Announcements

Our chocolate fundraiser continues this week. Spring band fees are also due this week. Please talk to one of the directors if you have any questions or concerns about this.

Student Responsibilities

All students should have the following in class daily:

Content Objectives

Warm-up Exercises

Posture

Breathing exercises - In for 4/Out for 4, 8; In for 2/Out for 8, 12, 16

Foundations for Superior Performance

UIL Literature

Rehearsal Schedule

Monday - 10:10-10:57

10:10-10:13 - Set-up/Individual Warm-up

10:13- Warm-up: Long Tones, Set 1

10:15 - Attendance in TEAMS

10:20 - Scales - Bb, Eb, F Concert

10:25 - Courtlandt County m. 30 ¾ section

10:35 - Conviction -

In-Class Sectionals: Pass-offs

After School Sectionals: Flute, Clarinet, Trumpet

Tuesday - 9:52-10:42

9:52-9:55 Set up/Announcements

9:55- Breathing

9:58 Long Tones 1A and B, Set 1

Scales and Technical Exercises

10:15 - Attendance in TEAMS

10:16 - T of E P. 5 #22

10:25 - Courtlandt ¾ section

10:40 Pack up

10:42 Dismissed

In-class Sectionals: Trumpets

After School Sectionals: Trombone/Euphonium

Wednesday- 9:52-10:42

9:52-9:55 Set up/Announcements

9:55- Breathing

9:58 Long Tones, Set 1

Scales and Technical Exercises

10:15 - Attendance in TEAMS

10:16 - Sightread

10:25 - Conviction m. 9

10:40 Pack up

10:42 Dismissed

In-Class Sectionals: Flute

After-School Sectionals: Percussion

Thursday  9:52-10:42

9:52-9:55 Set up/Announcements

9:55- Breathing

9:58 Long Tones, Set 1

10:10 - Scales and Technical Exercises

10:15 - Attendance in TEAMS

10:16 - Milestone

10:25 - Conviction

10:40 Pack up

10:42 Dismissed

In-Class Sectionals: Trombone/Euphonium

After-School Sectionals: Alto Saxophone and Horn

Friday  9:52-10:42

9:52-9:55 Set up/Announcements

9:55- Breathing

9:58 Long Tones, Set 1

10:10 - Scales and Technical Exercises

10:15 - Attendance in TEAMS

10:16 -Sightread

10:30 - Conviction

10:40 Pack up

10:42 Dismissed

In-Class Sectionals: Pass-offs

After-School Sectionals: None

Sectional Repertoire

Instrument specific exercises, tone production, Scales - Bb, Eb, F, Chromatic, T of E P. 5 #22, UIL Literature, Counting

Assessments

Pass-offs

Upcoming Events

Friday, January 17: Pass-off #1

Tuesday, January 21 - World’s Finest Chocolate Fundraiser begins

Friday, January 24 - Pass-off #2

Friday, January 31 - Pass-off #3, Spring Fees due

Friday, February 7 - Pass-off #4

Thursday, February 13 - Pass-off #5

Monday, February 24 - Pre-UIL, Austin ISD PAC

Friday, February 28 - Rhythm Assessment

Friday, March 6 - Pass-off all UIL music at performance tempo


TEKS addressed- Fall Semester

1  Foundations: music literacy. The student describes and analyzes music and musical sound. The student demonstrates fundamental skills appropriate for a developing young musician. The student is expected to:

(A)  compare and contrast exemplary musical examples using technology and available live performances;

(B)  demonstrate detailed knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, absolute note names, rhythmic values, and counting systems;

(C)  demonstrate knowledge of musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, syncopated patterns and corresponding rests, and varied meters, using standard terminology;

(D)  analyze musical forms presented aurally and through music notation such as binary, ternary, phrasic, and theme and variations; and

(E)  demonstrate health and wellness concepts related to musical practice such as hand positions, hearing protection, hydration, and appropriate hygienic practice.

2  Foundations: music literacy. The student reads and writes music notation using an established system for rhythm and melody. The student is expected to:

(A)  analyze music symbols and terms referring to notation; dynamics; tempi, including largo to presto; articulations, including sforzando; and previously known elements;

(B)  notate meter, rhythm, pitch, and dynamics using standard symbols in a handwritten or computer-generated format;

(C)  create complex rhythmic phrases, using known rhythms, and complex melodic phrases, using known pitches, within an established system of notation;

(D)  read music notation using appropriate cognitive and kinesthetic responses such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs; and

(E)  sight-read unison, homophonic, and polyphonic music using the appropriate clef in a variety of keys and meters.

3  Creative expression. The student demonstrates musical artistry by singing or playing an instrument, alone and in groups, performing a variety of unison, homophonic, and polyphonic repertoire. The student makes music at an appropriate level of difficulty and performs in a variety of genres from notation and by memory. The student is expected to:

(A)  model, alone and in groups, characteristic vocal or instrumental timbre;

(B)  perform music alone and in groups, demonstrating appropriate physical fundamental techniques such as hand position, bowing, embouchure, articulation, and posture;

(C)  perform independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques;

(D)  perform independently and expressively a varied repertoire of music representing various styles and cultures;

(E)  sight-read independently and expressively, with accurate intonation and rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large ensemble performance techniques in known keys and rhythms;

(F)  interpret a variety of music symbols and terms, incorporating appropriate stylistic qualities when performing, including sforzando, largo to presto, and previously known elements; and

(G)  create complex rhythmic phrases using known rhythms and complex melodic phrases using known pitches at an appropriate level of difficulty.

4  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

(A)  perform music such as "The Star-Spangled Banner" and "Texas, Our Texas" that is representative of diverse cultures, including American and Texas heritage;

(B)  compare and contrast written and aurally presented music representative of diverse genres, styles, periods, and cultures;

(C)  compare and contrast relationships of music content and processes to other academic disciplines such as the relationship between music and mathematics, literature, history, sciences, and language; and

(D)  describe music-related vocations and avocations.

5 Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

(A)  model appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

(B)  apply criteria for listening to and evaluating musical performances;

(C)  demonstrate processes and apply the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D)  apply criteria for listening to and evaluating personal performances;

(E)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models and offer constructive suggestions for improvement; and

(F)  demonstrate appropriate cognitive and kinesthetic responses to music and musical performances.