Announcements

Welcome Back!  Please make sure you are turning in your documents needed to band instruments and the handbook.

Vocabulary

Musical Alphabet; Staff; Clef; Note Names (ABCDEFG); Time Signature; Whole, Half, Quarter Notes, and Eighth Notes.

Breathing Exercises

In for 4/2/1, out for 4/8/12. Keep air fast and steady at all times. Use your mouth. Diaphragm breathing (big belly breathing): Hulk air versus focused Hawkeye air

Mouthpiece Work

We will begin making our first mouthpiece sounds during the second week of school. Before starting on mouthpiece we will begin using our breathing devices

ELPS

Material will be presented to students in a visual, auditory, and kinesthetic manner. English Language Learners will engage through kinesthetic performances and numerous visual cues habitually provided throughout instruction. Our Journal pages will be used to assist supervised and organized note taking.

Curriculum

Beginner Band starter Pack, Note Name Flash Cards. Before we start working with our instruments, all students must be able to:

Order of Performance Process

Before we perform a new piece of music, we must be able to-

             For every step, tap your foot along with a metronome!!!!!!!!

When completed, use academic language to evaluate our performance.

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 Framed journal pages will be used daily for note taking on new concepts.

This Week’s Lessons

Lessons Topics For This Week

Monday, October 14th-No School

Main Objective:

Review:

1st: Rhythm Chart:

Warm-up: 

TE:

TE Piece: 

Homework: 

Ms. Inglish-Quartet Instruction:  

Tuesday, October 15th

Main Objective: Postures, breathing, embouchures, tap your foot, point and count.

Review: Understanding note values, rest values, notes on the staff, and correct fingerings to the note given on the staff.

1st: Rhythm Chart:  6.5 in the beginner packet

Warm-up:  Little Clarinet

TE: page 4-line 5:  Mr. Whole Note Takes a Walk, page 5-line 5:  All Together, Now!

TE Piece:  Hot Cross Buns Page 8:  Count and then perform.

Homework:  Fingering Chart with notes learned, shade in the fingerings

Ms. Inglish-Quartet Instruction:  

Wednesday, October 16th

Main Objective:  What is a slur (p.10)? Why do we use it in music (p.10)? When do we articulate? What is a breath mark (p.7)? What is duet (p.7)? What is harmony (p.7)?

Review: Note value and rest value tree.

1st: Rhythm Chart: 3.5 in beginner packet

Warm-up:  5 note warm up.

TE: Page 9-number 23:  Skill Builder: Merrily We Roll Along

TE Piece: Page 8-number 19. Hot Cross Buns

Game: N/A

Homework: Fingering Chart with notes learned, shade in the fingerings

Ms. Inglish-Quartet Instruction:  

Thursday, October 17th

Main Objective:  What are sharps and flats (P.11)? How are they used (P.11)?

Review: What is a slur? Why do we use it in music? When do we articulate?

1st:  Rhythm Chart: 6.5 in the beginner packet

Warm-Up:  5 Note Warm-up and LT1A?

TE Piece: page 9-number 23:  Skill Builder: Merrily We Roll Along, page 8-number 19. Hot Cross Buns.

Homework:  Fingering Chart with notes learned, shade in the fingerings.

Ms. Inglish-Quartet Instruction:

Friday, October 18th

Main Objective:  Note values to rest values.

Review: slurs, articulation, sharps and flats. 

1st: Rhythm Chart:  6.5 beginner packet, starting in m. 13.

TE: Page 9-number23: Skill Builder: Merrily We Roll Along, page 8-number 19. Hot Cross Buns.

Homework:  Fingering Chart with notes learned, shade in the fingerings.

Ms. Inglish-Quartet Instruction:

Weekly Quiz

Friday, October 18th - Playing Test: Hot Cross Buns at quarter note=65

What is the teacher looking for….

  1. Sit at the edge of your seat
  2. Tap your foot
  3. Have the instrument to your mouth and ready to take a breath from the corners of your mouth.
  4. Set your fingers down on the first note that you will play, before blowing into the instrument.
  5. Look ahead in the music as you are playing with a full, focused tone.
  6. Stay in tempo with the metronome.
  7. Playing the correct notes, rhythms, and rest.
  8. Ending with a good sound and not allowing the quality of tone lessen.

Upcoming Events

OVERDUE!- Turn in your paperwork

Wednesday, November 5th- Fall Concert. Your first public performance!


TEKS addressed- 6th Grade

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

(A)  experience and explore exemplary musical examples using technology and available live performances;

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

(C)  describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

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

(E)  explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, 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)  identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

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

(C)  create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty 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 and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

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

(A)  demonstrate, 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, developing 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 and ensemble performance techniques in known keys and rhythms;

(F)  interpret music symbols and terms referring to keys; clefs, tempi, \

(G)  create rhythmic phrases using known rhythms and 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 representative of diverse cultures, including American and Texas heritage;

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

(C)  identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; 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)  demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

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

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

(D)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

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

TEKS addressed- Spring Semester 6th Grade

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

(A)  experience and explore exemplary musical examples using technology and available live performances;

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

(C)  describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

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

(E)  explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, 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)  identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

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

(C)  create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty 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 and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

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

(A)  demonstrate, 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, developing 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 and ensemble performance techniques in known keys and rhythms;

(F)  interpret music symbols and terms referring to keys; clefs, tempi, \

(G)  create rhythmic phrases using known rhythms and 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 representative of diverse cultures, including American and Texas heritage;

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

(C)  identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; 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)  demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

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

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

(D)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

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

TEKS addressed- 6th Grade

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

(A)  experience and explore exemplary musical examples using technology and available live performances;

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

(C)  describe musical elements of rhythm, including whole notes, half notes, quarter notes, paired and single eighth notes, sixteenth notes, corresponding rests, and meter, including 2/4, 3/4, and 4/4, using standard terminology;

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

(E)  explore health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, 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)  identify music symbols and terms referring to notation, including repeat sign; dynamics, including crescendo, decrescendo, piano, and forte; tempi, including accelerando, ritardando, moderato, and allegro; and articulations, including staccato and legato;

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

(C)  create rhythmic phrases using known rhythms and melodic phrases using known pitches at an appropriate level of difficulty 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 and homophonic music using the appropriate clef in a minimum of two keys and three meters, including 2/4, 3/4, and 4/4.

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

(A)  demonstrate, 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, developing 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 and ensemble performance techniques in known keys and rhythms;

(F)  interpret music symbols and terms referring to keys; clefs, tempi, \

(G)  create rhythmic phrases using known rhythms and 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 representative of diverse cultures, including American and Texas heritage;

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

(C)  identify relationships of music concepts to other academic disciplines such as the relationship between music and mathematics, literature, history, and the sciences; 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)  demonstrate appropriate concert and stage etiquette as an informed, actively involved listener and performer during live and recorded performances in a variety of settings;

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

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

(D)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

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


TEKS addressed- Spring Semester

3.1  Foundations: music literacy. The student describes and analyzes music and musical sound. The student explores 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 knowledge of tonal and rhythmic musical elements using standard terminology such as instrumentation, voicing, intervals, solfège, 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, corresponding rests, and meter, including 2/4, 3/4, 4/4, and 6/8, using standard terminology;

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

(E)  describe health and wellness concepts related to musical practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practice.

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

(A)  interpret music symbols and terms referring to notation, including fermata and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and adagio; and articulations, including accent, marcato, and previously known elements;

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

(C)  create increasingly complex rhythmic phrases, using known rhythms, and 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 minimum of three keys and three meters, including 2/4, 3/4, and 4/4.

3.3  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)  demonstrate, 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 music symbols and terms referring to previously known elements; notation, including fermata and coda; keys; clefs; dynamics, including pianissimo to fortissimo; tempi, including andante, largo, and adagio; and articulations, including accent and marcato, appropriately when performing; and

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

3.4  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)  examine written and aurally presented music representative of diverse genres, styles, periods, and cultures;

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

(D)  describe music-related vocations and avocations.

3.5  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)  demonstrate 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 select the tools for self-evaluation and personal artistic improvement such as critical listening to individual and group performance recordings;

(D)  identify and apply criteria for evaluating personal performances;

(E)  evaluate the quality and effectiveness of musical performances by comparing them to exemplary models; and

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