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Band 8 9/12/2018 Lesson Plan Period 3
Dr. Hodges Band 8 9/12/2018 Lesson Plan Period 3
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BUZZ!!!!!!!!!!
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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
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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.
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What's in a name? 4_____________________________________ 4
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General Music 8 Lesson Plan Period 4 9/12/2018
Dr. Hodges General Music 8 Lesson Plan Period 4 9/12/2018
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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
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Music Vocabulary Review
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Whole step Two half steps
Distance between tones that are not natural half steps
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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
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Timbre Tone color The overall timbre of the ensemble was too bright.
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Characteristics Unique attributes
The primary characteristics of that song indicated gospel roots.
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Style The way it is played It sounds like swing.
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Genre Special styles I prefer R & B to gospel.
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Strings Instruments using plucked or bowed strings to create the sound
Silver wound strings have greater resonance.
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Brass Winds Instruments using a cupped shaped mouthpiece
The Brass section was slightly sharp.
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Woodwinds Those originally made of wood or using a reed to create the sound Woodwinds have a reedy timbre.
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Clef Symbol to indicate the tonal center
The soprano clef is rarely seen except in orchestral writing.
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Score The conductor’s copy of the music.
She used the full score to rehearse but the condensed score during all performances.
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Staff 5 lines and 4 spaces Ledger lines extend the staff upward and downward.
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Expression Emotion portrayed in music
The ability to discern emotion as expressed by the artist.
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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
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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
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Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.
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Tone Review
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A Staff – 5 lines and 4 spaces
It makes no difference what wind instrument you play, all winds read from a 5 line staff.
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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
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Treble or G clef Lines _________________________________________________________ F D B G E The “hook” encircles the G line.
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Treble or G clef Spaces _________________________________________________________ E C A F The “hook” encircles the G line.
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Bass or F clef _________________________________________________________ The two dots indicate the F line.
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Bass or F clef Lines A F D B G
_________________________________________________________ A F D B G The two dots indicate the F line.
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Bass or F clef _________________________________________________________ G E C A The two dots indicate the F line.
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Name the tone _________________________________________________________
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Name the tone C _________________________________________________________
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Name the tone _________________________________________________________
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Name the tone g _________________________________________________________
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Name the tone _________________________________________________________
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Name the tone _________________________________________________________ b1
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Name the tone _________________________________________________________ ___________________________b_____________________________
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Name the tone B flat _________________________________________________________ ___________________________b_____________________________
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Name the tone _________________________________________________________
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Name the tone f1 _________________________________________________________ ________________________________________________________
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Name the tone _____________________________#___________________________ _________________________________________________________ ________________________________________________________
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Name the tone f sharp 2 _____________________________#___________________________ _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________
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Name the tone Great F _________________________________________________________
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Name the tone _________________________________________________________ ________________________________________________________
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Name the tone d1 _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________ ________________________________________________________
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Name the tone e2 _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________ ______________________#__________________________________
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Name the tone C sharp _________________________________________________________ ______________________#__________________________________
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Name the tone _________________________________________________________
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Name the tone B _________________________________________________________
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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.
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What's in a name? 4_____________________________________ 4
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Band 7 Lesson Plan Period 5 10/9/2009
Dr. Hodges Band 7 Lesson Plan Period 5 10/9/2009
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BUZZ!!!!!!!!!!
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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
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Music Vocabulary Review
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Whole step Two half steps
Distance between tones that are not natural half steps
75
Timbre Tone color The overall timbre of the ensemble was too bright.
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Characteristics Unique attributes
The primary characteristics of that song indicated gospel roots.
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Style The way it is played It sounds like swing.
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Genre Special styles I prefer R & B to gospel.
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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
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Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
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Repeat To play it again All march music utilizes a repeat of each section.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
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Repeat To play it again All march music utilizes a repeat of each section.
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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.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
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Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
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Repeat To play it again All march music utilizes a repeat of each section.
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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.
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Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
103
Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
105
Repeat To play it again All march music utilizes a repeat of each section.
106
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.
107
Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
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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.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
110
Ledger Lines Short lines extending the staff upward or downward
Extension lines
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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.
112
Repeat To play it again All march music utilizes a repeat of each section.
113
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.
114
Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
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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.
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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.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
118
Ledger Lines Short lines extending the staff upward or downward
Extension lines
119
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.
120
Repeat To play it again All march music utilizes a repeat of each section.
121
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.
122
Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
123
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.
124
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.
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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`.
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Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
127
Ledger Lines Short lines extending the staff upward or downward
Extension lines
128
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.
129
Repeat To play it again All march music utilizes a repeat of each section.
130
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.
131
Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
132
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.
133
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.
134
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`.
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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`.
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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.
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What's in a name? 4_____________________________________ 4
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Dr. Hodges General Music 7 Lesson Plan Period 6 9/12/2018
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Lunch 12:00 – 12:30
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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
141
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.
142
What's in a name? 4_____________________________________ 4
143
Music Vocabulary Review
144
Whole step Two half steps
Distance between tones that are not natural half steps
145
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
146
Timbre Tone color The overall timbre of the ensemble was too bright.
147
Characteristics Unique attributes
The primary characteristics of that song indicated gospel roots.
148
Style The way it is played It sounds like swing.
149
Genre Special styles I prefer R & B to gospel.
150
Strings Instruments using plucked or bowed strings to create the sound
Silver wound strings have greater resonance.
151
Brass Winds Instruments using a cupped shaped mouthpiece
The Brass section was slightly sharp.
152
Woodwinds Those originally made of wood or using a reed to create the sound Woodwinds have a reedy timbre.
153
Clef Symbol to indicate the tonal center
The soprano clef is rarely seen except in orchestral writing.
154
Score The conductor’s copy of the music.
She used the full score to rehearse but the condensed score during all performances.
155
Staff 5 lines and 4 spaces Ledger lines extend the staff upward and downward.
156
Expression Emotion portrayed in music
The ability to discern emotion as expressed by the artist.
157
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
158
Resonance Vibrations of an instrument’s sound creating the unique sound of that particular instrument Vibrations of the instrument.
159
Ledger Lines Short lines extending the staff upward or downward
Extension lines
160
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
161
Horizontal Music Music having independent lines weaving a fabric of sound. Contemporary art music is horizontal rather than vertical composition.
162
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.
163
Repeat To play it again All march music utilizes a repeat of each section.
164
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.
165
Fugetto A small or short section in a fugal style.
The fugetto went so quickly most everyone missed it
166
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.
167
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.
168
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`.
169
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`.
170
Tone Review
171
A Staff – 5 lines and 4 spaces
It makes no difference what wind instrument you play, all winds read from a 5 line staff.
172
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
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Treble or G clef Lines _________________________________________________________ F D B G E The “hook” encircles the G line.
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Treble or G clef Spaces _________________________________________________________ E C A F The “hook” encircles the G line.
175
Bass or F clef _________________________________________________________ The two dots indicate the F line.
176
Bass or F clef Lines A F D B G
_________________________________________________________ A F D B G The two dots indicate the F line.
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Bass or F clef _________________________________________________________ G E C A The two dots indicate the F line.
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Name the tone _________________________________________________________
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Name the tone C _________________________________________________________
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Name the tone _________________________________________________________
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Name the tone g _________________________________________________________
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Name the tone _________________________________________________________
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Name the tone _________________________________________________________ b1
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Name the tone _________________________________________________________ ___________________________b_____________________________
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Name the tone B flat _________________________________________________________ ___________________________b_____________________________
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Name the tone _________________________________________________________
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Name the tone f1 _________________________________________________________ ________________________________________________________
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Name the tone _____________________________#___________________________ _________________________________________________________ ________________________________________________________
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Name the tone f sharp 2 _____________________________#___________________________ _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________
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Name the tone Great F _________________________________________________________
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Name the tone _________________________________________________________ ________________________________________________________
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Name the tone d1 _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________ ________________________________________________________
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Name the tone e2 _________________________________________________________ ________________________________________________________
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Name the tone _________________________________________________________ ______________________#__________________________________
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Name the tone C sharp _________________________________________________________ ______________________#__________________________________
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Name the tone _________________________________________________________
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Name the tone B _________________________________________________________
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Dr. Hodges General Music 6 Lesson Plan Period 7 9/12/2018
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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
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What's in a name? 4_____________________________________ 4
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Dr. Hodges Band 6 Lesson Plan Period 8 9/12/2018
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BUZZ!!!!!!!!!!
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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
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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.
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What's in a name? 4_____________________________________ 4
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