Monday, November 7, 2016

Harrison Bands

Welcome to the Harrison Band's Concert Program!

All classes: 
In the case that we have issues with CTLS,  we have provided links and instructions that you can use for class this week.


Practice each of your music selections and be prepared on your individual part for class. Continue working through the exercises to develop face muscles and air control. Use Smart Music as a resource for listening and recording yourself. 

This week


-24 count air to 4 count air(Wind Ensemble 2 octaves)

-2 note match

-Harmony Chords 


-Wind Ensemble double tongue exercise 

-Tradition of Excellence in Smart Music 

-Wind Ensemble:  American Overture, Elsa's Procession

-Symphonic Band:  Awakening Hills

-Concert Band:  As Tears Fall on Dawn's New Light, Blue Ridge Reel

 *Visit the Harrison Bands Website for HandBook and other information. 

-Building dynamic range
-Understand Harmony Chords and how to tune a Major Chord
-Counting in Cut-Time
-Improve sight-reading approach
-Improve practice techniques and approach
-Begin work on holiday tunes 

-Students placed on varied level part assignments 
-Students selected one piece on their own that fits their readiness level
-Students allowed to select tempos that fit thier readiness level

Pre-Test (written)
Guided questions
Student recordings
Use visual to determine if students are playing correctly.
Utilize times on Wednesdays for individual assistance. 

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.