Transposition Practice Worksheets (PP)

Week 14 May 5

Due May 12

• Complete Band Handbook Website
  
• All assignments must be submitted by Friday, May 8
  

Week 13 April 28

Due May 4

• Special Topics: What questions do you have (primarily about teaching instrumental music)?
  • Add questions to the Discussions Post in Canvas
• All assignments must be completed by May 8

Week 12 April 21

Due April 27

• Reading: - Feldman - Ch. 5 and Cooper-pdf Chapter 15
  
  • Philosophy of Instrumental Music Ed
    
  • Write a couple of paragraphs - will be added to your general music education philosophy
• Begin compiling your band handbook
  

Week 11 April 14

Due April 20

• Ch. 20, Budget and 21, Copyright
  
  • Create a HS instrumental music program budget
    
  • Write a short and simple copyright policy for a music department

Week 10 April 7

Due April 13

• Create a detailed report card for band class
• Brainstorm a Theme for NVU Concert Band and then create a 6 piece program based on that theme. Difficulty levels 3-5 (medium easy - medium advanced). JWPepper is a good source.

Week 9 March 31

Due April 6

• Read Chapter 8 - Assessment
  • How can a curriculum help us in our teaching?
  • What is a spiral curriculum?
  • What is “authentic” assessment?
• Make a list of at least 5 elements of what to assess in a self-assessment student practice log
• Create the practice log
• What are strategies to ensure that students will actually use it?

Week 8 March 24

Due March 30

• Complete Band lesson plan (PDF) | Band lesson plan (DOC) for warmup and chorale arrangement (in Canvas by 3/30)
• If using Sibelius in Lab (recommended) save as Sib. 7 or 7.5 file in addition to sib. 8
• Identify possible rehearsal problem spots in LP
• Research and brainstorm 3 strategies for teaching band class remotely (See Canvas for Resources)

Week 7 March 10

Due March 23

Week 6 March 3

Due March 9

• Find a Bach chorale to arrange — post or send it to me, begin to plan arrangement
  • Choose which instruments will play which line
  • Do you want them to switch around
  • Different instrumentation on different phrases/repeats
  • Dynamics, articulation, phrasing, breathing
  • What should percussion do?
    
• Review Ostling’s Criteria (p. 142-143) and apply to your piece
  
• Chapter 12 - Rehearsals
  
  • How can we use lesson plans to structure rehearsals?
    
  • Write metaphors or analogies for the following:
    
    • Crescendo
      
    • Play lightly
      
    • Play smoothly
      
• Chapter 14 - Intonation
  
  • What are some strategies to help students to hear the difference between sharp and flat?
    
  • Describe one way to help students hear pitch discrepancies

Week 5 Feb. 18

Due March 3 (after break)

• Chapter 9 - Repertoire
  • #2, 3, 10
• Chapter 10 - Score Study
  • How does the concept of Macro-Micro-Macro apply to the score study process?
  • What are some effective ways to mark a score for use in rehearsal and performance?
• Choose a band score to prepare (folder of examples in Google Drive folder)
  • Mark up what you think is necessary
  • Be prepared to share in class
  • Scan your marked up score and upload it to Canvas

Week 4 Feb. 11

Due Feb. 18

• Chapter 3 - Tonality, Melody, and Singing
  • Why is an understanding and awareness of tonality important?
  • How can we help students understand tonality and sing with tonal awareness?
  • How can we encourage students to be comfortable singing in rehearsal?
• Chapter 4 - Teaching Improvisation and Composition
  • Design a warmup that teaches elements of improvisation (#3)
  • Design a composition activity that a band can work on as a group (#4)
    • Be prepared to discuss warmups
• Complete first observation (at least)
• Complete Observation write-ups -post on Canvas
  • Be prepared to discuss

Week 3 Feb. 4

Due Feb. 10

• Study for Transposition Quiz Thursday, Feb. 13
  • You will need to:
    • Write which instruments are Bb, Eb and F transposing
    • Write the rationale for transpositions (Written "C" sounds the instrument transposition name)
    • Write the letter names of sounding and reading pitches
    • Write the notes on the staff for sounding and reading pitches
• Add instrument part and chair placement to one of your seating charts
  
• Chapter 1- An Intro to Sound-to-Symbol
  
  • Activities/Assignments (p.17) #3, 8
    
• Chapter 2 - Teaching Rhythm & Rhythm Reading
  
  • Activities/Assignments (p.46) #2 (but just make 4 flashcards) #3 (but just teach 1 flashcard) #4
    
• Chapter 7 - Classroom Management
  
  • Activities/Assignments (p.98) #3 (but just write 2) #5

• Observe Elementary Band class before 2/18
  
  • Fill out observation form and post on Canvas

Week 2 Jan. 28

Due Feb.3

• Reading
  • Ch. 16 - Motivation
    • Activities/Assignments: #2, 3
  • Ch. 17 - Recruiting, organizing, starting
    • What are the "habits of musicianship"?
    • What are strategies that can be used to control and balance instrumentation?
    • What are some factors to consider when deciding which grade to offer instruments?
  • Ch. 19 - Promotion & Advocacy
    • What are the pros and cons of fundraising?
    • What is the difference between individual and group fundraising and their respective advantages and disadvantages?
    • What are ways to regularly showcase a music program to the community?
• Design 2 seating plans (use drawing doc or your own - paper is fine but scan it as a PDF and put in your folder)
  • NVU Band (MAKE A COPY!)
  • Beginning Band (Smaller numbers and fewer instrument types)
• Continue to memorize score order and instrument transpositions
• Fill in the blanks on transposition worksheet in Google Folder (MAKE A COPY!)
• Study for Score Order quiz
• Set up band observation - must be confirmed by next week and completed before Feb. 4

Week 1 January 21

Due January 28

• Fill out the Score Order Sheet: Full Band, Beginning Band and each instrument's Transposition note - make a copy and work with the copy in your folder.
• Read Chapters 6 & 11 (Special Topics: Two Models of Teaching; Large Ensemble Set-up
  • Answer these questions:
    • Chapter 6
      • Which Teaching Method - Direct Instruction or Discovery Learning - is best suited for the following?
        1. How to juggle
        2. How to play a phrase expressively
        3. How to hold a violin
        4. How to determine a band’s medium volume
    • Chapter 11
      1. How should the strengths and weaknesses of an ensemble affect its set-up?
      2. What general strategies and principles should we consider when designing a set-up?
      3. Memorize score order and instrument transpositions
• Set up observations (Note firm due dates above)

• Navigate to the class google folder and create a folder titled "your name" and share it with me
• Explore the class website and read the syllabus and outline and resourceshere or on Canvas