identify or describe the use of elements in a variety of music.
Standards (Draft version of National Core Music Standards):
MU:Pr5­6.a ­ ﴾Rehearse,
Evaluate & Refine﴿ Identify
and apply teacher­provided
criteria ﴾such as correctly
interpreting notation; technical
accuracy; originality, emotional
impact, variety, and interest﴿ to
rehearse, refine, and evaluate
the performance.
MU:Pr6­6.a ­ ﴾Present﴿
Perform their interpretation of
the music with technical
accuracy to convey the
creator’s intent.
MU:Pr6­6.b ­ ﴾Present﴿
Demonstrate performance
decorum ﴾such as stage
presence, attire and behavior﴿
and audience etiquette
appropriate for venue, and
purpose. ﴾MU:Cn10­6.e﴿
1
6th Grade Band 2/25/13
I can identify a time signature and perform a song in 3/4.
I can identify dynamic markings in a piece of music and perform a song
with a soft (piano) dynamic
Breathing Exercises
Long Tones 1 & 2
Rhythm Rulz 8th note slides level 2
Tradition of Excellence Book 1st Period ­ Page 17 Review #58, Go on to 62 2nd Period ­ Page 17# Review #62, Go on to 63 Mr. Christie with Makayla S&E
Mr. McFarland Maggie S&E
Mr. Friend w/John #58
Ms. Danielle w/Cla duets Core Content
AH­06­4.1.4 Students will use a variety of sound sources to create and perform music.
AH­06­4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH­06­1.1.1 Students will identify or describe the use of elements in a variety of music.
Standards (Draft version of National Core Music Standards):
MU:Pr5­6.a ­ ﴾Rehearse,
Evaluate & Refine﴿ Identify
and apply teacher­provided
criteria ﴾such as correctly
interpreting notation; technical
accuracy; originality, emotional
impact, variety, and interest﴿ to
rehearse, refine, and evaluate
the performance.
MU:Pr6­6.a ­ ﴾Present﴿
Perform their interpretation of
the music with technical
accuracy to convey the
creator’s intent.
MU:Pr6­6.b ­ ﴾Present﴿
Demonstrate performance
decorum ﴾such as stage
presence, attire and behavior﴿
and audience etiquette
appropriate for venue, and
purpose. ﴾MU:Cn10­6.e﴿
2
6th Grade Band 2/26/13
I can identify a time signature and perform a song in 3/4.
I can identify dynamic markings in a piece of music and perform a song
with a soft (piano) dynamic
Breathing Exercises
Long Tones 1 & 2
Rhythm Rulz 8th note slides level 2
Tradition of Excellence Book 1st Period ­ Page 17 Review #62 2nd Period ­ Page 17# Review #63 Go on to 64.
Mr. Christie with Matt and Connor S&E ­ Lounge
Mr. McFarland Alto Sax solos S&E ­ Storage
Mr. Behr with Nikki #62 ­ Practice Room Mr. Scwartz with Zowic on #62 ­ Office Dr. Kuo with Percussion (Snare Drum #62) ­ Ensemble Room Core Content
AH­06­4.1.4 Students will use a variety of sound sources to create and perform music.
AH­06­4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH­06­1.1.1 Students will identify or describe the use of elements in a variety of music.
Standards (Draft version of National Core Music Standards):
MU:Pr5­6.a ­ ﴾Rehearse,
Evaluate & Refine﴿ Identify
and apply teacher­provided
criteria ﴾such as correctly
interpreting notation; technical
accuracy; originality, emotional
impact, variety, and interest﴿ to
rehearse, refine, and evaluate
the performance.
MU:Pr6­6.a ­ ﴾Present﴿
Perform their interpretation of
the music with technical
accuracy to convey the
creator’s intent.
MU:Pr6­6.b ­ ﴾Present﴿
Demonstrate performance
decorum ﴾such as stage
presence, attire and behavior﴿
and audience etiquette
appropriate for venue, and
purpose. ﴾MU:Cn10­6.e﴿
3
6th Grade Band 2/27/13
I can identify a time signature and perform a song in 3/4.
I can identify dynamic markings in a piece of music and perform a song
with a soft (piano) dynamic
I can count and perform an 8th note pick­up in 3/4
Breathing Exercises
Long Tones 1 & 2
Rhythm Rulz 8th note slides level 2
Tradition of Excellence Book 1st Period ­ Page 17 Review #62, Go on to 64
2nd Period ­ Page 17# Review #64 Go on to #65
Mr. Christie with Flute Duet S&E ­ Ensemble Room Mr. McFarland Tenor Sax solos S&E ­ Storage
Mr. Friend with Jon #64 ­ Practice Room Core Content
AH­06­4.1.4 Students will use a variety of sound sources to create and perform music.
AH­06­4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH­06­1.1.1 Students will identify or describe the use of elements in a variety of music.
Standards (Draft version of National Core Music Standards):
MU:Pr5­6.a ­ ﴾Rehearse,
Evaluate & Refine﴿ Identify
and apply teacher­provided
criteria ﴾such as correctly
interpreting notation; technical
accuracy; originality, emotional
impact, variety, and interest﴿ to
rehearse, refine, and evaluate
the performance.
MU:Pr6­6.a ­ ﴾Present﴿
Perform their interpretation of
the music with technical
accuracy to convey the
creator’s intent.
MU:Pr6­6.b ­ ﴾Present﴿
Demonstrate performance
decorum ﴾such as stage
presence, attire and behavior﴿
and audience etiquette
appropriate for venue, and
purpose. ﴾MU:Cn10­6.e﴿
4
6th Grade Band 2/28/13
I can identify a time signature and perform a song in 3/4.
I can identify dynamic markings in a piece of music and perform a song
with a soft (piano) dynamic
I can count and perform an 8th note pick­up in 3/4
Breathing Exercises
Long Tones 1 & 2
Rhythm Rulz 8th note slides level 2
SOLO and ENSEMBLE PARTICIPANTS WILL PERFORM THEIR PIECES FOR THE CLASS during the last half of class!!!
Tradition of Excellence Book 1st Period ­ Page 17 Review #62 & 64
2nd Period ­ Page 17# Review #64 & #65
Mr. Christie with Tpt/Hn duet S&E ­ Ensemble Room Mr. McFarland French Horn solos S&E ­ Storage
Mr. Behr with Cla Duet in Practice Room (During warm­up)
Core Content
AH­06­4.1.4 Students will use a variety of sound sources to create and perform music.
AH­06­4.1.5 Students will sing or play alone and sustain own part in an ensemble, a given piece of music with increasingly complex melodies and rhythmic patterns in treble and bass clef (with practice).
AH­06­1.1.1 Students will identify or describe the use of elements in a variety of music.
Standards (Draft version of National Core Music Standards):
MU:Pr5­6.a ­ ﴾Rehearse,
Evaluate & Refine﴿ Identify
and apply teacher­provided
criteria ﴾such as correctly
interpreting notation; technical
accuracy; originality, emotional
impact, variety, and interest﴿ to
rehearse, refine, and evaluate
the performance.
MU:Pr6­6.a ­ ﴾Present﴿
Perform their interpretation of
the music with technical
accuracy to convey the
creator’s intent.
MU:Pr6­6.b ­ ﴾Present﴿
Demonstrate performance
decorum ﴾such as stage
presence, attire and behavior﴿
and audience etiquette
appropriate for venue, and
purpose. ﴾MU:Cn10­6.e﴿
5
Attachments
Flute Mario
Football Oboe Player
Adele Clarinet
Sax Serinade
Haydn Tpt French Horn ­ John Williams
Trombone Shorty
David Childs Euphonium
Oboe Girl
Mario Tuba
Blue Rondo Perc
Stars and Stripes Marine Band
William Tell Clarinet