Band Handbook 6

Urbana Middle School Band Workbook 2 6th Grade 2 000 0 1 1 3 4

Name______

“Music expresses that which cannot be said and on which it is impossible to be silent.” ~Victor Hugo

Table of Contents Band Information ...... 2 Smartmusic Info ...... 4 Playing Tests ...... 6 Instrument Care ...... 7 How to Practice ...... 8 Term 1 ...... 9 Term 2 ...... 24 Term 3 ...... 39 Term 4 ...... 54 Composition ...... 68 Glossary ...... 74 Rhythm Chart ...... 80 Key Signatures ...... 81 Circle of 5ths ...... 82 Counting Rhythms ...... 83 Note Reading ...... 84

Band Information

Introduction Performance Expectations Required Materials The following are general guidelines for all

Welcome to Urbana Middle School Band! performances. All band members are expected to bring the Each student plays a vital role in the following items each day to class . success of the band, but success can only 1. Uniforms be achieved if certain expectations are Formal Uniform : Boys-dress • An instrument in good playing condition met. This pamphlet will help you shoes, socks, slacks, and button- with a case and name tag understand the guidelines and procedures down shirt. • Band folder, handbook, and music for the school year. Please read over Girls-Nice flat shoes (no heels), s • Pencil (to write on your music) everything carefully and ask questions lacks, and blouse or button-down • Method Book (see website for book list) about anything that seems unclear. top. • **7th and 8th graders are expected Edmodo.com account for submitting Behavior Expectations to wear the above types of assignments (codes will be posted in All band members will be expected to: clothing, but with black bottoms class and sent out the first week of and white tops. school) as well as a method for recording • Follow instructions the first time Casual Uniform: khaki shorts or yourself at home and creating mp3s. they are given. jeans, and a UMS band T-shirt. • • Be on time and ready to play when Percussionists: • class/rehearsal starts. 2. Call time is 30 minutes prior to the start One pair of 7A or 5A drumsticks • Raise your hand with any questions. of the performance unless otherwise labeled with your name. • • Ask permission to use any musical stated. One pair of yarn mallets labeled equipment that belongs to with your name. • another person or UMS. 3. Students are responsible for their own A bell set for practice at home • Respect classmates and the director. music and instrument. will be provided if needed.

• Rehearsal Expectations 4. While on stage band members will be Woodwinds: • All band members will be expected to: focused on the director and SILENT. A minimum of three reeds in Inappropriate behavior on stage will good playing condition at all • Enter room on time and be prepared result in disciplinary action, loss of times. Mitchell Laurie reeds to play three minutes after the concert points, and/or being asked to are recommended for clarinets bell. leave the stage. and Vandorn reeds are • Complete written warm-up recommended for saxes. • immediately after assembling 5. While sitting in the audience, band Wind players are encouraged to instrument. members are expected to demonstrate use at least a number 2 reed • Keep instruments quiet until warm- proper concert etiquette. Inappropriate and work towards using a 3.5 up begins. behavior will result in disciplinary action or 4 by the end of 8th grade. • • Quietly go through fingerings if and loss of concert points. Neck strap if appropriate another section is being worked (Neotechs are great!!) with. Discipline Policy • • Wait at your seat before dismissal. Warning Brass: Classroom Reflection • • Leave room clean and organized. Valve oil and slide grease Lunch Detention/ Parent Contact • • Keep your music in your own Polishing cloth Lunch Detention • folder. No one else is responsible Trumpets need a straight mute After School Detention for your part. (occasionally we play music After School Detention • Demonstrate proper care for all that calls for mutes and I do Administration musical equipment . not have enough for everyone

to have one).

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Grading Policy Private Lessons Grading Scale Although UMS band covers a wide variety of concepts 90 - 100 = A and strives to create an engaging and hands-on 80 - 89 = B environment that reaches each student at his or her specific playing ability, private lessons are strongly 70 - 79 = C recommended for students who are either struggling 60 - 69 = D with their instrument or are showing a genuine interest 0 - 59 = F in learning their instrument at a deeper level. Large Grades will be based on the following criteria: group instruction cannot make up for the impact of good one-on-one instruction that a private instructor can 40% Participation: Participation is based on being provide. Many great instructors are located in the Frederick area and I would be happy to help direct prepared, completing in-class assignments students to some appropriate choices. (handouts or workbook pages), and demonstrating Extra Playing Opportunities proper behavior and attitude. Coming to class unprepared, or demonstrating inappropriate UMS Jazz Band is an auditioned group of students behavior or attitude results in the participation that meets one day after school year-round. The grade being lowered by one full letter grade for each band studies jazz styles, improvisation, and occurrence during the week. performs at both the winter and spring concerts.

Auditions are held at the beginning of the school 10% Homework: Students should record practice year and at the semester. Students who have minutes on the practice sheets located in the already made the ensemble need not re-audition. handbook . Students are responsible for logging 500 minutes of practice (an avg. of 25 min/day for 5 Each fall, auditions are held for the FCPS All days/week), answering the questions on the County Middle School Band . Students who make practice sheet, having a parent sign the practice it into this group participate in a few after school sheet, and turning it in on time. One extra credit rehearsals with peers from the other FCPS middle point is awarded for every 40 minutes of extra schools and learn more advanced music under the practice time recorded on the sheet. Students who guidance of a guest conductor. The music is establish a pattern of not practicing or submitting homework may be called in to make up minutes performed in a concert in late winter. after school or during lunch. The FCPS Solo and Ensemble Festival, held in 30% Performance : Performance grades include early spring, provides an opportunity for students playing tests, concerts, and composition who are highly motivated to prepare a solo are assignments. Each band will give a minimum of small ensemble piece on their instrument/s and two concerts during the school year. Students will perform it for a rating and a chance to move on to receive a grade for each performance and will only the state competition. be excused for emergencies or illness. An alternate activity will be assigned in place of the concert The Frederick Regional Youth Orchestra is a local grade. Performance grades are based on performance group for students aimed at taking participation, musicianship, and demonstrating each student to the next level of playing. FRYO correct concert etiquette. Playing tests are short consists of a variety of ensembles for students scale passages assigned from the method book. based on their playing level. This group rehearses Most playing tests are required to be memorized. and performs concert literature throughout the Composition assignments require the student to year. Auditions are required to participate and create short pieces of music based on specific members pay a modest tuition each season. Info is prompts. available at www.fryo.org

20% Content Quizzes: Students are required to take Finally, for the extremely talented and highly two content quizzes each quarter. These quizzes motivated students, the Maryland All-State asses the students’ understanding of general music Middle School Band holds auditions in the fall. concepts as well as music history and culture. Most This is a highly competitive audition process quizzes can be re-taken if the grade is unsatisfactory. as students are competing with other students from across the state. Students who make it Homework Policy- The UMS homework into this ensemble rehearse very advanced policy directs that homework received one class music and usually perform at the Maryland period late results in 75% credit loss and 50% Music Educators Association annual anytime after that. convention in Baltimore. This group is only - 3 -open to 6 th and 7 th graders.

Smartmusic is an interactive program that records students playing their songs and gives them a live assessment of their playing ability on each song. This program tremendously increases the speed at which students learn the music because students play along with a professional recording of the song so they can hear where their part fits in with the rest. Below are some other benefits of this software:

• Students receive INSTANT feedback on their playing. • Music is displayed on the monitor and a small cursor keeps track of where the student should be playing. • Students can practice and hear the rest of the parts at the same time. • Tempo is adjustable so students can play the piece slower as they learn more difficult parts. • The student’s Essential Elements 2000 book is in the program. • Students can create mp3’s of their playing tests at home and submit their recording the internet on my edmodo.com website.

What is needed to use SmartMusic? SmartMusic works on your PC or Macintosh and requires an Internet connection to activate your subscription and receive and send assignments securely online. System requirements and support contacts are listed at www.smartmusic.com.

What does SmartMusic cost? Although students will be using Smartmusic in school, parents may choose to purchase the program for use at home. Remember, this is completely OPTIONAL. You can purchase a full-year subscription directly from SmartMusic for only $36 per year. A microphone is required. If you do not own a microphone, one can be purchased from SmartMusic.com for $19.95; however, you can probably find them cheaper at a local electronics store. Macintosh computers also require a USB microphone adaptor. You can order your SmartMusic subscription, microphone, and mic adaptor (as necessary) by going to www.smartmusic.com and clicking the Order Now button.

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Three Easy Steps to Getting Started with SmartMusic

1. Purchase SmartMusic online (if you haven’t already) • Go to www.smartmusic.com and click on Order Now in the For Students section. • Select Add to Cart and follow the on ‐screen instructions to complete your order. Indicate you are a student, and pick your school from the list. • SmartMusic works best with a SmartMusic microphone, so consider buying one when you order your subscription. (Built ‐in computer microphones are not supported in SmartMusic) • If you are a new customer : Select Create a New Account and enter your e‐mail, password, and other information. • If you have purchased SmartMusic before: Log into your account with the e‐mail address and password that you used the last time you purchased and activated your subscription in SmartMusic. NOTE: You only need one subscription for each computer, so if your family has more than one musician in school, you’re all set.

2. Install SmartMusic (You can install SmartMusic from a disc or by downloading it) • New customers – You’ll receive an installation disc with your order (remove the CD from your basket only if you are downloading). • Returning customers – The SmartMusic application will prompt you when an update is released. • Installing from the disc: Follow the directions on the disc system requirements card. • Installing from the Download: Download SmartMusic from the right ‐hand side of the home screen at www.smartmusic.com , and follow the instructions on ‐screen.

3. Activate your Subscription • After you have completed the installation, the SmartMusic application will launch and you will see a Welcome screen. You must be online to activate a SmartMusic subscription. • Click the Activate button. • Enter the e ‐mail address and password you created when you ordered SmartMusic, and click Login .

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Playing Tests 6th Grade Band Schedule of Playing Tests

Scale/Exercise Due My Score Goal for next Date time First Quarter Method #65 Sept 19th Percussion play snare Pp. 40 Key of Concert Bb no. 1 and 2 Oct24th Percussion play snare Second Quarter Pp. 40 Key of Concert Eb no. 1 and 2 Nov 22nd Percussion play no. 1 on snare and no. 2 on mallets Pp. 40 Key of Concert Eb no. 3 and 4 Jan 10th Percussion play no.3 on mallets and no. 4 on snare Third Quarter (Handout) Chromatic Scale Feb 13th Pp. 41 Key of Concert F no. 1 and 4 Mar 20th Percussion play no. 1 on mallets and 4 on snare Fourth Quarter Technique Exercises on pp. 30 #154 and 155. May 2nd Percussion play 154 on snare and 155 on mallets

Submitting Playing Tests

1. Record yourself at home and create an mp3 or wav file. This can be done a few different ways. a. Use Smartmusic Software, play passage until you get the score you like and then save as an mp3 file. b. Use the mic on your computer and software like Audacity, Realplayer, or Windows Media Player. c. Use your phone and save file. 2. Log into Edmodo.com 3. Attach your file to the playing test assignment posted on the main page. 4. Make sure to check back for specific comments and feedback. 5. Record your score in the chart above to track your progress.

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Are You Taking Care of Your Instrument?

Flutes Clarinets Daily Daily • Keep flute dry by polishing the outside • Remove reed and dry it. Store in case. and running a cloth through the inside. • Swab out mouthpiece. • Dry pads with paper. • Swab out the inside of instrument. Weekly • Dry pads with paper. • Clean small spaces such as in between Weekly and under the keys. • Clean small spaces such as in between Monthly and under the keys. • Look for loose screws and tighten them Monthly • Oil Keys • Look for loose screws and tighten them • Adjust cork in mouthpiece • Oil Keys

Saxophones Brass Daily Daily • Never apply stress to neck or keys. • Push down valves and remove slides. • Use cork grease on dry neck joint. Shake out any water from slides. • Remove reed and dry it. Store in case. • Add valve oil by pulling valve halfway • Swab out mouthpiece. out. • Polish outside of instrument. • Polish outside of instrument. • Swab out the inside of instrument. Weekly • Dry pads with paper. • Clean inside of slides using a tube Weekly brush. • Clean small spaces such as in between • Polish slides and add grease. and under the keys. • Clean mouthpiece by soaking and Monthly brushing out inside. • Look for loose screws and tighten them • Clean water keys. • Oil Keys Monthly • Soak neck in soapy water (ask a pro • Clean valve casings and valves. before you do this) • Remove all slides and water keys. Soak slides and body in warm soapy Trombones water. Let dry thoroughly then re- Daily grease and oil valves. • Add slide cream to slide. • Drain moisture using water key. Percussion • Clean slides inside and out. • Keep mallet instruments covered. • Polish the surface. • Never touch cotton/yarn ends of Weekly mallets with hands. The oils destroy • Clean tuning slides inside and out. the instruments. • Wash mouthpiece. • Use proper mallets for designated • Clean water key. instruments (to not play the marimba Monthly with metal bell mallets). • Remove slide and soak both parts in • Wipe down bars of mallet instruments warm soapy water. Let dry then re- with a polishing cloth. grease. • Tune drum heads regularly with a drum key.

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How to Practice for Band • Always, always, always, begin with warm-ups. o Scales/Long Tones (3-4 minutes)-Go up and down selected scales trying to hit each note the first time and in tune. Start slowly giving each note at least 8 counts and then speed up eventually. Focus on breathing and posture during this time. Smartmusic Users: from the main menu select exercises then choose a scale exercise that you can play. Twisters are fun! o Playing Test Scale (3-4 minutes) Run your playing test passage slowly focusing on correct fingerings and tone. o Lip Slurs (1 minute) Practice going from the first note of the scale to the second, then first to third, then first to fourth, and so on. The second note of each pair should not be tongued. Change your embouchure and air speed to hit the higher note.

Notice that at least 5-6 of your daily 15 minutes of practice has been dedicated to warm-ups!! These are necessary to keep your embouchure and other skills in shape. Athletes never start a game without warming up first!!

• Next, practice your music. (8-10 minutes) o Play through the piece once as accurately as possible. Take note of any problem spots. Smartmusic Users: select one of our pieces from the SM homepage and play through it at a slower tempo. Make sure the metronome is on. o Go back to the problem spots and rehearse them one measure at a time. Do this slowly so that no notes or rhythms are missed. Smartmusic Users: Examine what notes are red and look over fingerings or missed rhythms. Set SM so it only play a 4 or 8 measure section and rehearse your problem spot slowly until you have it. o Once a problem spot has been fixed, play it together with the four measures before and after it. o Play through the piece again at a slowly increase tempo. • End your practice with something fun. (2-3 minutes) o Make up a song on your instrument o Play your favorite song o Try to figure out a song you heard on the radio o Smartmusic Users: Go into the solos section and select a piece of music that sounds interesting to you. There are many collections of music from movies and TV shows. You could also see what the older bands are playing and learn one of their pieces.

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Warm-up Sheet August/September

Date ______

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Date ______

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Name______Grade______Date_____ Listening Log

Early musical discoveries and Ancient Greece

Time Period:

Primary uses for music

1.1.1. ______powers a.a.a. Purify the ______(King DDavidavid playing for Saul) b.b.b. Heal the body c.c.c. Break ______laws (walls of Jericho) 2.2.2. Accompany Poetry a.a.a. ______used instruments to help tell stories b.b.b. The Odyssey, Agamemnon, Oedipus Rex 3.3.3. ______Ceremonies

Common Instruments:

_____ resembles a ______resembles a harp, Pythagoras flute but sounds more experimented with like an oboe string length and tenion.

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Musical Examples

Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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August/September

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5 minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Tone Quality - Is it full, pure, well-supported and resonant? Percussion-Sound of mallet or snare-are the bars being hit in the center? Is the snare being hit with a controlled sound? Intonation -are the correct notes played in tune? Percussion-correct sticking Accuracy -use of correct notes and fingerings

Technique/Articulation - appropriate tonguing, slurring, accents, attacks and releases. Tempo/Rhythm - appropriate speed and accurate rhythms/rests Musicality, Style, Interpretation -proper use of dynamics and phrasing Other Factors (st age presence, posture…etc) TOTAL SCORE

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Study Guide Theory Quiz #1

1. Be able to correctly name all of the lines and spaces on the treble clef or bass clef (depending on which instrument you play).

2. Be able to correctly name notes and rests. (See page 81)

3. Be able to identify if a measure has too many counts and which notes should be taken away to make the measure equal the correct number of counts.

4. Sort and Classify instruments into correct categories of woodwind, brass, and percussion.

Woodwind Brass Percussion Clarinet Trumpet Marimba Oboe Trombone Snare drum Saxophone Baritone Bass drum Flute Tuba Timpani

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Warm-up Sheet September/October

Date ______

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Date ______

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Name______Grade______Date_____ Listening Log Music of Egypt Ancient Egyptian Music Uses ______: Highest honor for musician…usually a woman. Called a Shemayet. Palace: entertain Pharaoh and officials. Battlefields: motivate soldiers, give commands ______ Farms: help pass the time Associated with the god ______and the goddess Bes Was not ______. We really do not know what it sounded like. Use of scales besides major and minor (phrygian, lydian, and Arabic). Modern Egyptian Music Heavily influenced by______, Greek, Indian, and Jewish cultures . Sufi Zikr Islamic devotional act, “______” Usually a near-silent recitation of the names of God along with passages from the Koran. Sometimes includes a group gathering called “hadra” Crowd recites names of ______ Soloists sings a highly ornamental song at the same time. ______Music Coptics: Christian church in Egypt Chanting of ______ Related to Ancient burial rituals Accompanied by cymbals and triangle. Contemporay Pop Hakim- king of street pop style called Sha’bi Combines traditional music with modern sounds. Known as the ______of Egypt

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Musical Examples Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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September/October

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Music Theory Quiz #2 Study Guide 6th Grade

1. Labeling notes on the treble or bass clef. a. Make sure you are checking the key and looking for accidentals. b. Sharps, flats, and naturals last the entire measure!! c. Be able to draw the correct note on the correct line or space.

Eb EbAb G G C B EbB G 2. Be ready to label the counting for different rhythms in a measure of music.

3. Draw a line from the articulation to its definition: a. < Accent=Heavy and loud b. Slur=smooth and connected c. . Staccato=short and separated d. _ Tenuto=Stretched out in length e. ^ Marcato=Short and forceful

4. Put dynamic levels in order from softest to loudest. Pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo

5. Essay: Describe how ancient Greeks and Egyptians used music in their everyday lives. Be specific and give examples of any instruments or song forms that come to mind.

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Warm-up Sheet October/November

Date ______

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Date ______

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Name______Date______Grade______Classical Music of India

A Brief History Ragas 2500 BC: inhabitants from Indus River Basis of Indian ______music Valley started community. Types of ______based on old melodies. 1619: British East India Company establishes ______(Bombay, Performers are allowed to improvise and Calcutta, Madras) make small changes to the melodies.

1857: Revolt causes Britain to take over Single melodies and rare ______. India. Goal is to create a trance-like state for 1920: ______begins non-violent ______. protests that lead to independence Ragas are not “composed,” they 1947: Clashes between Muslims and ______over time. Hindus leads to creation of ______out of India. Southern Indian Carnatic Ragas One of the ______music styles Northern Indian Hindustani Ragas Assigned to specific times of day or 7 rhythms and 72 ragas ______ Mostly ______ Can be instrumental, vocal, or a combination of both. Instruments include

______: intricate rhythm patterns Mridangam drum

Instruments include: Clay ______

Tablas Sarod

______ Tambura

Vina zither

Growing Popularity and Fusion Indian music not well known in America until ______

Ali Akbar Khan played a concert in ______.

American protesters in the 1960’s embraced Indian music’s ______qualities.

George Harrison of the ______even studied with famous sitar player Ravi Shankar.

As Indian musicians like Shankar travelled America, they were influenced by America’s native style: ______.

Ravi Shakar’s daughter, Norah Jones, is a famous ______artist.

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Musical Examples Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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October/November

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Theory Quiz #3 Study Guide

Level 1

1. Identify notes written on ledger lines . Ledger lines are extra lines added to the staff so higher and lower notes can be written.

F D B G E C B

2. Understand time signatures . Study page 83 a. The top number tells us how many beats are in each measure b. The bottom number tells us what type of note gets one count. c. In 4/4 time, there are 4 beats per measure and the quarter note gets one count.

3. Understand the difference between a tie and a slur .

Tie Slur 4. Be able to add tied notes together to say how much they are worth. (Refer to page at end of book)

5. Be able to list and define the following tempos a. Largo=very slow b. Adagio=slow c. Andante=walking speed d. Moderato=moderate/medium speed e. Allegro=fast f. Presto=very fast

6. Describe what good practice looks like at home (Refer to “How to Practice” page at beginning of book).

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Warm-up Sheet November/December

Date ______

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Date ______

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Name______Grade_____ Date______Listening Log Music of China History and Background China is one of the ______civilizations. 770-476 BC: ______◦ Civilizations advances quickly ◦ Value on scholarship, arts, science, engineering. ◦ Music usually performed in courts 25-220 CE: ◦ Silk ______◦ Introduction of ______ 223-262 CE: Ji Kang ◦ Classical ______at its peak ◦ Kang was a great poet, musician and philosopher 712-755 ◦ Classical music had declined, but ______was gaining popularity.

Chinese Music Created earliest ______in history 7,000 year old ______was discovered. Played the interval of a minor 3 rd Used math to create frequencies resulting in 5, 6, and 7 note scales ◦ Pentatonic ◦ Sextatonic ◦ Heptatonic Ensemble music generally has a form with 4 stages: ◦ Qi-______◦ Cheng-development of first theme ◦ Zhuan- change in ______◦ He-Coda/resolution of piece. Instruments Chinese music divided instruments into 8 categories based on the 8 different sounds that were created: ◦ ______-strings ◦ ______-flutes and reeds ◦ Wood-woodblocks and other percussion ◦ ______-stones hit with mallets ◦ Metal-gong/bells ◦ ______-ocarina ◦ Gourd-mouth organs ◦ ______-large drums

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Musical Examples Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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November/December

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Theory Quiz 4 Study Guide Level 1

1. Use a piano keyboard diagram to distinguish between whole steps and half steps. Study p. 86.

Be able to answer questions like: what note is a whole step above G?

2. Know your enharmonics!! An enharmonic is a note that has the same name and fingering as another note. For example: C# and D-flat are enharmonics. The others are listed below: E-flat and D# F# and G-flat G# and A-flat A# and B-flat E and F-flat B and C-flat

3. Label the correct counting underneath various rhythms. Know how to subdivide 16 th notes as well as 16 th /8 th note combinations. Study rhythm chart in back of book.

4. Discuss the difference between intonation and tone quality a. Intonation involves being “in tune.” If your notes are not in tune, you do not play with good intonation. Tone quality has to do with the actual sound of the instrument. If you sound is well-supported with plenty of air and an appropriate embouchure, then you probably have good tone quality. Bad tone quality results with not enough air, bad posture, and a poor embouchure.

5. Know how to adjust your instrument if it is playing sharp or flat. a. Remember this: SOFI (Sharp Out Flat In). If your instrument is sharp, pull something out (like a tuning slide or mouthpiece). If your instrument is flat, push something in (like a tuning slide or mouthpiece.

6. Be able to explain why a piece of music is from a certain culture. So far, we have studied music from Greece, India, China, and Egypt. Study your old listening logs or use the internet to review general information about each culture.

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Warm-up Sheet January/February

Date ______

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Date ______

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Name______Date______

The Renaissance and Baroque Eras

Renaissance Baroque Dates 1450 -1600 1600 -1750 Important • 1492-Discovery of ______• 1601-Shakespeare publishes Events • 1501-first music book printed Hamlet by Petrucci • 1636-Harvard established as • 1517-beginning of first American college Reformation • 1684-Newton examines______Texture • ______-many voices • Solo with accompaniment • ______-no instruments • polyphonic Forms • ______-Catholic service • ______religious opera separated into many sections without scenery costumes or such as the kyrie, Gloria, action usually based on a agnus dei, and credo biblical text. • Motet-polyphonic work where • Sonata-solo work for instrument many different texts are sung broken into movements at the same time • Suite-collection of dances • ______-vocal piece based • ______-polyphonic on a poem. instrumental work with 2-4 layers. Performance • Churches • Public Theaters Site • ______-wealthy or royal • Churches Instruments • Lute • ______Trumpet Used • Violin • Violin • Organ • Viola • Voices • Cello • Flute • Flute, Famous • DuFay-French • Bach-German, very prolific, Composers • Palestrina-Italian, innovated known for managing a church use of ______and writing lots of religious • Monteverdi-Italian music. • Handel-English, known for composing the ______• Vivaldi-Italian, known for “The Four Seasons.”

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Musical Examples

Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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January/February

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Study Guide for Theory Quiz #5 Level 1

1. Know the formula for a major scale. a. WWHWWWH b. Two wholes and a half, three wholes and a half. c. Be able to create a major scale (using the piano keyboard) starting on any note.

2. Label key signatures correctly. Study p. 82 a. Flatted keys: Find the second to last flat and name it. b. Sharped keys: Find the last sharp, name it, raise it a half step.

C G E F Eb

3. Fill in the missing count in each rhythm like the following.

___ 2 3 __ __ & 1 a 4

4. Understand musical directions: a. D.S.=Del segno (go back to the sign and play from there) b. D.S.al Coda=go back to the sign, then play until you see the words “to coda.” When you arrive there, skip ahead to the coda. c. Coda=the ending part of a song. d. D.C.= da capo (go all the way back to measure 1). e. D.C. al fine= go back to the beginning, then play until you see the words fine. You are finished when you arrive there! f. Fine=end. 5. Describe at least three things you need to do to keep your instrument in good condition. (Refer to the “Are you Taking Care of Your Instrument” page at beginning of book). a. Check my staff home page tab under Band Information, then Instrument Maintenance.

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Warm-up Sheet February/March

Date ______

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Date ______

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Name______Date______

The Classical Era

Dates 1750 -1825 Important • 1752: Franklin discovers ______Events • 1776: America declares independence • 1793: Invention of the cotton gin • 1812: War of 1812 • Edgar Allen Poe: American author/poet • John Constable: English ______

Philosophy • Learn from what the ______and Romans did many years ago • This is why Washington DC buildings have columns and look older than they are. • Music is meant to communicate______, not express personal ______• Emphasis on order, stability, and equal proportions. • Melodies should be lyrical and ______Texture/ • Homophonic: single, lyrical melody with accompaniment Harmony Instruments • Full Orchestra Used o More strings o Introduction of ______and ______o Percussion instruments added • ______Famous • Haydn (1732-1809) Composers o Father of the ______o Grew up in Vienna, Austria. o Worked for a Hungarian Prince o Crisp clean melodies and strict adherence to ______• Mozart (1756-1791) o ______, wrote first piece when he was five o Rebelled against ______institutions o Financial problems o Wrote many symphonies, concertos, and sonatas. • Beethoven (1770-1827) o Troubled ______o Started going deaf around age 20 o Huge contrasts in emotions/expressiveness.

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Listening Examples Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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February March

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Techni que/Articulation - appropriate tonguing, slurring, accents, attacks and releases. Tempo/Rhythm - appropriate speed and accurate rhythms/rests Musicality, Style, Interpretation -proper use of dynamics and phrasing Other Factors (stage presence, posture…etc) TOTAL SCORE

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Theory Review Quiz #6 Level 1

1. Know how to create a major scale using the formula WWHWWWH a. First write out the letters in sequence following the alphabet. b. Check the piano keyboard to see if there are any sharps or flats. (use page in back of book) c. Sharps or flats are written on the upper right side of the letter name, but are written on the left side of an actual note.

2. Identify key signatures with sharps and flats. a. Flatted keys: Find the second to last flat and name it. a. Sharped keys: Find the last sharp, name it, raise it a half step.

3. Write the correct counting underneath a rhythm. Study Counting rhythms page at end of book.

4. Know the following terms and what they mean: a. First and second endings b. Coda c. Fine (the end) d. D.S. al coda (go back to the sign, then when you see the words, “to coda,” go to the coda. e. D.C. al fine (go back to the beginning, then play until you see the word fine .

5. Know what STARS means when you sight read a piece. a. S=sharps and flats b. T=time signature and tempo c. A=accidentals d. R=rhythms e. S=Signs and Symbols

6. Listen to a piece and describe if it is Baroque or Classical. Use info learned from your listening logs to help support your answer.

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Warm-up Sheet April/May

Date ______

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Date ______

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Name______Date______

The Romantic Era Dates 1825 -1900 Important • French ______-transfer of power from royalty to middle class. Les Miserables Events • Darwin writes ______-1859 • American Civil War-1861-1865 • Telephone and ______invented -1876 • First gas buggy-1892 Philosophy • Emphasis on emotional expression • Rebellion against conventions-follow passion • Singable melodies • Music easily accessible to public Texture/ • Homophonic: single, lyrical melody with accompaniment Harmony • Diatonic ______• Harmonies should reflect the key signature and not be too ______• Emphasis on I and V chords (tonic and dominant) • Increased use of chromaticism, homophonic, melodies have large ______Instruments • Full Orchestra Used o More strings o Introduction of ______and ______o Percussion instruments added • ______Famous • Wagner (German) Composers o Wrote Ride of the Valkyries • Clara Schumann (Germany) o Married another famous composer, Robert Schumann • Tchaikovsky (Russia) o Wrote The Nutcracker ballet • Brahms (Germany) Forms • Same as classical but ______• Symphonies doubled in length and instrumentation • Single movement symphonic ______• Programmatic: music is supposed to represent something specific • ______Instruments • Addition of ______to brass instruments • Creation of tuba and ______• Much larger orchestras

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Listening Examples Title

Composer

Instruments Heard ( Timbre )

Form: Binary, ternary, rondo, theme and variations,

Defining Characteristics What makes this piece fit into or sound influenced by this time period, culture or style? Instruments? Use? An idea it’s trying to express?

Opinion Use details to support your answer, but feel free to be candid. Would you download this piece? Why/why not?

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April/May

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Music Theory Quiz #7 I Study Guide

1. Label each key signature correctly.

2. Identify how far apart the notes are from each other. Possible answers are: unison, 2 nd , 3 rd , 4 th , 5 th , 6 th , 7 th , octave

3. Each rhythm below (except for the last one) is worth one beat. Label the counting correctly under each rhythm.

1-----trip----let 1 e & 1 a 4. Know these words and definitions Crescendo Get louder Accelerando Speed up Ritardando Slow down Decrescendo Get quieter Slur Play a series of notes smoothly Tie Adds two note values together

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Warm-up Sheet May/June

Date ______

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Date ______

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Name______Grade______Date______Listening Log History of Rock music 1950’s • History: Cultures collide! Jazz, Blues, Folk, ______, and Rhythm and Blues all converge. o The invention of the 45rpm record creates easy ______to music. o White teenagers begin listening to music traditionally liked by African-Americans. o Invention of electric guitar, amps, and higher quality ______. • Characteristics: Consists of simple chord progressions and melodies with an emphasis on love songs. o Frequent use of I, IV, V, and vi chords • Artists: Elvis, Fats Domino, Jerry Lee Lewis, Little Richard, Buddy Holly. • Hit Songs: First #1 hit was in ______: “Rock Around the Clock” by Bill Haley and the Comets. o Jailhouse Rock-Elvis, Mack the Knife-Bobby Darin, Great Balls of Fire-Jerry Lee Lewis

1960’s • History: Folk revival, Korean War, Vietnam, Civil Rights movement, Hippie culture, Space Race, Kennedy Assassination, appearance of ______, MoTown, invention of TV. • Characteristics: A variety of styles emerge that fit different tastes: Folk, surfer music, bubblegum music, hard rock, and girl groups. o Song topics include political statements and ______• Artists: Bob Dylan, The Beatles, Jimmie Hendrix, The Shangri-Las, Beach Boys, Supremes, Rolling Stones, Pink Floyd. • Hit Songs :______-Beatles, Satisfaction-Rolling Stones, Let’s Twist Again-Chubby Checker, Penny Lane-Beatles, Sound of Silence-Simon and Garfunkel, Daydream Believer-Monkees

1970’s • History: FM Radio, 8-Track, and ______tapes are used to listen to music, Vietnam, Beatles break up • Characteristics :______gradually enter the scene. o New styles emerge: disco, funk, glitter rock, punk, rap, reggae, soft rock o Performing in arenas become trendy • Artists: Elton John, Fleetwood Mac, Queen, Bruce Springsteen, Eagles, Black Sabbath, Bee Gees • Hit Songs: Stayin’ Alive-Bee Gees, Let it Be-Beatles, YMCA-Village People, American Pie-Don Maclean, I Will Survive-Gloria Gaynor, Goodbye Yellow Brick Road-Elton John

1980’s • History: Iran Contra, Gulf War Begins, AIDS epidemic, ______revolution begins, Challenger explodes, John Lennon Killed, MTV launched • Characteristics: ______shape the way songs are written and recorded

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o New styles emerge: heavy metal, rap, hip-hop, synth-pop. • Artists: Michael Jackson, Madonna, U2, Bruce Springsteen, Whitney Houston, AC/DC, The Police, Prince, David Bowie, Wham, Billy Joel, Bangles, Journey • Hit Songs: Another Brick in the Wall-Pink Floyd, ______-Michael Jackson, Billy Jean-Michael Jackson, Like a Prayer-Madonna, Eye of the Tiger-Survivor, I Wanna Dance With Somebody- Whitney Houston, Another Day in Paradise-Genesis, Footloose, Kenny Loggins.

1990’s • History: Gulf War, Clinton Scandal, ______dies in accident, cell phones more accessible, Soviet Union collapses, Internet thrives, invention of compact disc. • Characteristics:______music is popular (ironic?). Bands rebel against big record companies and work for independent or small labels. o Jam Bands like Grateful Dead combine improvisation and rock styles. o Electronic music leads to development of techno-synthesized drum beats o Advent of the ______o Music is easy to distribute through the internet and also create electronically. o Country-Western pop gains popularity • Artists: ______, Tori Amos, Smashing Pumpkins, Sheryl Crow, Alanis Morissette, U2, Eric Clapton, Pearl Jam, Backstreet Boys, N’Sync, Ricky Martin, Meatloaf, Bon Jovi, The Cranberries • Hit Songs: My Heart Will Go On-Celine Dion, Vogue-Madonna, Gangster’s Paradise-Coolio, Don’t Wanna Miss a Thing-Aerosmith, Sheryl Crow-All I Wanna Do, Garth Brooks, Shania Twain

2000’s-Present • History: 9/11 attacks, War in Iraq and Afghanistan, Barack Obama elected President, Global Warming, Economy recession, ______become more frequent, invention of i-pod and i-tunes. • Characteristics: I-tune and stations like Pandora give people access to any style of music and any song at any moment. o This has led to ______of many styles as well as revivals of old styles. o Electronic music and home-made music is more popular because the creation of music is more accessible thanks to apps like GarageBand and ______. o Currently, a folk revival is happening through artists like Mumford and Sons, the Avett Brothers, and the______. • Artists: Pink, Bruno Mars, Lumineers, Adele, Justin Bieber, Jay-Z, Usher, ______, Jason Mraz, Katie Perry, Kelly Clarkson, Rihanna, Justin Timberlake, Lil Wayne, Maroon 5, Coldplay. • Hit Songs: Just the Way You Are-Bruno Mars, Firework-Katie Perry, Clocks-Coldplay, Baby, Baby, Baby-Justin Bieber, Ho Hey-Lumineers, Rolling in the Deep-Adele, I Will Wait-Mumford and Sons

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April/May

Urbana Middle School Band Practice Sheet Spend Your Practice Time Wisely!! 1. 5minutes: Work on scale passage for accuracy and memory. 2. 15 minutes: Isolate a problem spot on 1-2 songs and practice slowly until comfortable and then speed up. 3. 5 minutes: Work on a song outside of class, run your favorite song from top to bottom, write a short melody on your own. Month S M T W Th F S Total ______Minutes Week 1 Week 2 Week 3 Week 4 Week 5 Grand Total (should be 500 minutes or more) What are some things you are working on in our literature? Give specific measure numbers. ______What warm-ups did you use before practicing pieces?

Describe something you improved on and one thing you still need to improve in your playing. ______

Student Signature Parent Signature Date

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Student Playing Assessment

Date______Song Title 1 2 3 4 Comments

Superior (1-10) Good (11-14) Fair (15-21) Unsatisfactory (22-28) I II III IV

Comments:______

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Composition

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The Composition Process

1. Decide on the Style of your piece. What is your inspiration ? a. Nature b. Personal event c. Sound/melody you discovered while messing around/improvising d. History e. Other

2. Create melodies a. Brainstorm by improvising b. Play familiar pieces and create variations c. Improvise using a scale (major/minor)

3. Edit melodies a. Does you melody flow the way you want it to? b. Are all of the notes correct according to what you heard in your head?

4. Lay out form a. What order would you like your melodies/phrases to appear? b. Make sure song builds to climax in middle or end. c. Repetition is a good thing. (AABA, or ABACABA…repeat a section at least once)

5. Create harmonies and percussion parts to fit in a. These should complement your melodies and blend in. b. They should also match the chosen style.

6. Edit piece a. Do any measures still not sound quite right? b. Do you like the form the way it is? c. Do you like the balance between instruments?

7. Play through piece

8. Edit

9. Rehearse and polish

10. Perform for audience. Acknowledge criticism and praise through reflection.

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Name______Date____ Grade_____

Intro to Composition

Step One 1. Ask the person next to you how to make the perfect sandwhich. a. How could music be similar to talking?

b. How is it not similar?

2. A basic way to compose is by staying on one note but changing the ______

Creating a Variation 3. Composers work with many musical elements when writing music. They are: a. Rhythm b. ______c. Articulations d. ______e. ______f. ______

4. Create your own variation using the melody below. Change at least two of the elements listed above. Be ready to perform for the class!

5. If you finish early, take a melody from your concert music make a variation based on it. Phrase This!!

6. How can you tell is someone is asking a question?

7. How do you know when someone has finished their answer?

8. Melodies revolve around two very important notes.

a. Tonic : The first note of the scale. Makes the phrase sound complete and finished. A great place to begin and end. b. Dominant : The fifth note of the scale. A musical question mark. Tends to sound unfinished…like it needs an answer.

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9. Create your own four-measure musical phrase using your concert Bb scale. Measure 2 must end on the dominant and measure 4 must end on the tonic .

Adding Accompaniment

Accompaniment

Bass

10. Tonic Dominant Tonic Dominant Dom. Tonic

Melody: The most important part of a song…the part that you ______

Accompaniment: Can be ______or rhythms. Plays underneath and along with the melody

Bass: The ______note of the chord. Helps us know the chord progression.

Ostinato: A musical pattern that ______over and over.

Consonant: Music that is ______to the ear.

Dissonant: Music that is not ______to the ear. Create and Original Composition

Steps: 1.Prewrite 2.Write 3.Revise 4.Edit 5.Publish

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Name______Grade______Date______

6th Grade Composition

For this activity, you will be creating a new piece of music. You can create your music with one other person and it must meet the following requirements: 1. Have at least two different phrases (an A and a B phrase) 2. Use ABBA form 3. Be based on one of the prompts below 4. Use only notes from the Bb concert scale.

Prompts • Select from one of the following titles: o Help I’m Being Chased by a Dragon o Spring Has Sprung o Dreams Inside Dreams o Journey to the Hidden Cave of Doom • Give one of your melodies one of the following shapes:

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What Makes a Good Composition?? 1. Melody a. Keep it simple (we should be able to hum it back) b. Give it a definite shape i. Ascending and Descending

ii. Descending and Ascending

iii. Ramp

c. Use large leaps sparingly, stick with notes that are 2nds and 3rds. d. This melody is not interesting because it lacks shape and has no peak

2. Harmony a. Use chord progressions that emphasize the Primary Triads of the key b. The melody notes should mostly fall within the given chord. 3. Form a. Layout out the piece in a specific order. b. Repeat ideas to create importance c. Popular forms are: i. ABA ii. ABBA iii. ABCABA

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Music Glossary

8va : perform written music an octave higher A Tempo - a return to the preceding tempo a2 : previously split parts begin playing unison Accelerando -a gradual increase in tempo Accent - stronger emphasis on the beginning of a note; play attack one dynamic level louder. Accidental – A sharp, flat or natural sign that is not in the signature. Adagio - slow; mm=60-80 Air Speed: the rate at which the air moves Air Stream - a current of moving air Air Volume: the quantity of moving air Allegro - quick and lively; mm=120-144 Andante - medium/walking pace; mm=75-105 Anthem : a song of allegiance or loyalty Arpeggio – notes of a chord played one at time Arrangement: adapting or changing an original work Articulation - the manner in which notes are attacked, sustained, and released Asymmetrical Meters - meters that have beat units of unequal durations Attack: how a note is started

Balance – the way in which each part, performer, or section maintains its relative importance within the context of the piece being performed Band – an ensemble consisting of wind and percussion instruments Bar line - a line that separates the staff into measures. Barrel: the part of the clarinet that connects the mouthpiece to the first joint

Bass Clef (F Clef) – ? - a symbol at the beginning of the staff defining the pitch of the notes with F being located on the fourth line of the staff. Beat – the underlying pulse in music Bell: the end of the instrument that flares out and amplifies the sound Bell : the end of the instrument where sound exits and is amplified Bells/Glockenspiel: a mallet instrument with metal bars played with metal or hard plastic mallets Binary – Two part musical form; A – B Blues : an American genre of popular music, developed from African American field hollers, work songs, and spirituals, characterized by a 12-measure harmonic structure often expressing frustration, sadness, or longing Brass: instruments made of metal that require buzzing into a mouthpiece and use valves or slides to change notes Breath mark - ‘, directs the performer to take a breath or lift the bow Buzz : the rapid movement of the lips to produce sound

Caesura - a cessation of time Cantabile – in a singing manner Ceremonial : observances and procedures performed during formal and solemn occasions

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Choir – an ensemble consisting of vocalists Chord – three or more notes sounding at the same time Chromatic Scale – a scale consisting of 12 ascending or descending half steps Circle of 5ths – The circular, clockwise arrangement of the twelve keys in an order of ascending fifths. Coda - an end of a musical work Common Time - C - 4 beats per measure; quarter notes receives one beat Composition: the craft of creating original music Compound Meters - Meters that have 6, 9 or 12 as their top number, each beat is divided into 3 equal sub-beats. Con - with Conductor – the leader of an ensemble Consonant – pleasant sounding, not requiring further resolution Crescendo - gradually get louder; cresc.; < Cut Time/Alla Breve - 2/2, 2 beats per measure; half notes receives one beat

D.C. al Coda: return to beginning of song, play until you see to coda , then go to the coda D.C. al Fine: return to beginning and then play until you see fine. D.S. al Fine: go back to the sign and then play until you see fine . D.S. al Coda: go back to the sign, then play until you see to coda, then go to the coda. Da Capo - from the beginning Dal Segno - from the sign Decrescend o - gradually get softer; decresc.; > Diminuendo - gradually get softer; dim.; > Dissonant - relatively unpleasant sounding, usually requiring resolution divisi – the division of a section into two or more parts Dolce – sweetly Double bar line - indicates the end of a piece. Double Reed: a pair of joint reeds that vibrate together to produce sound on instruments such as the oboe and bassoon Drum head : the membrane that is stretched over the drum frame Duet – two musicians performing a featured selection Dynamics - The varying degrees of loudness and softness within a musical composition

Embouchure: the use of facial muscles and the shaping and placing of the lips to the mouthpiece of a wind instrument Enharmonic Tones – notes that sound the same but are written differently. For example; C sharp and D flat. Ensemble – a group of musicians performing together Etto - suffix; less Expressive Elements – dynamics, style, articulation

Fermata – Sustain a note beyond its written value, typically twice its value or until released by the conductor. Fine - the end Flat – A symbol indicating the note is to be lowered by one half-step.

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Form – the organization of a musical composition Forte – loud; f Fortissimo - very loud; ff Frame/Shell: the cylinder over which the head is stretched

Half Step (semitone) – the closest pitch above or below any given pitch on a keyboard Harmony – the effect of two or more different pitches sounding at the same time

Improvisation: the craft of creating original music in real time Interpretation - how a musical work is performed in relation to its style Interval - The distance between any two pitches Intonation – the correct pitches performed in tune Intonation – The degree of accuracy with which pitches are produced. Issimo - suffix; intensifier, a greater degree of

Key Signatures – a series of sharps or flats, shown after the clef and before the time signature, which indicates the basic scale and tonality of the piece.

Largo -very slow; mm=41-60 Ledger lines – Lines above or below the staff allowing for the extension of notes beyond the written staff. Legato - in a smooth and connected style Ligature : a clamp that attaches the reed to the mouthpiece Loco : return to written pitch, usually following a passage played an octave higher or lower Lyre: a stand that attaches to an instrument to hold music Lyrical : a piece of music that expresses deep personal emotions

Maestoso -majestically Major – a triad made up of the following characteristics: Lower 3 rd is major, upper 3 rd in minor Major Scale – A scale comprised of the intervals whole step, whole step, half step, whole step, whole step, whole step, half step. Marcato - heavily stressed and marked; play one dynamic level louder and in a detached style. March : music with a steady beat in 2/4, 4/4, or 6/8 time, suitable for a parade or procession Marimba: a large mallet instrument with wooden bars played with yarn mallets Match grip: when the drumsticks are held the same way in each hand with palms facing down Measure – The unit of measure where the beats on the lines of the staff are divided up into two, three or four beats to a measure, or the distance between two bar lines. Melody – a successive line of single pitches perceived as a prominent musical thought made up of line, range, and contour Meno - less MezzoForte - moderately loud; mf MezzoPiano - moderately soft; mp Minor – a triad made up of the following characteristics: Lower 3 rd minor, upper 3 rd major Moderato - moderate speed; mm=85-10 Molto - much; very Mosso - motion; movement

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Moto - motion; movement Mouthpiece : part of a musical instrument placed in or against the mouth Mute : an apparatus placed in the bell to dampen the sound or change the timbre

Natural – a symbol that cancels previous accidentals and represents the unaltered pitch of a note Natural Minor Scale – A scale compromised of the intervals whole step, half step, whole step, whole step, half step, whole step, whole step

Octave – distance between a pitch and the next highest or lowest pitch with the same name One-measure Repeat Sign: indicates to repeat the previous measure and then move onto the next Ostinato – a persistently repeated phrase.

Percussion Clef (Neutral Clef No-pitch Clef ): indicates that the lines and spaces on the staff do not designate specific pitches Percussion: instruments in which sound is produced by striking one object against another. Phrase - a basic unit of musical thought; much like a sentence Pianissimo - very soft; pp Piano – soft; p Pitch – the highness or lowness of a sound. Piu - more Poco - little Presto - very quick; mm=140-170 Programmatic : music that is intended to represent images, ideas, or events

Quartet – four musicians performing a featured selection

Rallentando - a gradual slowing in tempo Reed : a thin piece of wood or cane that attaches to a woodwind mouthpiece in order to create vibrations Release: how a note is ended Repertoire – a body of works that a musician or ensemble has in readiness to perform at a given time Rests – silence that is of equal value to the corresponding note values. Rhythm - durations of sounds and silences Rim: a hoop or ring used to hold a drum head against the frame/shell Ritardando - a gradual slowing in tempo Ritual : a religious or solemn ceremony with a prescribed order Rondo – A musical form where the principal theme is repeated several times: ABACAD Round – A composition in which the same melody is started at different times and sounded together. Rubato – expressive and rhythmic freedom

Scale – an ordered collection of pitches Sforzando - a sudden, strong attack Sharp – A symbol indicating the note is to be raised by one half-step.

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Simple Meters - Meters that have 2, 3 or 4 as their top number, each beat is divided into 2 equal sub-beats. Slide : the part of the trombone that is extended and retracted to change pitch Slur - a curved lived connecting notes of different pitches indicating a smooth, connected style. Snares: wires or cords stretched across the bottom of the drum Soli – one section performing a featured selection Solo – one musician performing a featured selection Spiritual : an original folk song of African American origin Spit Valve/Water Key : the opening in which accumulated liquid is released from the instrument Staccato - in a separated and detached style Staff – A series of five horizontal lines on and between which musical notes are written. string orchestra – an ensemble consisting of string instruments Strings: instruments in which sound is produced by the vibration of strings Style - the particular character of a musical work, a performance, or an historical period Subito - suddenly Suite : an instrumental piece that contains several shorter pieces Swing: a style of jazz made popular by big bands in the 1920s characterized as written eighth notes performed as a triplet with the first two notes tied together Symphonic orchestra – an ensemble consisting of string, wind and percussion instruments Syncopation – rhythmic effect which places emphasis on a weak or unaccented part of the measure.

Tempo - the speed at which a piece of music performed Tenuto – sustain for full value Ternary – a three part music form (A-B-A) in which the first and third parts are musically identical, or very nearly so. Tie - a curved line connecting notes of the same pitch and combining the duration value of both pitches. Timbre (tone color) – the unique sound of each voice or instrument Time Signature – Appears at the beginning of a piece of music following the clef and key signature. The top number indicates the number of beats in each measure and the bottom number indicates what note gets one beat. Timpani : large tunable drums with single heads stretched over bowl-shaped shells Tone – A definitive sound of pitch. Tonguing: to separate or articulate notes by shutting off the air stream with the tongue Transposition: when the written pitch is at a consistent interval above or below sounding pitch

Treble Clef (G Clef) – & - a symbol at the beginning of the staff defining the pitch of the notes, with G being located on the second line. Triad – a three note chord Trill – rapid alternation of a written note and the note above Trio – three musicians performing a featured selection Triplets – A group of two notes performed in the time normally occupied by two of the same type of notes. Tuning Slide : the part of the instrument that is manipulated in order to adjust the pitch Tutti – everyone performs

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Unison – everyone performs the same notes and rhythms

Valve : the part of the instrument that is pressed to change pitches Vibraphone : a mallet instrument with metal bars that has a pedal and motor which allows notes to be sustained with vibrato Vibrato – a regular fluctuation of pitch and intensity

Waltz: a dance in triple meter Whole Step – the combination of two half steps Whole, Half, Quarter Eighth and Sixteenth notes – values of note duration. Woodwinds : instruments in which the sound is produced by blowing across an aperture or by the vibration of a single or double reed.

Xylophone : a mallet instrument with wooden or synthetic bars played with hard plastic or wooden mallets

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Rhythms

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Key Signatures

1. Key signatures come from scales. Look at the B-flat scale below.

The B -flat scale contains two flats: B-flat and E-flat. If instruments are to play the correct fingerings, then the flat sign has to be placed in front of the notes.

Rather than writing B -flat and E-flat next to every note, the composer writes those two flats next to the clef so the player knows to play those notes flat each time.

2. How to figure our what key (or scale) a piece is based on:

For Sharps: • Look at the furthest sharp to the right. (C-sharp in this case) • Raise it one half step (C-sharp up a half step is D) • That is the key (or scale) the song is written in. • Half steps are what the chromatic scale is written in • The chromatic scale is: C C# D D# E F F# G G# A A# B C

For Flats: • Look at the second to last flat from the right. (Eb in this case) • That is the key (or scale) that the song is written in. • This means all E’s, B’s, and A’s need to be played with the flatted fingering.

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The Circle of Fifths. 3. Scales are related to each other. For example, the C scale has no sharps or flats, but the G major scale has only one sharp. G is the 5 th note of the C scale. What is the 5 th note of the G scale? D!! How many sharps does the D scale have? 2!! Notice the pattern? 4. The inside circle represents all of the Relative Minors for the major keys.

Order of Sharps: FCGDAEB ( Five Cats Go Down An Escalator Backwards )

Order of Flats :BEADGCF ( it’s the order of sharps written backwards)

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