• Take it bar by bar
• explain and look at importance of Solfege syllables
• reinforce tonic \ dominant relationship
• Key changes: – discuss and look at the progression starts in C, then goes to D, then E, then F – follows the scale from the beginning.

• with some percussion

• play through, listen to progression of chords

• Play together – oops didn’t realise missing parts, start at B

• Work on phrasing
• Breathing marks – beat before each letter.

• refine sections

• #1 – to warm up
• #4 – good
• #7
• #16 – review from yesterday – needs accuracy
• Marching in spot, and singing
• Marching down the hall while singing..
• practice

• learning by rote
• first phrase down..
• add some percussion

Loch lomond

• Pump up – Youtube video: Andy McKee’s version of stairway to heaven

E-------5-7-----7-|-8-----8-2-----2-|-0---------0-----|---------------
B-----5-----5-----|---5-------3-----|---1---1-----1---|-0-1-1---------
G---5---------5---|-----5-------2---|-----2---------2-|-0-2-2---------
D-7-------6-------|-5-------4-------|-3---------------|---------------
A-----------------|-----------------|-----------------|-2-0-0---------
E-----------------|-----------------|-----------------|---------------

• Beginners- out in the hall practice transitions C,D,G.
• Advanced: assessment – play the following chord progression:

G / / / | C / / / | G / C / | D / D7 / : |

• Back to beginners
• Single notes
• review – e, f, g   and b, c, d – on the smartboard
• playing
• #25
• #27, and under – b,c,d,e,f,g
• #29
• Playing test: #32 – ode to joy -
• beginners – only melody
• advanced – chords & melody @ same time
•  Everyone
• If I had a million dollars - If I Had a Million Dollars

• Warmup – scales , Bb, Eb, F, Ab – scale in fourths
• Worked the scale in a row- timing, and accuracy – develop as a group
• Balance builder #10
• NEW: Articulation Studies #118 – look through silently 30 sec, play through 30 sec. then play as a group.
• Isolate ONE bar, and play it over and over again.
• 20 min Jazz sectional in the hall – went well

We acquired two co-op students in our class, one is learning a second instrument (trombone) and helping Karn.  The other is helping others and taking up conducting.

Learning goals for today:

•  increase fluency on scales
• pattern recognition in new pieces and sight reading
• Introduction of playing piece
• rehearse either jazz pieces or #118

• small groups – work on balance and blend
• Bring back to main group – play together

• Warmup – massage, humms, vowels, sequences etc.
• Sight singing
• #1 – lullaby – focus on quick articulations at beginning – “L” sound too long.
• #9 – part 1, then part 2, then together
• #12 – reinforce tonic dominant relationship
• stuck on 2nd half
• #16 – Divide into 3 groups
• determine and agree upon syllables
• clap through the rhythm
• Say words with proper rhythm
• Sing through with syllables
• Sing through with words
• Bring together and sing together
• Seven elements of music

1. Melody – the recognizable sequence of pitches in the forefront of a piece of music
2. Harmony – the simultaneous occurrence of pitches
3. Rhythm – the small organization of pitches into quarters, eights, tempo, beat and pulse
4. Timbre – the tone quality of the pitches – i.e. guitar with and without a fuzz or distortion pedal
5. Texture – the number and variety of instruments playing at one time.
6. Form – the larger organization of notes into recognizable and contrast-able sections. i.e. Song form– Verse Chorus, or ABA
7. Dynamics and Articulations – How the pitches start  or the attack or each note and level of sound produced. i.e. Forte, loud, soft, accented, staccato.

• Listening example: http://grooveshark.com/#!/s/Ben+Heppner+Der+Rosenkavalier+Strauss/2KZV6K?src=5
• recognize at least one example in the music for each of the seven elements
• Discuss.

We need a new song to sing for tomorrow.

• Warm up – breathing
• Hissing – longest hiss
• Circle massage warm up – release tension, build trust in group.
• hum – chew the hum
• Open hum to different vowel sounds and back
• Eh Ee Ay o oo
• range sighs – up and down
• Consonants – repeat after me.
• d drd drmrd drmfmrd drmfsfmrd
• Sight Singing book -
• review #1, 2, 3
• New – #4 tick tock – focus on consonants – staccatto – short
• reinforce tonic and dominant relationship – a little shakey – must further reinforce tomorrow.
• new #5 prum pum pum – much better
• #7 new syllable “mi” between do and sol
• prior knowledge – Solfeggio – opening do mi sol do`
• Exercise 7 – shakey because of rhythms – work more on rhythms in future. – use percussion to help?
• Solfeggio – worked on beginning section and melody
• Chord at beginning sounds shakey – Alto’s (group 2) seem unsure – find right mix of experience for second group.
• Began working on harmony part with second group.

Ran out of time today.  Tomorrow I should start with Solfeggio and mix up groups.  Have everyone be able to sing every part so that we learn from each other and find strengths.

• Reference chord chart
• let’s add a new chord D (one of the most important.. but not visited until later in the book)
• Added D to chord chart
• Stressed Transitions between chords -
• Practice following transitions, going slowly, then speeding up.
• C to D
• D to G
• C to G

Down on the corner by CCR -

New student – name went down with attendance – hasn’t played since grade 10 – flute…

• Flutes given opportunity to switch – some are worried about being behind learning a new instrument. (fears quenched?) Only one flute switch to Alto Sax.
• Started with personal warm up – Some need to have a more concrete warm up routine – address tomorrow.
• Paige working with Karn in Hall – I went out to help – lips not suited to flute – switched to trombone – found success.
• Warm up as group – Bb concert, #1 in Symphonic Band Technique (SBT), Ab Concert, D minor – Harmonic and melodic – discussed differences and how to remember.
• #3 in SBT – look at chords (are you the root) – talked about roots of chords.
• Band Piece – “The Phantom of the Opera” arr. Jay Bocook
• sight reading
• trouble spots
• 59 to the end (last five bars) – memorize notes to effectively assess rit.
• Etude #89 – play through.

This class was a test of how individuals worked as I needed to spend some time with Karn transfering him to trombone.  Strategies for self directed practice were given and should be followed up on tomorrow.