Band 8 9/12/2018 Lesson Plan Period 3 Dr. Hodges Band 8 9/12/2018 Lesson Plan Period 3

BUZZ!!!!!!!!!!

Band 8 (9:15 – 10:00) GOAL 1: The learner will Sing/Play, alone and with others, a varied repertoire of music Objective 1.02 Respond to the cues of a conductor. Vocabulary Review Lines and Spaces of Treble and Bass Clef Rhythm 21 Exercise 12 - 15

Rhythm #22 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.

What's in a name? 4_____________________________________ 4

General Music 8 Lesson Plan Period 4 9/12/2018 Dr. Hodges General Music 8 Lesson Plan Period 4 9/12/2018

General Music 8 (10:00 – 10:45) GOAL 6: The learner will listen to, analyze, and describe music Objective 6.01 Identify specific music events in a given aural example, using appropriate terminology

Music Vocabulary Review

Whole step Two half steps Distance between tones that are not natural half steps

Half step E-F B-C The natural half-steps in music are E to F and B to C All others are created using a Flat (b) or Sharp (#). Flats or sharps may be changed using a Natural

Timbre Tone color The overall timbre of the ensemble was too bright.

Characteristics Unique attributes The primary characteristics of that song indicated gospel roots.

Style The way it is played It sounds like swing.

Genre Special styles I prefer R & B to gospel.

Strings Instruments using plucked or bowed strings to create the sound Silver wound strings have greater resonance.

Brass Winds Instruments using a cupped shaped mouthpiece The Brass section was slightly sharp.

Woodwinds Those originally made of wood or using a reed to create the sound Woodwinds have a reedy timbre.

Clef Symbol to indicate the tonal center The soprano clef is rarely seen except in orchestral writing.

Score The conductor’s copy of the music. She used the full score to rehearse but the condensed score during all performances.

Staff 5 lines and 4 spaces Ledger lines extend the staff upward and downward.

Expression Emotion portrayed in music The ability to discern emotion as expressed by the artist.

Intonation The correct vibrations of a tone to match the established standard or that of another instrument Performance without noticeable degrees of flatness or sharpness to the established standard

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Vertical Music Music composed in a chordal manner in which most or all parts move together at the same time Most vocal music is considered to be vertical composition

Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.

Tone Review

A Staff – 5 lines and 4 spaces It makes no difference what wind instrument you play, all winds read from a 5 line staff.

Musical Alphabet A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G

Treble or G clef Lines _________________________________________________________ F D B G E The “hook” encircles the G line.

Treble or G clef Spaces _________________________________________________________ E C A F The “hook” encircles the G line.

Bass or F clef _________________________________________________________ The two dots indicate the F line.

Bass or F clef Lines A F D B G _________________________________________________________ A F D B G The two dots indicate the F line.

Bass or F clef _________________________________________________________ G E C A The two dots indicate the F line.

Name the tone _________________________________________________________

Name the tone C _________________________________________________________

Name the tone _________________________________________________________

Name the tone g _________________________________________________________

Name the tone _________________________________________________________

Name the tone _________________________________________________________ b1

Name the tone _________________________________________________________ ___________________________b_____________________________

Name the tone B flat _________________________________________________________ ___________________________b_____________________________

Name the tone _________________________________________________________

Name the tone f1 _________________________________________________________ ________________________________________________________

Name the tone _____________________________#___________________________ _________________________________________________________ ________________________________________________________

Name the tone f sharp 2 _____________________________#___________________________ _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________

Name the tone Great F _________________________________________________________

Name the tone _________________________________________________________ ________________________________________________________

Name the tone d1 _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________ ________________________________________________________

Name the tone e2 _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________ ______________________#__________________________________

Name the tone C sharp _________________________________________________________ ______________________#__________________________________

Name the tone _________________________________________________________

Name the tone B _________________________________________________________

Rhythm #22 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.

What's in a name? 4_____________________________________ 4

Band 7 Lesson Plan Period 5 10/9/2009 Dr. Hodges Band 7 Lesson Plan Period 5 10/9/2009

BUZZ!!!!!!!!!!

Band 7 (10:00 – 10:45) GOAL 1: The learner will Sing/Play, alone and with others, a varied repertoire of music Objective 1.02 Respond to the cues of a conductor. Vocabulary Review Lines and Spaces of Treble and Bass Clef Rhythm 20 Exercise 12 - 15

Music Vocabulary Review

Whole step Two half steps Distance between tones that are not natural half steps

Timbre Tone color The overall timbre of the ensemble was too bright.

Characteristics Unique attributes The primary characteristics of that song indicated gospel roots.

Style The way it is played It sounds like swing.

Genre Special styles I prefer R & B to gospel.

Vertical Music Music composed in a chordal manner in which most or all parts move together at the same time Most vocal music is considered to be vertical composition

Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

First ending The short ending which will send musicians back to a particular place to repeat that section. The first ending did not sound like a repeat of the section.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

First ending The short ending which will send musicians back to a particular place to repeat that section. The first ending did not sound like a repeat of the section.

Double Bar Two bars of different size indicating the end of a section or composition. The double bar indicated the end of the first strain.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

First ending The short ending which will send musicians back to a particular place to repeat that section. The first ending did not sound like a repeat of the section.

Double Bar Two bars of different size indicating the end of a section or composition. The double bar indicated the end of the first strain.

Dal signo al fine` Return to the sign and play to the fine` March music frequently requires musicians to repeat using dal signo al fine`.

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

First ending The short ending which will send musicians back to a particular place to repeat that section. The first ending did not sound like a repeat of the section.

Double Bar Two bars of different size indicating the end of a section or composition. The double bar indicated the end of the first strain.

Dal signo al fine` Return to the sign and play to the fine` March music frequently requires musicians to repeat using dal signo al fine`.

Da capo al fine` Return to the beginning and play to the fine` I always get confused when we repeat with da capo al fine`.

Rhythm #21 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.

What's in a name? 4_____________________________________ 4

Dr. Hodges General Music 7 Lesson Plan Period 6 9/12/2018

Lunch 12:00 – 12:30

General Music 7 (12-1:15) GOAL 6: The learner will listen to, analyze, and describe music. Objective 6.01 Identify specific music events in a given aural example, using appropriate terminology Vocabulary Review Lines and Spaces of Treble and Bass Clef

Rhythm #22 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.

What's in a name? 4_____________________________________ 4

Music Vocabulary Review

Whole step Two half steps Distance between tones that are not natural half steps

Half step E-F B-C The natural half-steps in music are E to F and B to C All others are created using a Flat (b) or Sharp (#). Flats or sharps may be changed using a Natural

Timbre Tone color The overall timbre of the ensemble was too bright.

Characteristics Unique attributes The primary characteristics of that song indicated gospel roots.

Style The way it is played It sounds like swing.

Genre Special styles I prefer R & B to gospel.

Strings Instruments using plucked or bowed strings to create the sound Silver wound strings have greater resonance.

Brass Winds Instruments using a cupped shaped mouthpiece The Brass section was slightly sharp.

Woodwinds Those originally made of wood or using a reed to create the sound Woodwinds have a reedy timbre.

Clef Symbol to indicate the tonal center The soprano clef is rarely seen except in orchestral writing.

Score The conductor’s copy of the music. She used the full score to rehearse but the condensed score during all performances.

Staff 5 lines and 4 spaces Ledger lines extend the staff upward and downward.

Expression Emotion portrayed in music The ability to discern emotion as expressed by the artist.

Intonation The correct vibrations of a tone to match the established standard or that of another instrument Performance without noticeable degrees of flatness or sharpness to the established standard

Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.

Ledger Lines Short lines extending the staff upward or downward Extension lines

Vertical Music Music composed in a chordal manner in which most or all parts move together at the same time Most vocal music is considered to be vertical composition

Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.

Second ending The short ending which will send musicians forward to a new melodic section. The second ending was much harder rhythmically than the first.

Repeat To play it again All march music utilizes a repeat of each section.

Fugue A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody. J.S. Bach was the master of fugue.

Fugetto A small or short section in a fugal style. The fugetto went so quickly most everyone missed it

First ending The short ending which will send musicians back to a particular place to repeat that section. The first ending did not sound like a repeat of the section.

Double Bar Two bars of different size indicating the end of a section or composition. The double bar indicated the end of the first strain.

Dal signo al fine` Return to the sign and play to the fine` March music frequently requires musicians to repeat using dal signo al fine`.

Da capo al fine` Return to the beginning and play to the fine` I always get confused when we repeat with da capo al fine`.

Tone Review

A Staff – 5 lines and 4 spaces It makes no difference what wind instrument you play, all winds read from a 5 line staff.

Musical Alphabet A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G A B C D E F G

Treble or G clef Lines _________________________________________________________ F D B G E The “hook” encircles the G line.

Treble or G clef Spaces _________________________________________________________ E C A F The “hook” encircles the G line.

Bass or F clef _________________________________________________________ The two dots indicate the F line.

Bass or F clef Lines A F D B G _________________________________________________________ A F D B G The two dots indicate the F line.

Bass or F clef _________________________________________________________ G E C A The two dots indicate the F line.

Name the tone _________________________________________________________

Name the tone C _________________________________________________________

Name the tone _________________________________________________________

Name the tone g _________________________________________________________

Name the tone _________________________________________________________

Name the tone _________________________________________________________ b1

Name the tone _________________________________________________________ ___________________________b_____________________________

Name the tone B flat _________________________________________________________ ___________________________b_____________________________

Name the tone _________________________________________________________

Name the tone f1 _________________________________________________________ ________________________________________________________

Name the tone _____________________________#___________________________ _________________________________________________________ ________________________________________________________

Name the tone f sharp 2 _____________________________#___________________________ _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________

Name the tone Great F _________________________________________________________

Name the tone _________________________________________________________ ________________________________________________________

Name the tone d1 _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________ ________________________________________________________

Name the tone e2 _________________________________________________________ ________________________________________________________

Name the tone _________________________________________________________ ______________________#__________________________________

Name the tone C sharp _________________________________________________________ ______________________#__________________________________

Name the tone _________________________________________________________

Name the tone B _________________________________________________________

Dr. Hodges General Music 6 Lesson Plan Period 7 9/12/2018

General Music 6 (1:15 – 2:00) GOAL 6: The learner will listen to, analyze, and describe music. Objective 6.02 Identify elements of music in aural examples representing diverse genres and cultures Vocabulary Review Lines and Spaces of Treble and Bass Clef

What's in a name? 4_____________________________________ 4

Dr. Hodges Band 6 Lesson Plan Period 8 9/12/2018

BUZZ!!!!!!!!!!

Band 6 (2:00 – 2:45) GOAL 1: The learner will Sing/Play, alone and with others, a varied repertoire of music Objective 1.02Respond to the cues of a conductor. Bass and Treble Clef Lines and Spaces F E flat G A Page 4 Number 6 & 7

Rhythm #22 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.

What's in a name? 4_____________________________________ 4