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Dr. Hodges’ Lesson Plan. Band 8. Grade 8 Band. BUZZ!!!!!!!!!!!!!!!!!!!!!. Rhythm 49. 4____________________________ 4 Process: Find the smallest value note or rest Write a measure of that value with the counting Circle equivalents Transfer the information to the rhythm.
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Grade 8 Band • BUZZ!!!!!!!!!!!!!!!!!!!!!
Rhythm 49 • 4____________________________ • 4 • Process: • Find the smallest value note or rest • Write a measure of that value with the counting • Circle equivalents • Transfer the information to the rhythm.
Weekly Goal • GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Today’s Objective • 6.01 Identify specific music events in a given aural example, using appropriate terminology.
Book Exercises • 38 • Count and Clap • Play • 39 • Count and Clap • Play • 40 • Count and Clap • Play
Rhythm 49 • 4____________________________ • 4 • Process: • Find the smallest value note or rest • Write a measure of that value with the counting • Circle equivalents • Transfer the information to the rhythm.
Weekly Goal • GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Whole step • Two half steps
Timbre • Tone color
Style • The way it is played
Strings • Instruments using plucked or bowed strings to create the sound
Woodwinds • Those originally made of wood or using a reed to create the sound
Score • The conductor’s copy of the music.
Expression • Emotion portrayed in music
Resonance • Vibrations of an instrument’s sound creating the unique sound of that particular instrument
Vertical Music • Music composed in a chordal manner in which most or all parts move together at the same time
Second ending • The short ending which will send musicians forward to a new melodic section.
Fugue • A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody.
First ending • The short ending which will send musicians back to a particular place to repeat that section.
Dal signo al fine` • Return to the sign and play to the fine`
Transposition • To move the position of the tone to adjust for the length of the instrument
Range • The extreme from lowest to highest tone for each instrument
Homophonic • Movement in a chordal manner
Cannon • The simple melodic repetition. It is also called a round.
Slur • A curved line which adds the duration of the notes into one tone.
Major Second • Whole Step
Tutti • Those originally made of wood or using a reed to create the sound
Balance • To achieve the aural perception of each instrument or section being of the same or equal volume without dominance by any one instrument or section.
Dynamics • Various degrees of loudness and softness
Piano (p) • Soft
Mezzo Forte (mf) • Medium full
Fortissimo (ff) • Very strong
Pianissimo (pp) • Very soft
Crescendo (cres.) • To get louder
Diminuendo (dim) • To gradually get softer
Today’s Objective • 6.01 Identify specific music events in a given aural example, using appropriate terminology.
Listening Example 1 • Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
Listening 1 • Melody: • Harmony: • Rhythm: • Form: • Instrumentation: • Historic Period:
Listening Example 2 • Compare and Contrast with example 1
Listening 2 • Melody: • Harmony: • Rhythm: • Form: • Instrumentation: • Historic Period:
Grade 8 Band • BUZZ!!!!!!!!!!!!!!!!!!!!!
Rhythm 49 • 4____________________________ • 4 • Process: • Find the smallest value note or rest • Write a measure of that value with the counting • Circle equivalents • Transfer the information to the rhythm.
Weekly Goal • GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
Today’s Objective • 6.01 Identify specific music events in a given aural example, using appropriate terminology.
Book Exercises • 34 • Count and Clap • Play • Hear Saxophones • 35 • Count and Clap • Play • 36 • Count and Clap • Play