The Shaker Bands: IB Handbook

IB​ ​Handbook

Dear Parents and Woodbury Band Members, We are excited to present this Musical Handbook to you and your Woodbury Band student. The Shaker Band Program is one of the finest programs in the State of Ohio. Our program has a long tradition of excellence, and we are excited to continue the tradition with your member of the Shaker Bands. Whether this is your first child in our program, or we have had the pleasure of working with your family before, we hope that you share our excitement as your son/daughter join the more than 1300 band members in the Shaker Schools.

The creation of this IB Band Handbook, as well as all that we do in the Woodbury Band Department, is only possible with the tremendous support that we receive from our administration and Woodbury’s administrative assistants.

Learning how to play an instrument can be a fun and exciting time. But, to succeed, the two days a week of band at Woodbury will need to be supplemented by at home practice. Please encourage your child to practice daily and use the practice log in the back of their music book. Extra credit is awarded to those students who complete their practice log.

The directors are always here to help your student musician succeed. Students are encouraged to come to the band room for extra help during their recess time every Friday. After school time is also available on most days. Please arrange help sessions with a band director prior to staying after school. FYI: Late busses only operate Tuesday, Wednesday, and Thursday each week. Jazz Band rehearsals occur on Tuesdays starting in October. (Please see a director if you are interested in auditioning.)

There are many ways to stay informed throughout the year: ● ‘Like’ the ​The Shaker Heights Woodbury Bands ​Facebook page ● Visit our band website at ​www.shakerbands.or​g ● Weekly PTO newsletter: Woodnet ● Call the Woodbury Band office: (216) 295-4888 ● Email a director: ○ Tom Deep - ​deep_t@shaker.org ○ Kristin Koterba - ​koterba_k@shaker.org ○ Joe Kulikowski - ​kulikowski_j@shaker.org ○ Gianna Tyrrell - ​tyrrell_g@shaker.org We teach music at Woodbury not to make everyone a future music major, but to enhance every child’s education and enrich their school experience. Our hope and goal is that every band member feels successful in our program. Please don’t hesitate to contact us and let us know how we can help your child succeed. Here’s to a great year!

Musically Yours, The Woodbury Band Staff

Band Director Bios

Mr. Tom Deep Mr. Deep was born in New Castle, Pa. He was raised in Kent, Ohio and is a graduate of Kent Roosevelt High School. He received his bachelor's degree in Music Education from Kent State University in 1988.

His first teaching job was at Riverside High School in Painesville Township, Ohio, where he taught for nine years. During that time, he completed his Master’s Degree in Music Education at Vandercook College of Music in Chicago, Illinois. Mr. Deep has begun work towards his Ph.D. in Music Education at Case Western Reserve University and hopes to complete his degree some day in the future. His principal instrument is the euphonium. Mr. Deep was hired in 1997 by the Shaker Heights City Schools system. Mr. Deep directed the Shaker High School Wind Ensemble through 2013. He was also responsible for planning the Shaker Band international trips to Germany (1998), Paris (2001), Rome (2004), China (2007), Austria (2010), and Turkey (2013). He currently has the pleasure of teaching at Woodbury Elementary School. Mr. Deep lives in Concord, Ohio with his wife Debbie (1st grade teacher at Boulevard Elementary school), his sons Matthew (18) and Michael (15).

Deep_t@shaker.org

Mrs. Kristin Koterba Kristin Koterba started teaching in the Shaker Schools in the fall of 2014. She was a student teacher for the Shaker Bands in 2005 from Kent State and graduated with a Bachelor of Music Education and Flute Performance. Since then, Kristin has taught elementary music and assisted with high school band for two years in South Carolina and taught middle school band for seven years in Georgia. She completed her Masters Degree at Vandercook College of Music in Chicago in 2013 and serves on the alumni board. Kristin’s main role is to work with the bands at Woodbury and help with the marching band. Mrs. Koterba lives in Alliance, Ohio, with her husband Stan and her two sons Stan and George.

Koterba_k@shaker.org

Mr. Joe Kulikowski Mr. Kulikowski grew up in Seven Hills. He has a Bachelor's Degree in Music Performance, a Teaching Certification and a Master's Degree in Music Performance, all from Cleveland State University. He was the winner of the 1st Annual Cleveland State University Concerto Competition in 2002. He has subbed with the Akron Symphony and the Fort Wayne Philharmonic and has played many shows at the Porthouse Theatre and Playhouse Square. The trombone is his primary instrument. He can play any of the brass instruments and woodwinds. Mr. Kulikowski has been with the Shaker Heights School District since 2008.

Kulikowski_j@shaker.org

Mrs. Gianna Tyrrell Mrs. Tyrrell is the newest addition to our band director team and is thrilled with the opportunity to be a part of the incredible band program at Shaker. Mrs. Tyrrell grew up in Sharpsville, Pennsylvania, and has a Bachelor's Degree in Music Education from the Dana School of Music at Youngstown State University. Before coming to Shaker, she taught middle school and high school for three years at the Geneva City Schools. The clarinet and piano are her primary instruments; her secondary instruments are saxophone and flute. She currently teaches at the high school, as well as Woodbury Elementary School. She is a co-director of the Marching Band with Mr. Clemens and teaches Concert Band at the high school.

Tyrrell_g@shaker.org

Woodbury IB Band Handbook Table of Contents IB Middle Years Programme

1

World Map

2

Essential Agreements

3

Windows to Success

4

I Can Statements

5

Units of Study

7

Musical Snapshot

8

Musical Snapshot Descriptors

9

Four Ways to Make Music

13

Key Signatures

14

Circle of 5ths

15-16

Treble Clef Note Names

17

Bass Clef Note Names

18

Time Signatures

19

Rhythm Tree

20

Rhythm Ruler

21-22

Raider Rhythms

23-26

Rhythm Challenge

27-28

Tonguing

29

Articulation

30

Pyramids of Sound

31-32

Sight Reading

33

What to do if I get lost?

34

How do I count a multi-measure rest?

35

Musical Vocabulary Success Tree

36-40 41

IB Middle Years Programme

1

2

Be Safe …when setting up …when warming up …when playing …when leaving

Be Respectful …of the students …of the directors …of the equipment …of the audience

Be Responsible … with your equipment … with equipment that is not yours … to learn your music …to be at all band functions

3

4

5

6

7

Basic ability to play a varied repertoire of music representing multiple styles

Basic ability to play a varied repertoire of music representing multiple cultures

Style

Basic ability to match styles within the ensemble

Emerging ability to play in both a song and dance style Demonstrates ability to play musical ornaments required for grade 2 music

Emerging ability to play a varied repertoire of music representing multiple styles

Basic ability to play the phrase as indicated by conductor

Phrasing

Demonstrates Ability to phrase over 3 measures

Basic ability to identify musical phrase lengths Basic ability to shape a phrase as indicated

Demonstrates ability to phrase over 4 measures

Basic ability to interpret a phrase

Dynamics

Emerging ability to play 3 varied dynamic levels

Basic ability to play 5 varied dynamic levels

Demonstrates ability to crescendo and decrescendo a long tone over 7 seconds Basic ability to adjust dynamically to the ensemble

Progressing ability to play 3 varied dynamic levels

Demonstrates ability to crescendo and decrescendo a long tone over 10 seconds

Articulation

Demonstrates ability to single tongue 4 sets of 16ths at 80bpm Basic ability to alter the strength of the attack

Demonstrates ability to single tongue 4 sets of 16ths at 92 bpm

Emerging tongue placement

Demonstrates ability to single tongue 8 sets of 16ths at 92

Emerging ability to alter the strength of the attack

Precision

Basic ability to release a note at the appropriate time

Basic ability to play moving notes evenly

Basic ability to control the release of a note at the appropriate time

Emerging ability to attack at a given tempo

Emerging ability to control the attack at a given tempo

Emerging hand/finger position

Demonstrates sufficient fingering facility for grade 2 music

Rhythm

Technique

Adds tied eighth note rhythms

Syncopated eighth note rhythm -Cut Time (2/2)

Adds dotted eighth/sixteenth

Adds eighth note Triplets. Sight-reads grade 2 level music rhythms proficiently

Range

Basic use of trill fingerings

Range 2: Diatonic up

Range 2: Diatonic up and down

Range 2: Chromatic up

Range 2: Chromatic up and down

Range 3: Diatonic up

Intonation

Demonstrates sufficient fingering facility for grade 2.5 music

Holds steady pitch for 4 seconds

Demonstrates ability to change pitch on one note

Demonstrates ability to change pitch using the embouchure

Holds steady pitch for 8 seconds

Basic use of alternate chromatic fingerings

Demonstrates sufficient fingering facility for grade 1.5 music

Basic ability to attack notes on a moving line.

Adds dotted quarter and half notes

Adds groups of simple sixteenth notes -3/4 time sig

Range 1: Chromatic up and down

Demonstrates hearing the waves created through poor intonation

Holds a note for 8 seconds

Basic ability to bend pitch flat

Basic air speed control

Holds a note for 12 seconds

Basic ability to produce different timbres

Emerging embouchure/posture.

Holds a note for 16 seconds

5

Full control of breath support

6

Tone

7

Basic ability to play in a song style

Demonstrates Ability to phrase over 2 measures

Demonstrates ability to crescendo and decrescendo a long tone over 4 seconds

Basic tongue placement

Basic ability to move fingers simultaneously from one note to another

Demonstrates sufficient fingering facility for grade 1 music

Adds tied half and quarter rhythms -2/4 time sig

Range 1: Chromatic up

Demonstrates that longer is flatter, shorter is sharper

Basic embouchure/posture

4

Emerging (satisfactory)

8

Progressing (good) 9

Proficient (effective)

Woodbury Band ‘Musical Snapshot’ Rubric

10

Musical Snapshot

Sound

Note Accuracy

Expression

8

Basic ability to play in a dance style

Demonstrates Ability to phrase over 1.5 measures

Basic ability to play 3 varied dynamic levels

Demonstrates ability to single tongue 4 sets of 16ths at 72 bpm

Basic ability to control the attack at a given tempo

Demonstrates sufficient fingering facility for grade .5 music

Adds groups of two eighth notes

Range 1: Diatonic up and down

Demonstrates how to physically adjust the instrument

Holds a note for 4 seconds

3

Identifies the difference between song and dance styles

Demonstrates ability to phrase over 1 measure

Basic ability to play 2 dynamic levels

Demonstrates ability to tongue

Basic ability to attack at a given tempo

Basic hand/finger position

Demonstrates the relationships of quarter/half/whole -4/4 time sig (C)

Range 1: Diatonic up

Assembles the instrument correctly

Demonstrates beginning breath technique Produces sound on instrument

2

1

Beginning

Beginning

Beginning

Beginning

Beginning

Beginning

Beginning

Beginning

Beginning

Produces sound on mouthpiece alone

Basic (limited)

Woodbury Bands: Musical Snapshot Descriptors There are three main categories of focus for our musical development, Sound, Note Accuracy, and Expression. The school year is divided into three areas of focus. Sound is the first area of focus, followed by Note Accuracy, and then Expression. Each category is divided into sub-categories which consist of ten levels.

The sequential levels must be accomplished in order, as most new levels require the skills of the previous level.

Intonation: ability to play in tune

Sound: Tone, Intonation, and Range

1) Beginning 2) Assembles the instrument correctly 3) Demonstrates how to physically adjust the fundamental pitch of the instrument 4) Articulates that longer is flatter, shorter is sharper 5) Evaluates the speed of the waves created through poor intonation 6) Holds steady pitch for 4 seconds Demonstrates on concert F and Bb Tuner holds steady, +/- 5 cents, for 4 seconds 7) Develops ability to purposely change the pitch of one note, either flat or sharp 8) Demonstrates ability to purposely change pitch, either flat or sharp, only using the embouchure 9) Holds steady pitch for 8 seconds Demonstrates on concert F, (A), and Bb Tuner holds steady, +/- 3 cents, for 8 seconds 10) Basic ability to bend pitch flat Slowly, and with control, manipulate the pitch of any note from the Bb concert scale at least one half-step lower

Tone: quality of sound 1) Produces sound on mouthpiece alone 2) Demonstrates beginning breath technique and produces a sound on the instrument 3) Holds a note for 4 seconds 4) Demonstrates basic embouchure formation and appropriate posture 5) Holds a note for 8 seconds 6) Basic air speed control Most notes sound tonally consistent due to control of breath support 7) Holds a note for 12 seconds 8) Basic ability to produce different timbres Demonstrates the ability to darken, center, and/or open tone quality 9) Emerging embouchure/posture, and holds a note for 16 seconds Correct embouchure and appropriate posture become a habit while playing 10) Full control of breath support All notes sound tonally consistent due to control of breath support

9

Range: ability to play higher and lower notes 1) Beginning 2) Range 1: Diatonic up 3) Range 1: Diatonic up and down 4) Range 1: Chromatic up 5) Range 1: Chromatic up and down 6) Range 2: Diatonic up 7) Range 2: Diatonic up and down 8) Range 2: Chromatic up 9) Range 2: Chromatic up and down 10) Range 3: Diatonic up

Technique: ability to play quickly

Note Accuracy: Rhythm, Technique, Precision, and Articulation

Rhythm: ability to play in time 1) Beginning 2) Demonstrates the relationships of quarter, half, and whole notes in a 4/4 time signature 3) Integrates groups of two eighth notes in a 4/4 time signature 4) Integrates tied half and quarter note rhythms, and 2/4 time signature 5) Integrates dotted quarter and dotted half notes 6) Integrates groups of four sixteenth notes, and 3/4 time signature 7) Integrates tied eighth note rhythms 8) Integrates syncopated eighth note rhythms, and cut time (2/2) 9) Integrates dotted eighth and dotted sixteenth notes 10) Integrates eighth note triplets, and sightreads grade 2 level music rhythms proficiently

10

1) Beginning 2) Demonstrates basic, appropriate hand and finger position Hands are in the correct place Fingers over correct holes, keys, or valves 3) Demonstrates sufficient fingering facility for grade .5 music 4) Demonstrates sufficient fingering facility for grade 1 music 5) Basic use of alternate chromatic fingerings Uses alternate fingerings when suggested by the conductor 6) Demonstrates sufficient fingering facility for grade 1.5 music 7) Demonstrates emerging hand and finger position Hands and fingers are appropriately arched and angled Hands and fingers are mostly free of tension 8) Demonstrates sufficient fingering facility for grade 2 music 9) Basic use of trill fingerings Uses alternate fingerings when suggested by the conductor 10) Demonstrates sufficient fingering facility for grade 2.5 music

Precision: ability to play exactly 1) Beginning 2) Basic ability to attack a note, at the correct time, at a given tempo 3) Basic ability to control the attack of a note, at the correct time, at a given tempo The basic controlled attack is consistent with the dynamic level of the music 4) Basic ability to move fingers simultaneously together when changing from one note to another Demonstrates two-note interchanges, using quarter notes at 120 b.p.m.

5) Basic ability to consistently attack notes on a moving line at current level of technique 6) Basic ability to release a note at the appropriate time, when played within a musical phrase 7) Basic ability to play moving notes evenly at current level of technique 8) Basic ability to control the release of a note at the appropriate time, when played within a musical phrase 9) Emerging ability to consistently attack, at the correct time, at a given tempo Appropriate to the style of the music 10) Emerging ability to control the attack at a given tempo The emerging controlled attack is appropriate to the style, and consistent with the dynamic level of the music

Articulation: starting notes by using the tongue 1) Beginning 2) Demonstrates ability to use tongue 3) Demonstrates ability to tongue 4 sets of 16th notes at 72 b.p.m.

4) Basic tongue placement

11

Tongue usually strikes at the appropriate spot 5) Demonstrates ability to tongue 4 sets of 16th notes at 80 b.p.m.

6) Basic ability to alter the strength of the attack Distinguishes between both strong and soft attacks 7) Demonstrates ability to single tongue 4 sets of 16th notes at 92 b.p.m.

8) Emerging tongue placement Tongue always strikes at the appropriate spot 9) Demonstrates ability to tongue 8 sets of 16th notes at 92 b.p.m.

10) Emerging ability to alter the strength of the attack Distinguishes between both strong, medium, and soft attacks Demonstrates varied attacks as indicated by musical phrase

Expression: Dynamics, Phrasing, and Style

Dynamics: ability to play at different volumes 1) Beginning 2) Basic ability to play 2 dynamic levels Demonstrates loud and soft 3) Basic ability to play 3 varied dynamic levels Demonstrates loud, medium, and soft 4) Demonstrates ability to crescendo and decrescendo a long tone over 4 seconds 5) Emerging ability to play 3 varied dynamic levels

Demonstrates piano, mezzo-forte, and forte within a musical phrase as determined by the music 6) Demonstrates ability to crescendo and decrescendo a long tone over 7 seconds 7) Basic ability to adjust dynamically to the ensemble Demonstrates blend and balance within own instrument section 8) Progressing ability to play 3 varied dynamic levels Demonstrates piano, mezzo-forte, and forte within a musical phrase as determined by individual musicianship 9) Demonstrates ability to crescendo and decrescendo a long tone over 10 seconds 10) Basic ability to play 5 varied dynamic levels Demonstrates piano, mezzo-piano, mezzo-forte, forte, and fortissimo

Phrasing: ability to complete a musical thought 1) Beginning 2) Demonstrates ability to phrase over 1 measure 3) Demonstrates ability to phrase over 1.5 measures 4) Demonstrates ability to phrase over 2 measures 5) Basic ability to play the phrase as indicated by conductor 6) Demonstrates ability to phrase over 3 measures 7) Basic ability to identify musical phrase lengths 8) Basic ability to shape a phrase as indicated 9) Demonstrates ability to phrase over 4 measures 10) Basic ability to interpret music phrases through performance Includes both the length and shape of the musical phrases

12

Style: ability to play music in the manner intended 1) Beginning 2) Identifies the difference between song and dance styles 3) Basic ability to play in a dance style The notes have separation between them 4) Basic ability to play in a song style The notes are connected 5) Basic ability to play a varied repertoire of music representing multiple styles Demonstrates the ability to play a melody, approximately 8 measures, in both styles, either as a song, or as a dance.

6) Basic ability to play a varied repertoire of music representing multiple cultures Demonstrates the ability to play either a song and/or dance style from multiple cultures 7) Basic ability to match styles within the ensemble Demonstrates the ability to match within own instrument section 8) Emerging ability to play in both a song and dance style Demonstrates the ability to play a melody, approximately 16 measures, in both styles, either as a song, or as a dance.

9) Demonstrates ability to play musical ornaments required for grade 2 music May include: grace notes, trills, and/or glissandos 10) Emerging ability to play a varied repertoire of music representing multiple styles Distinguishes which style to play, either a song and/or dance, when playing music from multiple cultures

Four Ways Woodbury Band members make Music…

YOu Can’t skip Practice and expect to improve.

Need help? see a band director for one-on-one help...we’re here for you.

13

Key Signatures

Key Signature

• In notation, the key is indicated by a key signature, which is a collection of sharps or flats that is placed on the staff, just after the clef.

• When sharps or flats are added to the key signature, they are placed on the staff at the line or space of the specific pitch.

• This means that every time that pitch is played, it should be raised or lowered accordingly.

• For example, if the key signature has a flat on the line where the pitch B is placed, it means that all the Bs in the piece become B-flats, no matter which octave they are in.

Order of Sharps and Flats • Sharps and flats are always added in a specific order and no key signatures contain both sharps and flats.

14

Treble Clef Circle of 5ths

Flute, Clarinet, Oboe, Trumpet, French Horn, Saxophones, Mallet Percussion

15

Bass Clef Circle of 5ths

Bassoon, Trombone, Baritone, Tuba, Timpani

16

Treble Clef Note Names

Lines

Spaces

Every Good Boy Does Fine

17

Bass Clef Note Names

Lines

Good Burgers Deserve Fries Always

Spaces

All

18

Cows

Eat Grass

Time Signatures

Top number always tells you how many beats are in each measure

Bottom number always tells you what kind of note gets the beat

3 beats per measure

Quarter note gets one beat

4 beats per measure

Quarter note gets one beat

2 beats per measure

Quarter note gets one beat

Common Time Same as 4 4

Cut Time All values are cut in half

19

Notes = Sound

Rests = Silence

20

Rhythm Ruler

Whole Note

Half Notes

Quarter Notes

21

Eighth Notes

Dotted Half Note

Dotted Quarter-Eighth Notes

Dotted Eighth-Sixteenth Notes

22

Raider Rhythms 1. Say the Rhythm

2. Clap & Say the Rhythm

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Rhythm Counts: 1---2---3---4--- ( 1---2---3---4--- ) 1 2 3 4 (1 2 3 4) Rhythm Syllables: Too-oo-oo-oo ( Too-oo-oo-oo ) Too Too Too Too (Too Too Too Too )

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25

30

Basic

31

In-Depth

32

Sight Reading in Rehearsal (Playing music for the first time)

When you get new music, remember to play like a Shaker Raider!

S​cales, patterns ​(rhythmic or thematic) H​ard sections A​ccidentals, Articulations ​(flats, sharps, naturals, slurs, staccato, accents) K​ey and Time signatures (changes) E​verything written in text, terms, title, composer, expression markings, dynamic markings. . .

R​oad map, repeats, D.S., D.C., coda, fine

Concentrate-Listen-Watch 33

What do you do if you get

lost​

?

1. Stop Playing

Listen​ to the music

2. ​

3. ​Look at the Conductor 4. ​Find your spot and start ​PLAYING​!

34

How to Count Rests A rest does NOT mean a time to chill. Rests are simply silent pulses in the music.

It is a time to use extreme focus and concentration.

Sometimes the composer may want your instrument to rest (not play) for an extended period of time.

Instead of the music looking and being counted like this.......

& 44

∑

∑

( 1234)

∑

∑

( 1234)

( 1234)

( 1234)

....you will see a ‘Multi Measure’ rest.

Multiple measures of rests are combined into 1 measure.

The big number above the multi measure rest tells you how many total measures to rest.

In this case, you would rest a total of 4 measures.

& 44

4 ( 1234 2234 3234 4234)

Be careful when counting these rests. Make sure you look at your time signature!

& 42 & 43

8 ( 12 22

32 42 5 2 62 72

82 )

8 ( 123 223

323

423 35

5 23

623

723

823)

Musical Vocabulary STAFF … system of five parallel lines and spaces upon which all music is written. Each line andspace stands for one musical sound (pitch). In Band we use two staffs - bass and treble clef.

MEASURE … a measure is the official name for a group of beats. In 4/4 time, each measure contains four beats.

BAR LINES … vertical lines on the staff (looks like fence posts), that show where each measure stops and/or starts DOUBLE BAR LINES .. two bar lines right next together (one usually thicker than the other) to show the end of a song or section Double Bar

CLEF or CLEF SIGN … labels used to identify the different staffs TREBLE (G) CLEF … “treble” is used to identify high sounds, voices, or instruments in music. This clef labels the staff used by the highest instruments: bells, flute, clarinet, saxophone, trumpet and horn.

BASS (F) CLEF … “bass” (pronounced “base”) is used to identify low sounds, voices, or instruments in music. This clef labels the staff used by the lowest instruments: trombone, baritone, and tuba.

PERCUSSION CLEF ... symbol used to indicate the staff upon which non-pitched percussion music is written

TIME SIGNATURE … two numbers written at beginning of every staff after the clef sign, dealing with counting and grouping of beats TWO-FOUR (2/4) TIME … a time signature in which there are two beats in every measure.

FOUR-FOUR (4/4) TIME … is the most common time signature. Beats are counted in groups of four. See more information on the Time Signature Page.

THREE-FOUR (3/4) TIME … a time signature in which there are three beats in every measure

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Musical Vocabulary NOTES … symbols written on the staff to indicate sounds REST … symbols written on the staff to indicate silences WHOLE NOTE … a whole note lasts for 4 beats or counts of sound. It is called a whole note because it takes up the whole group of 4 beats in 4/4 time. It is the plainest, simplest looking note, described as a plain “note head”, not colored in, and with nothing added to it WHOLE REST … a whole rest lasts for four counts of silence . Called “whole” because it takes up the whole group of 4 beats in 4/4. Looks like a little black rectangle.

HALF NOTE … two counts of sound, described as a note head that is not colored in, plus a stem.

HALF REST … two counts of silence. Looks similar to a whole rest. You can tell them apart because a half rest always shares a measure with something else.

QUARTER NOTE … one count of sound, described as a colored-in note head, plus a stem.

QUARTER REST … one count of silence. Mr. W calls it a squiggly black line

MUSICAL ALPHABET … the musical alphabet includes the first seven letters of the regular alphabet: A B C D E F G After G, it starts over with A and keeps repeating … ABCDEFGABCDEFG, etc… You can go up and down the musical alphabet.

REPEAT SIGN .. tells you to go back to beginning and play the whole song again. The sign looks like 2 dots, always placed in front of a double bar

TIE … a curved line that connects 2 or more notes of same pitch. It ties them together into one long note

HARMONY … two or more different notes played at the same time DUET … a piece of music written for 2 different parts to be played together

ACCIDENTALS … MARKINGS (sharps, flats, naturals) that are in the music that change a pitch one measure at a time

KEY SIGNATURE … MARKINGS (sharps, flats, naturals) that are at the beginning of a song and change a pitch for the entire song

37

Musical Vocabulary DYNAMICS … markings that tell you how soft or loud to play pp pianissimo … very soft p piano … soft mp mezzo piano … medium soft mf mezzo forte … medium loud f forte … loud ff fortissimo … very loud cresc. / crescendo … gradually get louder dim./ diminuendo or decrescendo … gradually get softer

TEMPOs … markings that tell you how fast or slow to play largo … slow or very slow andante … medium slow, at a walking pace moderato … moderately, medium speed allegro … fast rit./ritardando … gradually slow down accel./accelerando … gradually speed up

ARTICULATIONS …. markings that tell you how to tongue or play the notes regular tongue (tah) …. no special markings slur … a curved line connecting 2 or more notes of different pitches. After tonguing first note, connect the rest together smoothly without tounging staccato ( . ) … marked with a dot above or below each note. Play short, light, and separated. tenuto ( - ) … play smoothly (sometimes called legato, use a ‘dah’ tongue) accent (<) … stress each note, put a little extra air behind it (or hit harder for drums) marcato (^) … play short and strong with lots of space between the notes fermata … hold the note longer and look at the conductor for the ‘cut off’

Style … what type of articulation you should use in music to make it sound more expressive

Song Style = Smooth

38

Dance Style = Separated

fortissimo

Very Loud

forte

Loud

mezzo forte

Medium Loud

mezzo piano

Medium Soft

piano

Soft

pianissimo

Very Soft

crescendo

Gradually get Loud

decresecendo

Gradually get Soft

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Lento

Slowly

Largo

Slowly and stately

Adagio

Leisurely

Andante

At a walking pace

Allegro

Fast

Vivace

Lively

Presto

Very Quickly 40

Practice makes Perfect……. Practice makes Perfect…….Practice makes Perfect…….Practice makes Perfect…….Perfect Practice makes Perfect

We’re in this together. The directors, the private teachers, your parents, and the other band members all want you to be the best you can be.

Shaker Band Members:

It takes a lot of practice to make it to the top.

Where are you on the ‘success tree’?

Everyone begins somewhere.

The secret to success is to keep improving.

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