Director: Band/Music: Mr. Ferman

Band Week: Thirty-Six and Thirty-Seven

Lesson-Band-Wk36 Download

Music Week: Thirty-Six and Thirty-Seven

Lesson-Music-Wk36 Download

Band Week: Twenty-Two and Twenty-Three:

Lesson-MusicK2-Wk23-1 Download

Lesson-Band-Wk23 Download

Lesson-MusicK2-Wk23 Download

New Band Hours for 2023-2024
Monday thru Friday 7:45 to 8:35 Monday and Tuesday 3:30-4:15

We have increase the programs available for students.

Monday:
• 3:30-4:15 – Advance Orchestra class
- String and Band
- Violin, Viola, Cello / Band Instruments
Tuesday:
• 3:30-4:15 – Advance Orchestra class
Wednesday:
• 2:30-3:00 Choir – 1-2nd
• 3:00-3:30 Choir – 3-6th
• 3:30-4:30 Mariachi Band
• 5:00-5:55 Scout (Not part of Free Arts Program)
Thursday:
• 2:30-3:00 Choir – 1-2nd
• 3:00-2:30 Choir – 3-6th
• 3:30-4:30 Mariachi Band
Friday:
• 3:30-4:30 Robotics, Lego Design (Not part of Free Arts Program)

Concert:

May 02, 2024: Opera by Students

Practice singing Fifty Nifty:

Download

March 22, 2024: Opera by Students

Learn the words:

Tahuwai la a tahuwai wai la
Ehu hene la a pili koo lua la
Pututui lu a ite toe la
Hanu lipo ita paalai
Tahuwai la a tahuwai wai la
Ehu hene la a pili koo lua la
Pututui lu a ite toe la
Hanu lipo ita paalai
Au we ta huala
Au we ta huala

Lesson:

Week: 26:
Objectives and Goals:

Students will be able to sing an entire song with a piano accompaniment.
Student will be able to understand musical concept of round.
Student will learn about the five basic kinds of mountains:
Fold Mountains (Folded Mountains)
Fault-block Mountains (Block Mountains)
Dome Mountains
Volcanic Mountains
Plateau Mountains

Arizona Academic Standards in the Arts:
Anchor Standard # 4: Select, analyze, and interpret artistic work for performance.
MU.PR.4.1c With appropriate guidance, read and perform rhythmic and melodic patterns using notation (e.g., traditional notation).

Vocabulary:
NCCAS:
Beat-Underlying steady pulse present in most music
Form-Element of music describing the overall organization of a piece of music, such as AB, ABA, rondo, theme and variations, and strophic form
Musical idea-Idea expressed in music, which can range in length from the smallest meaningful level (motive or short pattern) through a phrase, a section, or an entire piece Rhythm-Duration or length of sounds and silences that occur in music; organization of sounds and silences in time

Materials:
• Piano
• Chalkboard/chalk
• Five images of Mountains

Teaching Procedures (estimated total time: 10 minutes)

Introduction: Welcome the class. “Today we are going to learn a song about a vacation spot”. Ask where a few favorite vacation spots are. Tell the class that their answers are all great places and that my favorite place to go on vacation is the mountains. Ask “Who else likes the mountains?” Explain that today we are going to learn a song called “I Love the Mountains”.
Ask children to listen for how many times they hear the word “I” (5 times) at the beginning of a sentence in the song. Sing the song for the children and restate question. Praise correct answer or repeat song again for incorrect answers.
Talk about the different types of Mountains.
Next, tell children to show the melody using their hand. Moving the hand up means a higher pitch, while moving the hand down is a lower pitch. Model and have them try. Applaud students if they do well. Try again if students don’t get it quite right the first time.
If they did very well, we will learn sign language to a few words. Write words on the board. Teach the sign language for the words “mountains”, “flowers”, “fireside”, and “lights”. Sing the song and do the motions as a class, while still modeling. Congratulate the students if they do well. If they aren’t getting it, teach the sign language again.
Now, the students can “Be my echo”! Sing the song phrase by phrase, giving starting pitch singing “ready” each time. Praise students.
“Now we are going to put all of the song together!”. Have the students then sing the full song by themselves. Commend children if they do a good job. Repeat process if they need work.
Sing the song one last time with piano accompaniment for reinforcement. Start class off then drop out to ensure they can do it alone. Tell the class that they did a wonderful job. Next time they will get to learn this song as a round and with an ostinato!

Week: 25:
Objectives and Goals:

Students will learn the traditional folk song De Colores. The Spanish lyrics will give non- Spanish speakers the opportunity to sing in another language. Instrumental students can learn the parts and play along with the BPO video recording. Students will understand the importance of folk songs in preserving and passing on cultural stories, values and traditions.

Arizona Academic Standards in the Arts:
MU.PR.4.1b and MU.PR.4.3b:With appropriate guidance, demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. beat and melodic contour)./Demonstrate knowledge of musical concepts in music from a variety of cultures selected for performance (e.g. meter and tonality).
MU.PR.6.3a: a. Perform music with appropriate expression and technique (e.g. posture, tone, and breath support).

Video of De Colores performed by the Buffalo Philharmonic Orchestra and vocalist Alejandro Gómez
Lyrics and music for De Colores (provided)
Optional: Music parts for instrumental students (provided)

Week: 24:
Objectives and Goals:

When rehearsing the new music, “Rock’n Robin” arranged by Albert Davis, students will be able to perform the contrasting sections with accurate balance and blend.

Students will specifically be able to improve upon their balance and blend by working on active listening, building awareness, and engaging basic theoretical knowledge.

Arizona Academic Standards in the Arts:
MU.CR.1.4a and MU.CR.1.6a: Improvise rhythmic, melodic, and harmonic ideas within a specified form (e.g. AB, ABA, rondo, theme and variations, etc).
MU.CR.1.3a: Improvise rhythmic and melodic ideas (e.g. beat, meter, and rhythm).

Materials needed:
Music parts for “Rock’n Robin”, teacher-developed warmup exercise, music stands and chairs

Warmup and Introduction:
Starting with Rubank Scales to get students Embouchure warmed up, we will review moving by step and moving through arpeggios. Using the teaching developed “Chorale Warmup for Band”, the students will play the chorale. The teacher will ask questions throughout such as what pitch of the chord do you have? Who has moving notes here?

Instructional Sequence: (Procedure)

Introduce the song De Colores with some background information about its origins: De Colores is a well-known Spanish folk song that means “Of Colors.” The lyrics are an expression of happiness and celebration that our world is full of so many colors.
Briefly discuss with students: What is a folk song and why are they important? Some points to include:
- 1. Folk songs are passed down from one generation to the next, usually without any sort of notation. This is called an “oral tradition,” meaning that we pass something along by saying or telling it, or in this case, singing it. Often times, there are no written records of the original versions of folk songs or folk tales.
- 2.
- If you have ever played a game of “gossip,” you understand how things change as they get passed along without being written down. Many folk songs we sing today have nonsense words in them or they seem very silly. This could
  be because words were changed along the way because people misunderstood what they heard.
- 3. Many folk songs have been around for a long time and no one is sure who originally composed them.
Using the lyrics, music and recording as needed, teach the students the
song, De Colores. Depending on your available time, you may want to just focus on the chorus:

De colores

De colores, de colores Se visten los campos en la primavera.
De colores, de colores
Son los pajaritos que vienen de afuera.
De colores, de colores
Es el arco iris que vemos lucir.

Week: 24:
Objectives and Goals:

Lesson:

Week: 24: Songs About America
Objectives and Goals:

Primary Musical Concept to be addressed:
Expressive Elements / Articulations: Staccato/Legato, and Dynamics

Students will specifically be able to improve upon their balance and blend by working on active listening, building awareness, and engaging basic theoretical knowledge.

Behavioral objectives addressed in the lesson, relevant to the concept:

1.The students will sing the correct text, pitches, and rhythms of the songs after teacher model to an acceptable standard.
2.Students will label these expressive elements as articulations: staccato, legato, and dynamics (Loud, soft, getting louder, getting softer) and identify them in the score to teacher satisfaction.
3.Students will demonstrate their understanding of expressive elements by adding articulations to a score of Jingle Bells and performing their composition to an acceptable standard.
- Assessment ideas: This will be assessed through performance

Materials needed:
Music, Piano, CD, Computer, Video, Lyrics, music stands and chairs

Instructional Sequence: (Procedure)

1. Who has heard the song Yankee Doodle Dandy? Let me sing it for you. Does anyone have any ideas what the song is about?
It was written during the Revolutionary War, the macaroni is a feather and by putting a feather in his hat he was proclaiming himself a gentleman.
Today we will be learning a song for our Choral Program. There is one section in the music that is very different from all the rest. Listen to me sing the song for you and see if you can identify what is different.
2. Students will be able to identify expressive elements within a piece of music both visually and aurally, and perform said elements.

Band

Year:2024-Week 26 (Jan 29)
Year:2024-Week 25 (Jan 22)
Year:2024-Week 24 (Jan 15)
Year:2024-Week 23 (Jan 08)
Year:2024-Week 22 (Jan 01)

Year: 2023-Week 23: Band
Year: 2023-Week 23: Music
Year: 2023-Week 22: Band
Year: 2023-Week 22: Music
Year: 2023-Week 21: Band
Year: 2023-Week 21: Music
Year: 2023-Week 20: Band
Year: 2023-Week 20: Music
Year: 2023-Week 19: Band
Year: 2023-Week 19: Music
Year: 2023-Week 18: Band
Year: 2023-Week 18: Music
Year: 2023-Week 05: Band
Year: 2023-Week 05: Music
Year: 2023-Week 04: Band
Year: 2023-Week 04: Music
Year: 2023-Week 03: Band
Year: 2023-Week 03: Music
Year: 2023-Week 02: Band
Year: 2023-Week 02: Music

Az-Academic_Standards-Arts_Music_GeneraK-8 Download

⭐ “Think and Wonder, Wonder and Think”
~ Dr. Seuss

We use Essential Elements for Band Books. They offers students sound pedagogy and engaging music, all carefully paced to successfully start young players on their musical journey. EE features familiar songs and specially designed exercises, created and arranged for the classroom in a unison-learning environment, as well as instrument-specific exercises to focus each student on the unique characteristics of their own instrument.
EE provides the students with a wealth of materials to develop total musicianship.

Find music to practice to:
https://www.halleonard.com/ee2000Band.jsp

Please practice:

Jazz Band, Please practice:
55 Saints Go Marching In

58 Hard Rock Blues

Blue Train

Girl from Ipanema

Variations on a Familiar Theme

106 March Militaire

152 School Spirit

Jazz band: More Here

Each book includes:

Start-up Video
Play-along mp3
Duets and Trios
Music Listening Library
- SmartMusic
  exercises 1-100
Download / Stream at www.myeelibrary.com.

Daily Warm-ups included in each book.

Page 40 and 41.

This is by far one of the most efficient way to meet the National Standards and State Standards, integrate other subjects into the music curriculum (like history), and still teach the essentials of music performance.

Trumpet: LINK

Instruments – Youth Arts Engagement Program – Arizona Commission on the Arts.

These classes are after school, free, and open to other students in the community.

Instruments – Youth Arts Engagement Program – Arizona Commission on the Arts.
These classes are after school, free, and open to other students in the community.
Monday:
- Advanced Orchestra – Must be at least a second year student
- 3:30-4:15 pm
Tuesday:
- Advanced Orchestra
- 3:30-4:15 pm
- Garage Band – Write and Record
- 4:30-5:30 pm
Wednesday:
- Beginning Orchestra through Mariachi Music
- 3:30-4:30 pm
- Choir: 3-6th Grade
- 3:00-3:30 pm
- Scouts – (Not Part of Arts Program)
- 5:00-5:55 pm
Thursday:
- Choir: 3-6th Grade
- 3:00-3:30 pm
- Beginning Orchestra through Mariachi Music
- 3:30-4:30 pm
Friday:
- Robotics-Lego Design-(Not Part of Arts Program)
- 3:30-4:30 pm