Activities

Objectives for Student Learning

Pages 11-12

Worksheet #5

Practice songs #36-43 in our book and turn in worksheet #5 for the silver bead.
Due Jan. 8 - Jan. 19.

Download Unit 5

Play Along

Listen to Page 11 and Play Along when you are ready. Enjoy your music.

Activities

Are you caring for your instrument properly? Refer to the section on "Caring For Your Instrument" on page 3 of your book.
1. Woodwinds:
  1. remove excess water
  2. swab instrument
  3. store reeds properly
  4. only use reeds in good condition
  5. wipe off outside of instrument
  6. store instrument in its case
2. Brass:
  1. drain excess water
  2. store mouthpiece properly
  3. oil valves regularly
  4. grease slides regularly
  5. wipe off outside of instrument
  6. store instrument in its case
3. Percussion:
  1. keep instrument clean
  2. store or cover your instrument
#37 - Ask students to listen as they play #37 as a round. Is the resulting harmony "consonant" or "dissonant"?
#39 - Write in the counting and clap the rhythm before you play.
#39 - Listen to a recording of Crusader's March and write two words to describe the sound and feel. Ask student to discuss how marches are used today. Where might you hear a march?
#39 - Listen to John Philip Sousa, known as the "March King" with the following questions in mind:
1. Is the song generally loud or soft?
2. Are the notes generally long or short?
3. Are the notes generally smooth (connected) or separated (choppy)?
4. Are accents used?
5. Is the melody generally made up of steps, skips, or leaps?
6. In what ways does the Sousa march sound like Crusader's March?
#41 - Sing this line using solfege syllables or scale numbers.
Page 12 - Jingle Bells is the first full band arrangement and begins on score page 142. Jingle Bells was copyrighted in 1857 with the title One Horse Open Sleigh. The original selling price was 2.5 cents. In 1959, it was republished under the title Jingle Bells. The word "jingle" is said to have been a command to the bells. Why do you think people still enjoy a song written more than a century ago?
The FORM of Jingle Bells can be descibed as Introduction - A - A - Coda.
FORM = the orderly arrangement of musical ideas
INTRODUCTION = the measures leading into the first melody or theme
A = the name given to the first melody or theme in a song
CODA = the ending of the song
Page 12 - Jingle Bells - measures 1-4 make up the introduction
Page 12 - Jingle Bells - measures 5-12 make up the A section
Page 12 - Jingle Bells - where do measures 5-8 happen again to confirm the repeat of the A section?
Page 12 - Jingle Bells - what measure does it sound like the song is coming to an end? What is that section of the form called?
#42 - Music has been used as a powerful tool to instill a spirit of patriotism or nationalistic pride within people. It often uses folk melodies and rhythms drawn from national folklore, myth, or literature. Patriotic music has been used extensively in the 19th and 20th centuries to unite many different peoples of a land into a country with common beliefs. In the 20th century, schools also adopted songs for the purpose of developing school identification and school spirit. Together, listen to several school songs. Identify musical characteristics that might encourage listeners to show school spirit and pride. Have students write words to #42, School Song, that show spirit and pride in their school.

Objectives

Incorporate and perform previously learned skills and concepts.
#36 - Play Concert A with good tone.
#36 - Flute: For lower notes, make your lip opening larger and direct your airstream lower.
#36 - Saxophones: Identify, define, and draw the sharp sign. A sharp sign before a note remains in effect for the entire measure.
#36 - Snare Drum: Right Flams - Identify and perform a right flam. Hold your right stick higher than the left. Bring both sticks down at the same speed. The left stick strikes just before the right. When you count the rhythm for flams, only the primary note is counted.
#37 - Define and play a round.
#37 - Identify and define the key signature. Key signatures change certain notes throughout a piece of music.
#37 - Snare Drum: Left Flams - Identify and perform a left flam. Hold your left stick higher than the right. Bring both sticks down at the same speed. The right stick strikes just before the left. When you count the rhythm for flams, only the primary note is counted.
#38 - Percussion: Play the tambourine (Timp/Aux p. 11 and Score p. 618). Percussionists should be using a tambourine with a head.
#38 - Snare Drum: Play with "snares off".
#39 - Describe "march" style.
#39 - Name some composers of marches.
#39 - Snare Drum: Perform flams and multiple bounces
#39 - Percussion: Perform on the suspended cymbal.
#40 - Use note and rest values in 2/4, 4/4, and C to balance the scales. Draw ONE note or ONE rest to balance each scale.
#41 - Snare Drum: Perform right and left flams, paradiddles, and multiple bouces.
#41 - Percussion: Perform on the tambourine.
Jingle Bells - Fl, Cl, Asx, Tpt - Identify, define, and play DIVISI = part of a section plays the top notes and part of the section plays the bottom notes
Jingle Bells - Fl, Cl, Asx, Tpt - Identify, define, and play UNISON = everyone plays the same notes
Jingle Bells - Drums - FLAM TAP = Identify, define, and play flam taps (Rudiment).
Jingle Bells - Drums - Identify, define, and play ONE-MEASURE REPEAT SIGN (%) = repeat the previous measure

Intended Use:
Fair Use is a legally permissible use of copyrighted material for specific purposes such as commentary, criticism, news reporting, research, teaching or scholarship.

Works Cited
Pearson, Bruce. "Standard of Excellence, Book 1 - Conductor Score: Comprehensive Band Method." Neil A. Kjos Music Co., 1993.