Category Archives: Tass

Tass Week 2 – Wednesday -AMV -Vocal

  • silly start:
  • Warm up
  • Handout – scales and arpeggios – the aristocats
    • 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.
  • Siya hambe
    • with some percussion

Tass Week two – AMG: Guitar

Guitar Week Two – Here’s what we did.
  • Pump up – Youtube video: Andy McKee’s version of stairway to heaven



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

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

If advanced – review travis picking – do G G C D  one bar each

(should be review – keep practicing)

Test: – ode to joy- #32 melody with chords

  • 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

Tass Week Two – AMU – instrumental

Here’s what we did:

  • 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



Tass Week Two – AMV: Vocal

Here’s what we did, in a nutshell

  • 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.

We need a new song to sing for tomorrow.


Tass AMV – Vocal February 8th

New student today – welcome!

  • 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.

Tass AMU instrumental Feb. 8th

So here’s what happened and some thoughts.

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.

TASS Guitar Tuesday February 7th

What we did in Guitar class… abbreviated

  • String Quiz – naming all six strings fo the guitar.
  • Theory: lines and spaces of the treble clef.
    • Compare sheet to notes we know from the book – e, f, and g
    • Circle and label notes we know.
  • Handout: chordchart 
    • Copy All chords learned yesterday into chord chart.
    • New chords – easy G, D7 and G
  • Play through he’s got the whole world in his hand
  • review page 9 – notes e, f and g – play on guitar, play #13, 14, 16
  • play through 17 with recording – spanish theme
  • Listening example: Hank Williams Jambalaya (on the Bayou)
    • What do you hear
    • Do you like it and why or why not.
  • play through #20 (on your own)

This class seems very anxious with a huge difference in abilities. 

Tomorrow I will separate into two more distinct groups and focus on their needs.