Monday, November 7, 2016


Welcome to the Harrison Band's Concert Program! Week of January 23-27



LINK

Honor Band: February 10-12 at Hillgrove HS
Student Reminders
1. Students must attend all rehearsals to perform at the concert. Exceptions will be granted for GHP auditions and ACT testing.
2. Concert Dress is Formal (Black Dresses/Tuxedos).
3. Bring a pencil for taking notes to every rehearsal.
4. Make sure that you have reeds, mutes, etc...
5. Percussionists should bring a variety of sticks and mallets.
6. Brass Players should bring a towel/rag for dropping water/mute changes.
7. Please bring personal/wire music stand if you own one!
8. NO HATS MAY BE WORN INSIDE.
9. NO FOOD OR DRINK MAY BE BROUGHT INTO THE HILLGROVE FINE ARTS AREA.
10. Recordings and t-shirts will be on sale at the concert


This week will include:
Symphonic Band:
          -First Suite
          -Luminescence
          - Contre Qui Rose

Wind Ensemble: be prepared on your individual part
         -Aurora Awakes: Beginning-End (tempo=112)
         -The Klaxon: Beginning-End (Tempo = 120)
         -Festival Overture: Beginning - End (Tempo=112)
         
Concert Band:
         -Fu Mon
         -Undertow
         -Epic Venture




*Visit the Website for HandBook and Syllabus. HarrisonBands.org


Continue working on ALL 12 major scales.

Concert Band: evh3kt
Symphonic Band: 3kuv3y
Wind Ensemble: 5juwvx


EQ: What do you hear within your trio, section, ensemble?

Activities:
warmup exercises 
Literature Cycle 3
Wednesday sectionals

Music Literature Cycle #3
Symphonic Band: With Quiet Courage, Sea Songs, Old Home Days
Wind Ensemble: O Magnum Mysterium, LP Mvt I, Russlan and Ludmilla
Concert Band: Irish Interlude, Great Outdoor Adventure, March to the Scaffold

Official Student Guide.pdf‎ (1 MB‎)
Official PSAT Student Guide 

Objectives:
Matching pitch and tone
Develop articulation technique and air stream flow
Establishing dynamics
Tuning and balancing of major chords

Differentiation: 
Students placed in chair order and are assigned parts based on their current ability level.
Student warm-up with their exercise packet at the beginning of class. They work on the exercises at their own tempo.  
Parts are modified to be less challenging or more challenging based off each student's current ability level.
Small groups are utilized to provide more individualized instruction.
Lessons are taught by teacher explanation, visual aids, modeling, listening to recordings, and guided questioning. 
Modify articulation based on ability level
Use slower tempos 

Assessments:
Listen to smaller groups or individuals
Guided questions
Student recordings
Use visual to determine if students are playing correctly.
Students may come in before or after school for additional assistance. 
Benchmark assignments assigned and must be passed off with a band director before or after school. 
RECORDING ASSIGNMENTS 


Standards:
MHSMB: Skills and Techniques/Performance
1. Singing, alone and with others, a varied repertoire of music
    a. Sing to reinforce fundamentals of breathing
    b. Sing to match intervalic and chordal tuning

2. Performing on instruments, alone and with others, a varied repertoire of music
    a. Perform with a characteristic tone quality utilizing proper embouchure, playing position, posture,       breathing techniques, enunciation, vibrato.
    b. Demonstrate proper warm-up techniques through the use of long-tones, lip slurs, chorales, and technical exercises.
     c. Demonstrate the following ensemble skills through performance of music literatrue: rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, and intonation.

3. Reading and notating music
     a. Demonstrate a clear understanding of counting systems, vocabulary, theory, and the conventions necessary to read and notate music at the mastery level. 

4. Improvising melodies, variations, and accompaniments
    a. Distinguishes chord structure through improvisation of a melody over a given accompaniment using diatonic, modal, or blues scales.
     b.Demonstrates a rhythmic ostinato to be performed with a melody.

5. Composing and arranging music within specified guidelines
    a. Creates music incorporating expressive elements.

6. Listening to, analyzing, and describing music.
     a. Relate the use of compositional devices, techniques, meter, tempo, tonality, intervals, and chords to interpret music.
     b. Distinguish characteristics of a specific work based on genre and culture.

7. Evaluating music and music performances
    a. Identify music literature and band performances of both superior and poor quality and distinguish the factors which are used to classify them as such.
     b. Analyze the interpretations of a band performance and its effectiveness in relation to the intent of the composer.
     c. Distinguish what constitutes proper concert performance etiquette and proper audience etiquette. 

8. Understanding relationships between music, the other arts, and disciplines outside the arts.
    a. Describe similarities and differences in the terminology of the subject matter between and other subject areas including: color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequences, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, and culture, etc.
     b. Compare similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.
     c. Develop knowledge through performances of repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.

9. Understanding music in relation to history and culture
    a. Formulate and understanding of the historical and musical context of the performance literature.
    b. Critique and discuss the context of the historical timeline relating to the literature being performed. 

Homework:
Practice literature assignments

Thursday, October 27, 2016


Welcome to the Harrison Band's Concert Program!

IMPORTANT 
November 7th: 12 major scales assessment(from memory)
                         Tempos: Concert band = 90, Sym. Band = 108, WE = 120
November 14th: Etude and sightreading assessment 

This week will include:
Symphonic Band:
          Dreams of Fireflies
          Little Drummer Boy
          Hark the Herald Angels Sing

Wind Ensemble: be prepared on your individual part
         Colonial Song
         Masters in This Hall
         Christmas Finale
         It's Beginning to Look a lot Like Christmas 

Concert Band:
         How the Grinch Stole Christmas
         It's the Most Wonderful Time of the Year

Percussion Class
         Percussion Ensembles
         Barriers
         (please make sure all of your assignment grades are up to date)

*Visit the Website for HandBook and Syllabus. HarrisonBands.org

Continue working on ALL 12 major scales, lyrical etude, and sight reading skills. 

Concert Band: evh3kt
Symphonic Band: 3kuv3y
Wind Ensemble: 5juwvx

EQ: What do you hear within your trio, section, ensemble?

Activities:
warmup exercises 
Literature Cycle 3
Wednesday sectionals

Music Literature Cycle #3
Symphonic Band: With Quiet Courage, Sea Songs, Old Home Days
Wind Ensemble: O Magnum Mysterium, LP Mvt I, Russlan and Ludmilla
Concert Band: Irish Interlude, Great Outdoor Adventure, March to the Scaffold

Official Student Guide.pdf‎ (1 MB‎)
Official PSAT Student Guide 

Objectives:
Matching pitch and tone
Develop articulation technique and air stream flow
Establishing dynamics
Tuning and balancing of major chords

Differentiation: 
Students placed in chair order and are assigned parts based on their current ability level.
Student warm-up with their exercise packet at the beginning of class. They work on the exercises at their own tempo.  
Parts are modified to be less challenging or more challenging based off each student's current ability level.
Small groups are utilized to provide more individualized instruction.
Lessons are taught by teacher explanation, visual aids, modeling, listening to recordings, and guided questioning. 
Modify articulation based on ability level
Use slower tempos 

Assessments:
Listen to smaller groups or individuals
Guided questions
Student recordings
Use visual to determine if students are playing correctly.
Students may come in before or after school for additional assistance. 
Benchmark assignments assigned and must be passed off with a band director before or after school. 
RECORDING ASSIGNMENTS 


Standards:
MHSMB: Skills and Techniques/Performance
1. Singing, alone and with others, a varied repertoire of music
    a. Sing to reinforce fundamentals of breathing
    b. Sing to match intervalic and chordal tuning

2. Performing on instruments, alone and with others, a varied repertoire of music
    a. Perform with a characteristic tone quality utilizing proper embouchure, playing position, posture,       breathing techniques, enunciation, vibrato.
    b. Demonstrate proper warm-up techniques through the use of long-tones, lip slurs, chorales, and technical exercises.
     c. Demonstrate the following ensemble skills through performance of music literatrue: rehearsal etiquette, dynamic expression, style, blend and balance, steady tempo, rhythmic accuracy, and intonation.

3. Reading and notating music
     a. Demonstrate a clear understanding of counting systems, vocabulary, theory, and the conventions necessary to read and notate music at the mastery level. 

4. Improvising melodies, variations, and accompaniments
    a. Distinguishes chord structure through improvisation of a melody over a given accompaniment using diatonic, modal, or blues scales.
     b.Demonstrates a rhythmic ostinato to be performed with a melody.

5. Composing and arranging music within specified guidelines
    a. Creates music incorporating expressive elements.

6. Listening to, analyzing, and describing music.
     a. Relate the use of compositional devices, techniques, meter, tempo, tonality, intervals, and chords to interpret music.
     b. Distinguish characteristics of a specific work based on genre and culture.

7. Evaluating music and music performances
    a. Identify music literature and band performances of both superior and poor quality and distinguish the factors which are used to classify them as such.
     b. Analyze the interpretations of a band performance and its effectiveness in relation to the intent of the composer.
     c. Distinguish what constitutes proper concert performance etiquette and proper audience etiquette. 

8. Understanding relationships between music, the other arts, and disciplines outside the arts.
    a. Describe similarities and differences in the terminology of the subject matter between and other subject areas including: color, movement, expression, style, symmetry, form, interpretation, texture, harmony, patterns and sequences, repetition, texts and lyrics, meter, wave and sound production, timbre, frequency of pitch, volume, acoustics, physiology and anatomy, technology, history, and culture, etc.
     b. Compare similarities and differences in the contextual meaning of common terms used in music, art, dance, and drama.
     c. Develop knowledge through performances of repertoire representing diverse cultures, historical periods, and styles at the highest level of music performance.

9. Understanding music in relation to history and culture
    a. Formulate and understanding of the historical and musical context of the performance literature.
    b. Critique and discuss the context of the historical timeline relating to the literature being performed. 

Homework:
Practice literature assignments