7th Grade Band 12/10/13
I can perform transitions in Patriotic Bits & Pieces,
I can perform the dynamics in Little Drummer Boy according
to the written dynamic markings AND my ENSEMBLE ROLE. DYNAMICS ­ the loudness and softness of music. ­Perform Patriotic Bits and Pieces with recording during attendance
­Long Tones, Articulation and Chop Builder 1A
­Down the Pike, Over the Break
­Review #1 & 2 Page 43 Concert Bb & Eb Scale & Arpeggio ­Patriotic Bits and Pieces ­ Transitions WATCHING!!!
6­19
25­35
57­63
73­end
­Little Drummer Boy ­Decrescendo at m4
­5­19 everyone softer than trumpets, Clarinets (flute &
oboe respond with melody fragments). ­crescendo in m17&18
­17­22 Flute, Trumpet & Mallets have melody ­ play SOFTER than melody. 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. 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).
1
7th Grade Band 12/10/13
I can perform the dynamics in Little Drummer Boy according
to the written dynamic markings AND my ENSEMBLE ROLE. DYNAMICS ­ the loudness and softness of music. ­Perform Patriotic Bits and Pieces with recording during attendance
­Long Tones, Articulation and Chop Builder 1A
­Down the Pike, Over the Break
­Review #1 & 2 Page 43 Concert Bb & Eb Scale & Arpeggio ­Little Drummer Boy ­crescendo in m17&18
­17­22 Flute, Trumpet & Mallets have melody ­ play SOFTER than melody. ­m31 ­ Cl & Saxes need to be heard above ensemble (accent)
­m32 ­ Tpt.need to be heard above ensemble ­m33 ­ Flt & Oboe need to be heard above ensemble ­m34­end Flt, Oboe & Tpt need to be heard above ensemble
Hallelujah Chorus ­Run 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. 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).
2
7th Grade Band 12/12/13
I can perform my concert music ­Perform Patriotic Bits and Pieces with recording during attendance
­Long Tones, Articulation and Chop Builder 1A
­tune
­Run Concert ­Patriotic Bits and Pieces
­Little Drummer Boy
­Hallelujah Chorus
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. 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).
3
7th Grade Band 12/13/13
I can perform a concert Ab, mf, mp, 3/4 and 1st and 2nd endings.
Long Tones 1 & 2
Articulations
Concert Bb Scale Page 43
Concert Eb Scale Page 43
Tradition of Excellence #75 Fais Do
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. 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).
4
Attachments
http://www.youtube.com/watch?v=EgrSwoIfNQ0
Concert Band Halleluja Pride of Indy