dr. hodges’ lesson plan
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04/19/23
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Dr. Hodges’ Lesson Plan
04/19/23
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Band 8
04/19/23
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Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
04/19/23
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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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
04/19/23
To
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Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
04/19/23
To
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Individuals
Needing
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Think
Listen
Count
Book Exercises
• 38– Count and Clap– Play
• 39– Count and Clap– Play
• 40– Count and Clap– Play
04/19/23
To
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Individuals
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Think
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General Music 8
04/19/23
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Individuals
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Think
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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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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• Those originally made of wood or using a reed to create the sound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
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
04/19/23
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Individuals
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Listening 1
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
04/19/23
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Listening Example 2
• Compare and Contrast with example 1
04/19/23
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Listening 2
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
04/19/23
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Individuals
Needing
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Think
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Count
Band 7
04/19/23
To
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Individuals
Needing
Knowledge
Think
Listen
Count
Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Book Exercises
• 34– Count and Clap– Play– Hear Saxophones
• 35– Count and Clap– Play
• 36– Count and Clap– Play
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
General Music 7
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
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
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 2
• Compare and Contrast with example 1
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
General Music 6
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
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
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Listening Example 2
• Compare and Contrast with example 1
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Band 6
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
Tone Review
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
• C_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
• g_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
b1
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
___________________________b_____________________________
_________________________________________________________
Name the tone
• B flat _________________________________________________________
_________________________________________________________
_________________________________________________________
___________________________b_____________________________
_________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
f1
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
_____________________________#___________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
f sharp 2
_____________________________#___________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
• Great F _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the toned1
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
e2
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
______________________#__________________________________
_________________________________________________________
Name the tone
• C sharp _________________________________________________________
_________________________________________________________
_________________________________________________________
______________________#__________________________________
_________________________________________________________
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
Name the tone
• B _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 7
• 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.
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Book Exercises
• 18– Count and Clap– Play– Hear Saxophones
• 19– Count and Clap– Play
• 20– Count and Clap– Play
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