7th Grade Band 1/21/14
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 Thursday 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 1/22/14
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
Thursday 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 1/23/14
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 1/24/14
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
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