6th Grade Band 2/17/13
I can identify and perform concert Ab.
Breathing Exercises (in 2 out 8 warm, in 2 out 2 maximum capacity/flow)
Long Tones 1 & 2
Rhythm Rulz 8th note slides
Tradition of Excellence Book Page 16
Check everyone on concert Ab Learn A Part of #56, Chorale (2nd period learn B part)
2nd Period review page 15. Mr. Christie with Matthew & Connor
Mr. McFarland with Clarinet Duet
Mr. Behr ­ work on articulation & breath support
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.
Tone (out of 4)
4 Full & Consistent
3 Characteristic
2 Non­resonant
1 Inconsistent production
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﴿
Precision (out of 4)
Fluency (out of 4)
4 Exact Pitch, Rhythm, 4 No breaks in performance
Expression & Dynamics
3 2 or less breaks in 3 Mostly correct pitch, performance
rhythm, Exp. & dynamics 2 repeated breaks in 2 inconsistent pitch rhythm, performance
1 No continuity in exp & dynamics
performance
1 unreadable attempt 1
6th Grade Band 2/18/13
I can identify and perform concert Ab in the context of a duet. Breathing Exercises (in 2 out 8 warm, in 2 out 2 maximum capacity/flow)
Long Tones 1 & 2
Rhythm Rulz 8th note slides
Tradition of Excellence Book Page 16
Learn B Part of the Chorale Duet, combine with A part, adjust criteria or Part Assignments. Review Page 14 and 15
Mr. Christie with Flute Duet
Mr. McFarland with Tenor Solo 1st, Cla. Duet 2nd
Mr. Friend with Jon, working on A & B part of Chorale Duet p. 16
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 2/19/13
I can identify and abide by the key signature of a piece of music. Breathing Exercises (in 2 out 8 warm, in 2 out 16 cold)
Long Tones 1 & 2
Rhythm Rulz 8th note slides
Tradition of Excellence Book Page 16 #58. Boil the Cabbage Down Compare and contrast the A and B parts. How is the concert
Ab presented to the reader in each part?
Mr. Christie with Micayla work on Horn Solo
Mr. McFarland with Micayla work on Sax Solo Mr. Schwartz with Zowic (same as class)
Mr. Behr with Nikki (same as class) 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 2/20/13
I can identify and define a 3/4 time signature
Breathing Exercises (in 2 out 8 warm, in 2 out 16 cold)
Long Tones 1 & 2
Rhythm Rulz 8th note slides
Tradition of Excellence Book Page 17 #62. Encounter in Three
­Dotted half notes
Time permitting review Page 16
Mr. Christie with Connor & Matt Duet
Mr. McFarland with Jacob work on Sax Solo Mr. Friend w/Jon (work on #62). 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 2/21/13
I can identify and define a pick­up note
Breathing Exercises (in 2 out 8 warm, in 2 out 16 cold)
Long Tones 1 & 2
Rhythm Rulz 8th note slides
Tradition of Excellence Book Page 17 #63. Simple Waltz
Time permitting review Page 15
Mr. Christie with Flute Duet
Mr. McFarland with Makayla on Horn Solo
Mr. Friend w/Jon (work on #63). 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