Symphonic Band

Announcements

Make sure you are passing your classes students.  Please be sure to attend the scheduled sectionals each week.  Sectionals are a requirement and will reflect on your grade for both sectionals and weekly participation.  If you haven’t turned in your Flip Folder to Mrs. Inglish, please do so before or after class.  

Objective

Tone, articulation, rehearsal fundamentals, rehearsal etiquette,  and responsibilities.

Warm Up, Content and Curriculum

Breathing exercises in for 4/2/1, out for 1/2/4/8 while sitting appropriately. Breathe deeply, pulling the air below the belly button, and push through the abs. Keep the shoulders rolled back and the sternum lifted.  

Long Tones 1A, 1B, 1C, & 1D with rhythmic/articulation variations. Brass on Mouthpiece.

Lip Slurs Set 1, options 1 (all), 2(Woodwinds), 4 (Brass). Set 3, Option 1. Woodwinds focus on clear octave/register jumps using their airspeed. Brass focuses on four (or more) clear partials without blasting upper register. Perform forward, backward, and with an 8th note subdivision.

Scales- All- Concert F, Concert Eb, Concert Bb from memory, and the rest of your region scale sheet at performance level with music.

New Music- UIL Repertoire: Andalucía, Night Fury, Serengeti Dreams

ELPS

Students will see their material in a visual, auditory, and kinesthetic manner. English Language Learners will engage through kinesthetic performances and numerous visual cues habitually provided through instruction. Small group instruction through sectionals both during and after school will provide students with focused, individualized attention.

Student Responsibilities

  1. Sit with the appropriate posture
  2. Horns up when the director puts his hand up
  3. Make your best sound.
  4. Tap your foot lightly with the metronome.

  1. Have a sharpened pencil at your stand ready to go.
  2. Long tones, lip slurs, articulations
  3. Pep Band/Region Band

SIM Content Enhancement Routines/Instructional Playbook

New music will be approached using a scaffolded frame routine. Students will all follow our Order of Performance routine and will count, letter name, position, and air band all new music encountered. Anchors of rhythmic and melodic support will be supplied in advance of new rhythmic and melodic concepts. Our FRAME’d journal pages will be used daily for note taking on new concepts.

Rehearsal Schedule

Monday - No School

                

Tuesday - No School

Wednesday, January 8th - Band Hall open until 5:30

Warm-up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments) Eb Concert Scales, Warm-up set 1, option 1, Assign WW to a particular number.

Curriculum-Night Fury mm. 47 to the end

In Class Sectionals-Pending>>>

After School Sectionals-No Sectionals

Thursday, January 9th - Band Hall open until 5:30 PM

Warm-up-  LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Eb Concert, Concert F around the room, Warm up set 1: option 1, Articulations page,

Curriculum- Andalucía, MM. 40-end

In Class Sectionals-Pending>>>>>>

After School Sectionals- No Sectionals

Friday, January 10th - Band Hall open until 4:30 PM

Warm-up-  LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

Curriculum-Night Fury: MM. 37-47, MM. 37-end

In Class Sectionals-Pending>>>>>>>>

After School Sectionals- No Sectionals


Monday, January 13th - Band Hall open until 5:30pm

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

Curriculum- Serengeti Dreams:  Intro to MM. 68-end, more if possible mm. 50-end

In Class Sectionals-Pending>>>>>>

After School Sectionals-Clarinets and Saxophones

Tuesday, January 14th - Band Hall open until 5:30pm

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Serengeti Dreams: Beginning to 16, mm. 68-end.

                        Andalucía: mm.17-33 focusing on style

        In Class Sectionals- Pending>>>>>>

After School Sectionals-Low Brass and F Horns

Wednesday, January 15th-Band Hall open until 5:30pm

Warm up-LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

Curriculum-   Serengeti Dreams: Beginning to the end run through, m 68-end detail. 

                Night Fury: Beginning to the end run through, mm 37-end detail.

Andalucía: mm. Beginning to the end run through, 17-33 focusing on style.

        In Class Sectionals:  Pending>>>>

        After School Sectionals-Percussion

Thursday, January 16th-Band Hall open until 5:30pm

Warm Up-LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Night Fury: mm. 37-end, Detail opening, run through if possible.

                        Serengeti Dreams:  Detail beginning to the end.

                        Andalucía:  mm. 17-33 detail, possible run through

        In Class Sectionals: Pending>>>>>>>>>>

        After School Sectionals: Flutes/Trumpets

Friday, January 17th-Band Hall open until 4:00pm

Warm Up-LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise, FAR listening exercise.

Curriculum-        Sight Reading

                        Andalucía: Full run through

In Class Sectionals: Pending>>>>>>>>>

After School Sectionals-No Sectionals


Monday, January 20th (MLK DAY)

                No School Today.

Tuesday, January 21 (Chocolate Fundraiser Begins)-Band Hall open till 5:30pm

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise, FAR listening exercise.

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Low Brass and F Horn

Wednesday, January 22-Band Hall open until 5:30pm

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>          

After School Sectionals-Percussion

                         

Thursday, January 23-Band hall open until 5:30PM

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Flutes and Trumpets

Friday, January 24-Band hall open until 5:30PM (Sectional Make-up)

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Sight Reading: Review sight reading rules and procedures

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece.

In Class Sectionals-Pending>>>>>>>>>

After School Sectionals: Clarinets/Saxes make-up sectional because of MLK day.


Monday, January 27

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

Night Fury:  Detailing dynamics mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Clarinets and Saxophones from 3:50pm-5:30pm

Tuesday, January 28

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Low Brass and F Horns from 3:50pm-5:30pm

Wednesday, January 29

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Percussion 3:50pm-5:30pm

                         

Thursday, January 30-Band hall open until 5:30PM

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-Flutes and Trumpets

Friday, January 31-Band hall open until 5:30PM

Warm up- LT1A-LT1D (Brass Buzzing on Mouthpiece then on instruments), Warm-up set 1: option 1, Articulation  Exercise,

        Curriculum-         Andalucía: Detail mm.17-33, Detail 34-end.Focusing on intonation issues

                                Night Fury:  Detail mm 37. Focusing on any intonation issues

                        Serengeti Dreams: Intonation focus, Detailing throughout the piece

In Class Sectionals:  Pending>>>>>>>>>>

        After School Sectionals-No Sectionals

                         

Sectional Repertoire 

Instrument specific exercises, Concerts F, Bb, Eb Scales,  

Assessments

Individual Performance during rehearsals and sectionals, and pass off sheets.

Upcoming Events

Overdue- Turn in your Paperwork! (Instrument Use, Handbook, Release, Sectionals)

January 24th-Make-up sectionals for Clarinets and Saxophones due to MLK day.

TEKS addressed- Spring 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 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.