Band 2/25/19
Monday 2/25
Tuesday 2/26
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
Sabine Creek Pre-UIL Invitational
3:30pm – Depart for Sabine Creek Ranch, 576 Sabine Creek Rd, Royse City, TX 75189 4pm – Warm up 4:30pm – Performance 5pm – Sight Read, Clinic 5:30 – Dinner at the ranch provided 6:15pm – Depart for CMHS 6:45pm – Dismiss
Wednesday 2/27
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 2/28
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 – Brass Sectionals (Symphonic Band Only)
Friday 3/1
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 “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 2/25/19
Monday 2/25
Tuesday 2/26
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 2/27
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 2/28
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 3/1
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 2/25/19
Monday 2/25
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
Tuesday 2/26
Load truck for Sabine Creek Pre-UIL Contest
Wednesday 2/27
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 2/28
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 3/1
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?
Band 2/18/19
Monday 2/18
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
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
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?
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
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
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?
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?
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
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
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?
