Lesson Plans 2/18

Band 2/18/19

Monday 2/18

  • President’s Day

Tuesday 2/19

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 
  • 3:30pm-5:30pm – Woodwind and Percussion Sectional (Symphonic Band Only)

Wednesday 2/20

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 
  • 3:45pm-5pm – Winter Guard at Griffis gym

Thursday 2/21

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 
  • 3:30pm-5:30pm – Brass Sectionals (Symphonic Band Only)

Friday 2/22

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses 

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?

Music Theory 2/18/19

Monday 2/18

  • President’s Day

Tuesday 2/19

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Wednesday 2/20

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Thursday 2/21

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Friday 2/22

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?

Jazz Band 2/18/19

Monday 2/18

  • President’s Day

Tuesday 2/19

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Wednesday 2/20

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Thursday 2/21

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

Friday 2/22

  • 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: Suite – https://dictionary.onmusic.org/terms/3409-suite_de_danses

3 “HOT” Questions

  • Can you find examples of a Suite form in the music we are playing? 
  • With which dances would you associate that piece?
  • Which dances would you use if you were to write a Suite and why?
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Lesson Plans 2/11

Band 2/11/19

Monday 2/11

  • 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 2/12

  • 212 DAY!
  • 3:30pm-5:30pm – Symphonic Band Rehearsal

Wednesday 2/13

  • 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 2/14

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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 
  • No Brass Sectionals

Friday 2/7

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your assignment
  • Evidence of Learning: The ensemble will play with superior intonation, balance, and transparent sound
  • Additional Notes: Symphonic and Concert bands together in the band hall.
  • 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 
  • No Brass Sectionals

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 2/11/19

Monday 2/11

  • 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 2/12

  • 212 DAY!

Wednesday 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

Thursday 2/13

  • 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 2/14

  • 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 2/11/19

Monday 2/11

  • 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 2/12

  • 212 DAY!

Wednesday 2/13

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your Google assignment
  • 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 2/14

  • Student Expectation: Google Classroom
  • Stimulus: Daily Drill
  • Engaging Experience: Record your Google assignment
  • 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 2/15

  • 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?
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Lesson Plans 2/4

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?
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Lesson Plans 1/21

Band 1/21/19

Audition information

  • During the week of January 28th, we will have live auditions for Symphonic Band and Concert Band placement.
  • Beginning the week of February 4th, the Concert Band will set up in a different area. I will let you know where that is when I have found a suitable location.
  • Everyone will audition on Russian Part 3, 140 bps. I will set the metronome and count each audition off. After 5 auditions, you will get a 30 second warm up.
  • Sections will be selected based on a random draw. If a section does not finish, the following day auditions will start with that section.

Winter Guard Information

  • Friday, 1/25
  • 3:30pm – Walk through performance
  • 4pm – depart for Burleson Cantennial HS
  • 6:04pm – Check in
  • 6:33pm – Body
  • 6:40pm – Transit
  • 6:47pm – Equipment
  • 6:54pm – Transit
  • 6:59pm – Perform
  • 7:30pm – depart for CMHS
  • 9pm – arrive at CMHS

Monday 1/21

  • MLK no school
  • Winter Guard rehearsal 9am-12pm at the High School

Tuesday 1/22

  • 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: Individual pull outs
  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:30pm-5:30pm – Woodwind and Percussion sectional

Wednesday 1/23

  • 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: Individual pull outs
  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:45pm-5pm – Winter Guard at Griffis gym

Thursday 1/24

  • 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: Individual pull outs
  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:30pm-5:30pm – Brass sectional

Friday 1/25

  • 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: No pulls today.
  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Do you find added value in making music with others versus solo?
  • What do you think makes a group of musicians more cohesive musically?
  • How can you contribute to making your group sound more like one large instrument rather than several independent parts?

Music Theory 1/21/19

Monday 1/21

  • MLK no school

Tuesday 1/22

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Wednesday 1/23

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Thursday 1/24

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Friday 1/25

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Do you find added value in making music with others versus solo?
  • What do you think makes a group of musicians more cohesive musically?
  • How can you contribute to making your group sound more like one large instrument rather than several independent parts?

Jazz Band 1/21/19

Monday 1/21

  • MLK no school

Tuesday 1/22

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Wednesday 1/23

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Thursday 1/24

  • One O’Clock Lab Band Field Trip
    • 10:30am – depart CMHS
    • 12pm – stop for a quick lunch in Denton
    • 1pm – observe the 1 O’Clock Lab Band rehearsal
    • 2pm – depart for CMHS
    • 3:30pm – arrive CMHS

Friday 1/25

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Do you find added value in making music with others versus solo?
  • What do you think makes a group of musicians more cohesive musically?
  • How can you contribute to making your group sound more like one large instrument rather than several independent parts?
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Lesson Plans 1/14

Band 1/14/19

Monday 1/14

  • 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: Clarinets 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso 
  • 3:45pm-5pm – Winter Guard at Griffis gym

Tuesday 1/15

  • 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: Clarinets 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:30pm-5:30pm – Woodwind and Percussion sectional

Wednesday 1/16

  • 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: Clarinets 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:45pm-5pm – Winter Guard at Griffis gym

Thursday 1/17

  • 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: Clarinets 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso
  • 3:30pm-5:30pm – Brass sectional

Friday 1/18

  • 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: No pulls today.
  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Which of our UIL pieces should be played Maestoso and why?
  • What are the advantages and disadvantages of Latin style marking vs. modern English?
  • What style markings would you use if you composed a piece of music?

Music Theory 1/14/19

Monday 1/14

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Tuesday 1/15

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Wednesday 1/16

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Thursday 1/17

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Friday 1/18

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Which of our UIL pieces should be played Maestoso and why?
  • What are the advantages and disadvantages of Latin style marking vs. modern English?
  • What style markings would you use if you composed a piece of music?

Jazz Band 1/14/19

Monday 1/14

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Tuesday 1/15

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Wednesday 1/16

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Thursday 1/17

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

Friday 1/18

  • 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: Maestoso – https://dictionary.onmusic.org/terms/2063-maestoso

3 “HOT” Questions

  • Which of our UIL pieces should be played Maestoso and why?
  • What are the advantages and disadvantages of Latin style marking vs. modern English?
  • What style markings would you use if you composed a piece of music?
Posted in Uncategorized | Leave a comment