7th Grade Band 1/27/14 I can perform Fireburst Fanfare from m9­13 ­Bb Scale in a round ­Long Tones 2 on corner rhythm ­Warm­Ups and Beyond Page 18 #1 & 3 ­Warm­ups and Beyond page 10 1&2. Minor Fives ­ quarter & eighth note patterns 3. Scale in Thirds 4. Expanding Intervals ­Fireburst Fanfare ­ Review 1­7 Learn m9­13 ­Distribute/Listen to Korobushka Wednesday there will be a written pre­test (formative) over Korobushka and Firebburst Fanfare. Test items will include musical terminology, necessary techniques and historical/cultural context that are essential to these pieces of band literature. Core Content AH­07­1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). AH­07­4.1.4 Students will use a variety of musical sound sources to create and perform music. AH­07­4.1.5 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). Standards (Draft version of National Core Music Standards): Music Performance Analysis. Analyze expressive/technical and contextual characteristics of the piece and how each influences the performance. 1 7th Grade Band 1/28/14 I can perform Korobushka m1­9. ­Bb Scale in a round ­Long Tones 2 on corner rhythm ­Warm­Ups and Beyond Page 18 #1 & 3 ­Warm­ups and Beyond page 10 1&2. Minor Fives ­ quarter & eighth note patterns 3. Scale in Thirds 4. Expanding Intervals ­Fireburst Fanfare Review m9­13 Learn m13­21 ­Korobushka m1­9 Wednesday there will be a written pre­test (formative) over Korobushka and Firebburst Fanfare. Test items will include musical terminology, necessary techniques and historical/cultural context that are essential to these pieces of band literature. Core Content AH­07­1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). AH­07­4.1.4 Students will use a variety of musical sound sources to create and perform music. AH­07­4.1.5 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). Standards (Draft version of National Core Music Standards): Music Performance Analysis. Analyze expressive/technical and contextual characteristics of the piece and how each influences the performance. 2 7th Grade Band 1/29/14 I can discover what my strengths and weaknesses are regarding terminology, technical knowledge and knowledge of the historical/cultural background of the band literature I am learning to perform. ­Bb Scale in a round ­Long Tones 2 on corner rhythm ­Warm­Ups and Beyond Page 18 #1 & 3 ­Warm­ups and Beyond page 10 1&2. Minor Fives ­ quarter & eighth note patterns 3. Scale in Thirds 4. Expanding Intervals ­Take written pre­test. Core Content AH­07­1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). AH­07­4.1.4 Students will use a variety of musical sound sources to create and perform music. AH­07­4.1.5 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). Standards (Draft version of National Core Music Standards): Music Performance Analysis. Analyze expressive/technical and contextual characteristics of the piece and how each influences the performance. 3 7th Grade Band 1/30/14 I can discover what my strengths and weaknesses are regarding terminology, technical knowledge and knowledge of the historical/cultural background of the band literature I am learning to perform. Go over written pre­test ­Bb Scale in a round ­Warm­Ups and Beyond Page 18 #1 & 3 ­Warm­ups and Beyond page 10 1&2. Minor Fives ­ quarter & eighth note patterns 3. Scale in Thirds 4. Expanding Intervals ­Continue with Korobushka (time permitting). Core Content AH­07­1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). AH­07­4.1.4 Students will use a variety of musical sound sources to create and perform music. AH­07­4.1.5 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). Standards (Draft version of National Core Music Standards): Music Performance Analysis. Analyze expressive/technical and contextual characteristics of the piece and how each influences the performance. 4 7th Grade Band 1/31/14 I can play a chromatic lip slur exercise on every brass valve combination. ­Bb Scale in a round ­Warm­Ups and Beyond Page 18 #1 & 3 ­Warm­ups and Beyond page 10 1&2. Minor Fives ­ quarter & eighth note patterns 3. Scale in Thirds 4. Expanding Intervals Learn Flexibility Study #1 on Page 32 Core Content AH­07­1.1.3 Students will identify or explain various styles of music (gospel, Broadway musicals, blues, jazz, popular, marches, ballads). AH­07­4.1.4 Students will use a variety of musical sound sources to create and perform music. AH­07­4.1.5 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). Standards (Draft version of National Core Music Standards): Music Performance Analysis. Analyze expressive/technical and contextual characteristics of the piece and how each influences the performance. 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