Band 2/4/19
Monday 2/4
- Student Expectation: UIL Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
- Additional Notes: Concert Band in the gym with Mr. Wofford
- TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Tuesday 2/5
- Student Expectation: UIL Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
- Additional Notes: Concert Band in the gym with Mr. Wofford
- TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
- 3:30pm-5:30pm – Woodwind and Percussion sectional
Wednesday 2/6
- Student Expectation: UIL Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
- Additional Notes: Concert Band in the gym with Mr. Wofford
- TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
- 3:45pm-5pm – Winter Guard at Griffis gym
Thursday 2/7
- Student Expectation: UIL Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
- Additional Notes: Concert Band in the gym with Mr. Wofford
- TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
- 3:30pm-5:30pm – Brass sectional
Friday 2/8
- Student Expectation: UIL Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
- Additional Notes: Concert Band in the gym with Mr. Wofford
- TEKS: §117.310(c)(1)(3)(5), §117.311(c)(1)(3)(5), §117.312(c)(1)(3)(5), §117.313(c)(1)(3)(5)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
3 “HOT” Questions
- Can you find examples of counterpoint in the music we are playing?
- How would you discern which is the melody and which is the counterpoint?
- When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?
Music Theory 2/4/19
Monday 2/4
- Student Expectation: Score analysis
- Stimulus: Music selection
- Engaging Experience: Score study
- Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
- Additional notes: Bring a pencil
- TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Tuesday 2/5
- Student Expectation: Score analysis
- Stimulus: Music selection
- Engaging Experience: Score study
- Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
- Additional notes: Bring a pencil
- TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Wednesday 2/6
- Student Expectation: Score analysis
- Stimulus: Music selection
- Engaging Experience: Score study
- Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
- Additional notes: Bring a pencil
- TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Thursday 2/7
- Student Expectation: Score analysis
- Stimulus: Music selection
- Engaging Experience: Score study
- Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
- Additional notes: Bring a pencil
- TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Friday 2/8
- Student Expectation: Score analysis
- Stimulus: Music selection
- Engaging Experience: Score study
- Evidence of Learning: Students will understand the tonal center, melodic movement, and harmonic progression of Grade 3 music.
- Additional notes: Bring a pencil
- TEKS: §117.310(c)(1)(2)(3), §117.311(c)(1)(2)(3), §117.312(c)(1)(2)(3), §117.313(c)(1)(2)(3)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
3 “HOT” Questions
- Can you find examples of counterpoint in the music we are playing?
- How would you discern which is the melody and which is the counterpoint?
- When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?
Jazz Band 2/4/19
Monday 2/4
- Student Expectation: ATSSB Jazz Festival Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
- Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
- TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Tuesday 2/5
- Student Expectation: ATSSB Jazz Festival Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
- Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
- TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Wednesday 2/6
- Student Expectation: ATSSB Jazz Festival Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
- Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
- TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Thursday 2/7
- Student Expectation: ATSSB Jazz Festival Program
- Stimulus: Daily Drill
- Engaging Experience: Rehearsal
- Evidence of Learning: Mature phrasing and musicianship, appropriate style and interpretation
- Additional Notes: Expressing the style of the piece needs to be your top priority in Jazz. Your reading and technique will get better with time.
- TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
Friday 2/8
- Student Expectation: Artist analysis
- Stimulus: Artist selection
- Engaging Experience: Artist Spotlight
- Evidence of Learning: Understand the primary influences and defining sounds of the selected artist
- Additional Notes: Answer the writing question on Google Classroom
- TEKS: §117.310(c)(1)(3)(4)(5)(6), §117.311(c)(1)(3)(4)(5)(6), §117.312(c)(1)(3)(4)(5)(6), §117.313(c)(1)(3)(4)(5)(6)
- Academic Vocabulary: Counterpoint – https://dictionary.onmusic.org/terms/955-counterpoint
3 “HOT” Questions
- Can you find examples of counterpoint in the music we are playing?
- How would you discern which is the melody and which is the counterpoint?
- When you recognize that you have a counterpoint line in the ensemble, what kinds of things should you think about for your performance?
CMHS Mighty Fox Band 