Beginning Band Day 1

Objectives:
1. Students will be able to perform and identify the notes of a concert F major scale.
2. Students will be able to define and identify half steps and whole steps visually and/or
aurally.
3. Students will continue to identify and perform syncopated rhythms.
Standards Addressed:
MIB.3
MIB.2
MIB.6
Procedures:
1. Concert B flat major scale in half notes, then eighth notes.
a. Teacher will sing the eighth note pattern to demonstrate the rhythm.
2. Concert A flat major scale in half notes, then quarter notes.
a. Teacher will sing the quarter note pattern to demonstrate rhythm.
3. Concert F major scale in half notes, then quarter notes.
a. Teacher will sing the quarter note pattern to demonstrate the rhythm.
b. If students are struggling to remember notes of fingerings, they may use their
books, (but I want them to initially try without them).
c. Assess: Play Concert F major scale in half notes. They will have the opportunity
to quiz
4. Tradition of Excellence Book
a. Page 24, #90. Santa Lucia March
i. Accidentals
ii. Articulation
b. Page 30 # 128 Amazing Grace
5. Syncopated rhythms
a. Teacher will play short rhythms, some syncopated, and students will repeat the
patterns on their instruments.
7. Whole Step vs Half Step
a. Half Step: smallest distance from one note to the next with no possible notes in
between. Close neighbors.
b. Whole step: enough space for one other note in between.
c. Project image of keyboard on the board, and play bells or another instrument to
model the distance between the notes.
i. Percussionist could be student helpers with this. One student can touch
the notes on the board, and a percussionist can play the notes that were
touched.
ii. In a perfect world they would be able to identify a half step and whole step
on paper and by ear. Not attainable in one class.
d. Have them play and identify the difference between a whole step and a half step.
i. Use examples from scales.
 ii. B flat to C is a
1. A natural to B flat is
e. Worksheet from folder is awesome! Definitely use class time to go over it/let them
complete it.

Beginning Band Day 2:

Objectives:
4. Students will be able to perform and identify the notes of a concert F major scale.
5. Students will be able to define and identify half steps and whole steps visually and/or
aurally.
6. Students will continue to identify and perform syncopated rhythms.
Standards Addressed:
MIB.3
MIB.2
MIB.6
Procedures:
1. Concert B flat major scale in half notes, then eighth notes.
a. Teacher will sing the eighth note pattern to demonstrate the rhythm.
2. Concert A flat major scale in half notes, then quarter notes.
a. Teacher will sing the quarter note pattern to demonstrate rhythm.
3. Concert F major scale in half notes, then quarter notes.
a. Teacher will sing the quarter note pattern to demonstrate the rhythm.
b. Assess: Play concert F major scale in half notes. Students who played on Day 1
may requiz.
Tradition of Excellence Book
1. Page 30 # 128 Amazing Grace
i. Accidentals
ii. Dynamics
2. Page 23 #81 Just by Accident
I. Accidentals
Ii. Whole step and half step review
iii. Where in this piece do you see half steps?
3. Sound Innovation
a. Page 36, #257
i. Tizzle and Clap
ii. Count and Clap
iii. Review tricky rhythms and counts on the board.
iv. Whats the name for a rhythm with emphasis on a weak beat?
v. What is a weak beat?
vi. Clap and Count
vii. Play
4. Sight Read a chunk of Furioso by Robert W Smith
a. Pass out new piece
b. Encourage them to look through entire piece for patterns/sections that repeat.
c. Identify key signature and time signature.
d. Read through a few chunks of the piece.
e. Start at m.43 to end
f.
Friday 7/8th beginning
Concert Bb major scale
Concert F major scale (Quiz next week)
Tradition of Excellence
Page 29 #119
Furioso

7th/8th Grade Band

Day 1
Objectives
1. Students will be able to say, perform, and identify sixteenth note rhythms.
2. Students will be able to listen to a piece of music, and discuss the performance using
musical and non-musical language.
3. Students will continue to develop skills on their instrument.
Standards Addressed
1. MII.2
2. MII.11
3. MII.12
4. MII.13
Procedures:
Warm Up
1. Scales
a. Students will pick 3 major scales and perform each scale in half notes, and then
in eighth notes (with the 9th added).
b. I want to tell you guys about my lunch today! (16th note practice)
i. Have one section clap quarter notes while saying cheese.
ii. Have another section clap/pat 16th notes while saying peanut butter.
iii. Have another clap/pat an eighth and two sixteenth followed by a quarter
note while saying gra-nola bar.
 iv. Have another section clap/pat two sixteenth and an eighth while saying
apple juice.
v. Sections will switch patterns as directed.
C. As a class, students will identify the rhythms they performed with the words.
I. They will write/match rhythms with the words on the whiteboard.
Ii. Students will play the various patterns on their instruments.
Apparitions
a. Allow them to listen to a live version.
i. Listen to one recording of a live group with good moments and bad moments in
the piece. As a class, talk about what they heard/liked/disliked.
ii. For homework, students will be given to links to watch/listen to, and they will be
asked to write about which recording they liked better and why They will have to
discuss good and bad aspects of each recording.
1. Students will have 1 week to complete this on schoology.
b. Percussion parts are tricky
c. Tune before we rehearse this piece.
d. Re-read program notes, or pick out important details to remind them.
e. Tricky things:
i. Staggered entrances of the same theme (almost canon like)
ii. Dissonant chords (break them down, have each section play to confirm notes
and experience the crunch)
iii. Making sure moving parts are heard under longer notes (especially since
instrumentation is atypical)
iv. Dynamic contrast is crucial for this piece to work!
v. Start from beginning and see how it goes!

Day 2:
Objectives:
1. Students will be able to say, perform, and identify sixteenth note rhythms.
2. Students will be able to listen to a piece of music, and discuss the performance using
musical and non-musical language.
3. Students will continue to develop skills on their instrument.
Standards Addressed:
5. MII.2
6. MII.11
7. MII.12
8. MII.13
Procedures:
1. Scales
a. Students will pick 3 major scales and perform each scale in half notes, and then
in eighth notes (with the 9th added).
b. Who remembers what I had for lunch the other day?
i. See if students remember the correct words/rhythms.
 ii. Rewrite the words and rhythms on the board, allow students to choose
which ones they want to practice playing.
1. Teacher will sing how the rhythms should be played repetitively.
iii. How would we count these rhythms using musical language? (1y+a etc).
1. Have student volunteers write the counts on the board under the
symbol.
2. Class will practice counting out loud.
3. Teacher will write 2 or 3 patterns together, students will count and
then play the combination.
Sound Innovation Books
1. Page 6 #37 Rhythm
a. Sixteenth notes
b. Finger and Tizzle
c. Clap and Count
Apparitions
1. Measures 1-29
a. Pink Sticky Notes: Mainly checking notes and intonation.

Day 3 (8th only)

Warm Up
Concert E flat Major Scale
Half notes,
Quarter Notes
Sound Innovation
Page 15 #105
Page 16 #108
Page 16 #127
Apparitions
M. 41 to the end
Altos in m 44
Weight on beats 3 and 4 in m. 44
M 48 Softer in beginning, huge crescendo, no breath into 49
Trombones, Horns and T Sax in m. 50
M 52: make sure eighth notes dont slow down
M. 56 Trombones and t sax
Dynamics m 56 to the end

Stage Band
Day 1
Objectives:
Students will perform and count sixteenth note rhythms.
 Standards Addressed:
MII.2
Procedures:
Warm Up
1. Scales
a. Students will pick 2 major scales and perform each scale in half notes,
and then in eighth notes (with the 9th added).
b. Students will play the B flat blues scale in half notes.
c. I want to tell you guys about my lunch today! (16th note practice)
i. Have one section clap quarter notes while saying cheese.
ii. Have another section clap/pat 16th notes while saying peanut
butter.
iii. Have another clap/pat an eighth and two sixteenth followed by a
quarter note while saying gra-nola bar.
iv. Have another section clap/pat two sixteenth and an eighth while
saying apple juice.
v. Sections will switch patterns as directed.
d. As a class, students will identify the rhythms they performed with the words.
I. They will write/match rhythms with the words on the whiteboard.
Ii. Students will play the various patterns on their instruments.

Day 2
Objectives:
Standards Addressed:
MII.2
MII.4
Procedures:
Warm Up
2. Scales
a. Students will pick 3 major scales and perform each scale in half notes, and then
in eighth notes (with the 9th added).
b. Who remembers what I had for lunch the other day?
i. See if students remember the correct words/rhythms.
ii. Rewrite the words and rhythms on the board, allow students to choose
which ones they want to practice playing.
1. Teacher will sing how the rhythms should be played repetitively.
iii. How would we count these rhythms using musical language? (1y+a etc).
4. Have student volunteers write the counts on the board under the
symbol.
5. Class will practice counting out loud.
6. Teacher will write 2 or 3 patterns together, students will count and
then play the combination.
Sound Innovation Books
 2. Page 6 #37 Rhythm Sixteenth notes
a. Finger and Tizzle
b. Clap and Count
F Dorian Scale:
Major scale with b3 and b7
Let them figure out what an F dorian scale would be

3. Apparitions
Measures 1-29
b. Pink Sticky Notes: Mainly checking notes and intonation.