1-2-3 Method

Of Teaching Modern Band

Traci Prescott

Prescott@myips.org

Indianapolis Public Schools

​

Choir and Orchestra at William Penn MS

Indianapolis, IN

The personal viewpoints expressed in this session are solely those of the presenter and do not necessarily reflect the beliefs or views of Music Will.

Feel free to play on ANY instrument on all slides and songs!

​

Be creative!

Drumset!

*BEST CASE SCENARIO: at least 2 full kits but can be done with one or less than one or a variety of misc. pieces

• Set up chairs/spots in a circle, semi-circle, or rows with numbers on each chair or spot in sequential order

• Take pieces from the drum set and space them out evenly around the chairs/spots

• Teach boot/cat from MB101 slides with hand-foot and words

• Start a track of a basic rock pattern that plays for 2-3 minutes

• Snare/toms = left hand on 2 & 4, bass on 1 & 3, Cymbals play quarters or 8ths

• All students not playing on something do boot/cat with hands and words

• EVERYONE SAYS BOOT/CAT THE ENTIRE TIME

• Kids rotate to next seat number and repeat the activity

ROCK TRACK Quarters

ROCK TRACK 8th’s

Drumset!

• Take any song your class already knows and add a drum set pattern to it

• If you do warm ups each day, add a drum set pattern in with them

• You can split the pieces up with multiple students then drop down to 2 then drop down to 1

• Have kids name songs they like from YouTube and have them copy the patterns on the drum set

• Increase difficulty of drum beat slowly

Ukulele/Guitar

*BEST CASE SCENARIO: Class set, 1 uke/guitar for every 2 students in your biggest class but can be done with less

• THE MORE TIME YOU SPEND ON UKULELE, THE BETTER GUITAR WILL GO.

• Teach 1 chord, partners take turns playing - partner not playing checks fingers for correct chords and other feedback

• Teach 2nd chord - same as previous

• Split the room in half - have one side play only the 1st chord, other side plays only the 2nd chord. Take turns then switch chords

• Teach 3rd chord - split room into 3rds, take turns, switch chords, etc. Then kids choose which chords to play

• REPETITION IS KEY!

• Can start with “easy chords” (top 3 strings only)

Track - “Sunflower”

GUITAR

“Sunflower” by Post Malone

D chord

X = DO NOT PLAY THIS STRING

GUITAR

Em chord

“Sunflower” by Post Malone

GUITAR

Em chord

D chord

“Sunflower” by Post Malone

GUITAR

G chord

“Sunflower” by Post Malone

GUITAR

G chord

Em chord

“Sunflower” by Post Malone

8

8

GUITAR

D chord

G chord

Em chord

“Sunflower” by Post Malone

8

8

8

• Change how many times kids play each chord, less time in between chords

• Keep the same chords but change songs (use the Jam Zone!)

• Teach kids a simple tab melody - half the class plays the tab melody, half plays the chords, then switch

• If on ukulele, show them guitar chords and see if they can name what ukulele chord it is to connect uke to guitar

Ukulele/Guitar

• Using chord tonic notes, have students play on recorders, boomwhackers, xylophones and improv on those notes

Alan Walker - “Faded”

“Boulevard of Broken Dreams”

Riff on High E string: 2-3, 7-5, 2-3, 3-0

Piano

*BEST CASE SCENARIO: Class set, 1 piano for every 2 students in your biggest class but can be done with less (small pianos or 2 students per big piano)

• Start with just thumb playing root notes of chords, rote or with letters written out (assuming letter names on keys)

• Add middle finger on 3rd of chord

• Add pinky on 5th of chord

• Add left hand fingers on root bass notes on melody

• Have them play LH bass notes WITH the right hand full chords

• REPETITION IS KEY!

THUMB

C

Play the piano

C C C C

THUMB ONLY

Track

C

E

Play the piano

C C C C

2 Fingers

Track

C

E

G

Play the piano

C C C C

3 Fingers

Track

C

D

E

F

LEFT HAND ONLY

3 Fingers

C

2 HANDS TOGETHER

+

C

E

G

• Have kids play chords on BOTH hands

• Have half the class play an easy melody and the other half of the class play the chords then switch

• Put it together! Have students play the melody on right hand with chords on the left hand

• Teach inversions ( I - IV, then I - V, then I - IV - V, then vi - V, etc.)

Piano

• Using chord tonic notes, have students play on recorders, boomwhackers, xylophones and improv on those notes

• Have kids play piano AND Sing

Orff, Recorders, Boomwhackers, etc.

Ways to meld all instruments:

• Take songs you have been learning vocally (solfege) and play same song on recorder then xylos, then piano, then, then, etc.

Orff, Recorders, Boomwhackers, etc.

Ways to meld all instruments:

• Have students play or improv on tonic of each chord then level up adding in the 3rd and 5th (after piano chords are taught)

“Thunder” by Imagine Dragons

• Take songs you have been learning vocally (solfege) and play same song on recorder then xylos, then piano, then, then, etc.

Orff, Recorders, Boomwhackers, etc.

Ways to meld all instruments:

• Take songs you have been learning vocally (solfege) and play same song on recorder them xylos, etc.

• Have students play or improv on tonic of each chord then level up adding in the 3rd and 5th

• Play chords on xylos, ukes/guitars, and melody on recorder

• Have students start an ostinato on bass bars/bass guitar then chords on piano, uke, guitar, then melody or improv can improv on pentatonic scale on xylos, recorders, piano, etc.

​

• Teach a uke/guitar riff/melody then learn it on piano or recorder, or xylophones. Have some instruments play the chords/harmony and some play the riff/melody.

• DON’T FORGET TO SING SING SING AS MUCH AS POSSIBLE! (The Singing Classroom)

“Thunder” by Imagine Dragons

Bass Guitar

*BEST CASE SCENARIO: 3-5 basses but can also use guitars

*Bottom 4 strings of guitar are the same as the bass guitar*

Bass Guitar

*BEST CASE SCENARIO: 3-5 basses but can also use guitars

*Bottom 4 strings of guitar are the same as the bass guitar*

• Put a capo on fret 3 and have them pluck A string and D string with middle finger to play C and F

• Teach them to put their fingers on C and F

• Teach them the open G string then A, etc.

• Have bass guitars play what Orff bass bars play

• Consider uke basses for smaller students

“Best Day of My Life”

Other Considerations

Map out what instruments, chords, skills you will teach at each grade level:

Kindergarten: Orff, uke (C and F), piano (C and F and melodies/experimenting)

1st: Orff, uke (C, F, Am), drum set, piano (C, F, G, A and melodies/experimenting)

2nd: Orff, uke (C, F, Am, G), drum set, recorder (G and Em), piano (C and F chords, G, A, B, D, and melodies/experimenting)

3rd: Orff, uke (C, F, Am, G), drum set, recorder (G, Em, A), piano (C, F, G, A chords, B, D, and melodies/experimenting)

4th: Orff, uke (C, F, Am, G, Dm, Em), drum set, recorder (G, Em, A, B, C), guitar (Em, G, D), piano (C, G, Am, F, Em, Dm, Bdim chords and melodies/experimenting)

5th: Orff, uke (C, F, Am, G, Dm, Em, Bdim), drum set, recorder (G, Em, A, B, C, D, high D), guitar (Em, G, D, C, Am), piano (more advanced piano techniques as capable)

Band, Orchestra, Choir

• Safety First - ensure instruments are not broken/damaged
• Make a sound - experiment (vocal: sirens, hills and valleys)
• Put on a recorded drum pattern while doing warmups (gets kids listening to and internalizing drum set patterns)
• Begin teaching everyone boot/cat for drum set
• Allow students to play the drum set while you do warm ups or other daily exercises
• Start teaching a few students at a time bass guitar (can play same bass lines as tubas/string basses)
• Teach 1-3 students something new during lunch of after school then they show 1-3 more (train the trainer)
• Specifically program songs that have drum set and guitar parts (typically pop music) on each concert
• Then add in piano gradually
• Rock orchestra music, show choir/stage band, pop and jazz (improv)
• Try to incorporate improv when possible

Music Will will make all presentations available after the conference.

​

Please be sure to fill out your session evaluation form in the event app.

Traci Prescott

Prescott@myips.org

Indianapolis Public Schools

​

​

Choir and Orchestra Director at William Penn MS

Indianapolis, IN

The personal viewpoints expressed in this session are solely those of the presenter and do not necessarily reflect the beliefs or views of Music Will.