1. 2014 FMEA Professional Development Conference Friday, January 10, 2014 Jim Matthews Michael Antmann

2. Introductions  Goals are an effective tool for all students regardless of background, SES status, etc.  Students should know what they will learn, and when they will learn it.  It’s all about the kids – its our responsibility to make sure they are learning. This is the top priority.

3. Goals  It’s important to set high goals and standards, and to have a clear plan to accomplish them.  Are you pushing your students to reach their potential, or are you preventing them from making maximum progress?  Higher levels of music require more advanced skills.

4. Goals  The key to success is steady progress for three years. Students should learn more and improve every day they are in your room. All students, not just the “best,” should make progress. The teacher needs to know what each student should be able to do, and whether or not they can do it. ○ Teach individuals, not classes.

5. Goals for MS Band  Example Goals Example Goals  Rhythm Sheet Rhythm Sheet  Discussion of goals Students need to be aware. Provide examples and non-examples.  Goals must be both taught, and assessed.

6. Making Progress  Work towards goals daily – Fundamentals Long Tones Scales Rhythms Articulations Method Books/Exercises Literature Rehearsal Board Template

7. Long Tones  Tone, note, and scale exercises  Singing should be used Helps with ear and oral cavity, articulation, style, etc. Start singing in beginning band!  Dynamic control exercises Works all levels and helps students move fluidly throughout dynamic range  Breathing gym

8. Scales  At least G, C, F, Bb, Eb, Ab, Db – more if possible.  Find music to match the scale being studied.  Scale Club  Incentives/Awards

9. Rhythms  Rhythm Chart (Ivan Wansley)  Fundamentals of rhythm Pulse Counting Subdivision  Rhythm Exercises 101 Rhythmic Rest Patterns Hand-written (as needed)

10. Articulation  Model various articulations  Beginners have few, add various styles as they advance  Practice daily, with a metronome  Improve speed and expression

11. Method Book/Exercise  It’s not about how fast they move through “the book.”  Focus on what you want them to learn, and pick exercises to teach it.  Continue using exercises/books after beginning band.  Write your own exercises as needed!

12. Contact Michael Antmann Orange County Public Schools michael.antmann@ocps.net Jim Matthews Jackson Middle School matthews.jim@brevardschools.org