Monday, November 7, 2016


Welcome to the Harrison Band's Concert Program! Week of 11/6-11/10

WINTER CONCERT for all Bands and Percussion on December 12th in the Harrison Theater 

Final performance assessment: Students should download their grade specific scales and etudes from the GMEA.org website. Prepare these individually.Students will perform the 12 major scales and lyrical etude for the directors. Due date: December 4th

This week will include:
Symphonic Band:
          -Emmanuel
          -12 Major Scales
          - Lyrical Etude
         
Wind Ensemble: be prepared on your individual part
          -California: Beginning- 99
          -Mask and Machines III: Beginning-E
          -Magnolia Star: ALL
          -Mock Morris: ALL
          -Australian: ALL
          -Country Gardens: ALL
          -Song of Destiny: ALL

         

All students should be working on fundamentals and techniques presented in class, as well as music listed above.  
Brass: long tones, lip slurs, and articulations (begin double tonguing)
Woodwinds: long tones, technique, and range extension

HOMEWORK: 
Practice all music. Begin work on ALL 12 major scales and arpeggios and your GMEA lyrcal etude. 
WIND ENSEMBLE prepare your individual parts for GMEA concert music
*Visit the Website for HandBook and Syllabus. HarrisonBands.org 
EQ: What do you hear within your trio, section, ensemble?

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

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.