yamaha class band basic training - amazon s3 · •a class band regularly generates new musicians...
TRANSCRIPT
CLASS BAND BASIC TRAINING WORKSHOP
Thursday 10th September 2015
Milton Keynes
Fingering Charts
CONTENTS
Class Band information sheet – what are the benefits?
Class Band Teaching – The Three Pillars approach
Class Band Year 1 Overview
Class Band – Initial sessions – fundamental to ongoing success!
Class Band – Term 1 Assessment sample
Class Band Scheme of Work – Autumn Term (sample) Class Band Summer Term 1 (sample) Class Band Summer Term 2 (sample)
Ideas for a student booklet – work in progress
Sample letter to parents
Sample letter regarding whole class instrumental skills and the curriculum
Choosing your instrument
The first 5 notes – Flute; Clarinet; Alto Sax; Trumpet; Trombone; Euphonium and Tuba
Sample Rhythm Flashcards Supplementary Material
( Bar
itone
Onl
y)
TRUMPETRUMPE
TRUM
PETRUMPE
Pres
sed
Ope
n
Class Band Information Sheet – What Are The Benefits?
What is Class Band?
Is a symphonic orchestra of wind instruments including Flute, Clarinet, Alto Sax, Trumpet, Trombone, Euphonium, Tuba and percussion. (Optional French Horn, Baritone and Oboe if required) The Class Band method caters for groups of 20 -32 students. It caters for students at KS2 or KS3 level. All students in a Class Band start as beginners with no previous experience on their chosen instrument – if they already play an instrument they are encouraged to take up a different instrument albeit one that is sympathetic to their first instrument. From the very first lesson students learn to play their instruments using a systematic approach – the class teacher is involved and there are usually 2 teachers in attendance - one specialist in Woodwind and the other in Brass. Class Band is at least a two-year course, but can be continued as desired. W Children learning to play an instrument in a group with others will find it much easier to begin their musical journeys and achieve success and enjoyment. They can expect to perform in concerts within just a few months. Why start a Class Band? Class Band provides an opportunity for children and young people to learn to play an instrument in a fun, progressive and social environment. Lots of peer to peer learning takes place both in and out of the weekly lesson and Class Band provides a powerful learning environment which can help children develop both musical and social skills. In Class Band the children simultaneously: • Learn to play an orchestral wind instrument • Learn the basics of music • Learn and practise good social behaviour in the group Using the tried and tested Yamaha approach and advanced Essential Elements method means that: • Students experience continuous improvement on their instrument • Teachers can maximise learning thanks to the increased motivation of the students. In Class Band both students and teachers collaborate to achieve joint aims, creating an excellent atmosphere for both teaching and learning. Benefits for the Students Having responsibility for an orchestral instrument gives the student a sense of value. The team spirit in the Class Band creates a climate of partnership and tolerance where playing in an orchestra is fun.
Learning an instrument demands concentration and discipline – this in turn benefits the student’s performance in other subjects. Many Class Band students continue to play music after the first 2 years as by this time their instrument has become an important and valued part of their learning. The musical skills that young people develop through Class Band will help them in other musical activities both inside and outside school. Benefits for Teachers Directing and developing a Class Band leads to better communication and understanding from students and parents. The work in Class Band is both progressive and carefully planned thereby maximising success. Ongoing CPD and sharing good practice with colleagues is a given – no more working in islolation – any challenges can be solved through sharing years of experience. Using high quality instruments means that lessons are less likely to be disrupted because running repairs have to be made. The opportunity for exchange visits and to attend workshops and concerts throughout Europe with Class Bands in other countries. Why is Class Band so worthwhile for the school and its management team? . • With a Class Band the school develops a collaborative musical profile. • A Class Band is a positive advertisement for the school and distinguishes it from other local institutions. • A Class Band regularly generates new musicians for school ensembles. Why Yamaha? Yamaha provide high quality musical instruments that are designed to last. The proof of the longevity of Yamaha instruments is demonstrated by the fact that the original Class Band teacher in Germany, Wolfgang Feuerborn, is still using his original set of instruments first purchased 20 years ago. Yamaha are confident that all their instruments are of the highest quality and will last for years and years if looked after and regularly serviced. From this perspective we are the envy of our competitors - many of whom struggle to provide the basic standards of quality. In turn this has an important knock on effect affecting the ability of your students to make good progress and maintain their enthusiasm. Poor quality instruments that continually break down or are hard to blow can have a completely negative impact on the learning process and progress of new students. Yamaha are confident that no other manufacturer can match the quality of their student instrument range – there are cheaper alternatives but in the long term these are not cost effective.
Ongoing CPD Yamaha are not just interested in selling their instruments – they back everything up with an Educational philosophy that is tried and tested worldwide. Their own Yamaha Music Schools worldwide are testimony to the emphasis they place on music education which is why they are one of the largest private suppliers of music education in the world today. Over 60 years experience in fact in providing bespoke courses of study for small and large groups learning to play musical instruments. Yamaha’s Class Band CPD is provided free of charge to all Class Band partners and their teachers. Again we are confident that there is no other UK musical instrument manufacturer who has the confidence, resource, experience or ability to do this. Coupled with Yamaha’s Artist support team who visit Class Band partners and help to inspire and motivate students the Yamaha Class Band package is second to none.
Three Columns Model:
1. Column: ClassBand is a method of learning the instrument. The active CB Teacher has to keep after the development of the students on their instruments. He/she has to instruct the student during tutti- lessons. Each classroom lesson should contain a part of instrumental training. (f.e. following EE). Skills of an active CB teacher
a) Playing the main instruments of a ClassBand on an explorer level (book 1) b) Systematic of the brass instruments (naturals of concert b-flat scale) c) „Problems“ of the „Non brass“ an overcoming. d) Keeping of the instruments (handling/ repairing)
2. Column: Each ClassBand form an ensemble (orchestra):
The active CB Teacher has to be a conductor. He/she must be able to guide an orchestra, which starts at level zero. Each ClassBand should perform in public (school, parents,…..) Skills of an active CB teacher
a) Basics in conducting, guiding and leading an orchestra b) Preparing the repertoire (basic knowledge in score, types of arrangements) c) Creative in arranging a rehearsal d) Finding interesting pieces of music to play
3. Column: ClassBand is teaching after the curriculum of states school. ClassBand is a method of Classroom teaching. Skills of an active CB teacher
a) Planing a lesson for classroom teaching b) Taking the points of learning from EE (which topics?) c) Teaching the curriculum in the method ClassBand
ClassBand Teaching In
stru
men
tal T
rain
ing
En
sem
ble
(Con
certs
)
C
lass
room
Tea
chin
g (C
urric
ulum
)
ClassBand Teaching
Inst
rum
enta
l Tra
inin
g
En
sem
ble
(Con
certs
)
C
lass
room
Tea
chin
g (C
urric
ulum
)
ClassBand Teaching
Inst
rum
enta
l Tra
inin
g
En
sem
ble
(Con
certs
)
C
lass
room
Tea
chin
g (C
urric
ulum
)
Clas
s Ban
d Ye
ar 1
Ove
rvie
w
Te
rm
Act
ivit
ies
Hom
ewor
k A
utum
n 1
x Se
lect
ion
of In
stru
men
t x
Lear
n fir
st 5
not
es
x D
evel
op b
asic
tec
hniq
ues
x In
stru
men
t pr
efer
ence
she
et
x Pr
acti
ce
Aut
umn
2 x
Intr
oduc
e Es
sent
ial E
lem
ents
Boo
k x
Intr
oduc
e st
aff n
otat
ion
x Rh
ythm
Stu
dies
bar
s 1-
12
x En
d of
Ter
m C
once
rt:
Rolli
ng A
long
(14)
Hot
Cro
ss B
uns
(17)
Lig
htly
Row
(25)
Jing
le B
ells
(38)
x
End
of T
erm
Ass
essm
ent
x Pr
acti
ce
x Re
adin
g St
aff N
otat
ion
Shee
t x
Qui
z (1
3)
Spri
ng 1
x
Introd
uce ‘note 6’ (c
once
rt G) a
nd ‘low
7’ (co
ncert A
) x
Wor
k on
num
bers
27-
34
x Fa
nfar
e co
mpo
siti
on
x Pr
acti
ce
x Q
uiz
(19
& 3
2)
Spri
ng 2
x
Intr
oduc
e qu
aver
s.
x W
ork
on E
ssen
tial
Ele
men
ts p
iece
s:
Eigh
th N
ote
Jam
(41)
Ski
p to
my
Lou
(42)
Oh,
Sus
anna
h (4
4) W
illia
m T
ell (
45)
x Rh
ythm
Stu
dies
bar
s 13
-40
x Pr
acti
ce
Sum
mer
1
x Es
sent
ial E
lem
ents
Pie
ces:
Aur
a Le
e, F
rere
Jacq
ues,
Whe
n th
e Sa
ints
, Old
Mac
dona
ld,
Har
d Ro
ck B
lues
(inc
impr
ovis
atio
n)
x Im
prov
isat
ion
Uni
t of
Wor
k
x Pr
acti
ce
x Pe
rfor
man
ce A
sses
smen
t (F
rere
Jacq
ues,
Impr
ovis
atio
n)
Sum
mer
2
x Co
rrel
ated
Ban
d A
rran
gem
ents
: Ess
enti
al E
lem
ents
Exp
lore
r Le
vel
x Po
wer Roc
k, Bee
thov
en’s 9
th, B
andr
oom
Boo
gie,
Bri
ng o
n da
Ban
d.
x Pr
acti
ce
x En
d of
Yea
r Co
ncer
t x
End
of Y
ear
Ass
essm
ent
Class Band – Initial Sessions
It is important to get the introductory sessions just right in order that pupils can make an informed and ordered choice about which instrument to select.
The teacher should make notes while instruments are being tried as to which instruments were most successful. Usually these tallies with the choice made by the pupil, but not always!
Below is a tried and tested schedule for the first four sessions (1 hour each). I hope that you will find it useful.
Week 1 – Introduction to Class Band and ‘The Brass Section’
After introducing the scheme and all the class band instruments focus on the brass.
x Teacher demonstration of the brass instruments (including ‘fun’ YouTube clips of the instruments being played.
x Preliminary exercises to do with the whole class for producing a sound: Start by making a ‘horse noise’. Give lips a certain amount of tension, start with ‘p’, make lips wet. Talk about ‘buzzing’. Form a mouthpiece with your left hand (build a ring with your thumb and index finger). Make different sounds with the help of your right hand. Your two index fingers can be a model for the sizes of mouthpieces. Try buzzing without using hands – not all will be able to do this, but they may have more success with the mouthpiece.
x Mouthpiece exercises. There will be enough mouthpieces for half the class to use at one time. The other half of the group can continue try these exercises without a mouthpiece, but actually they really enjoy watching their peers have a go! Have cleansing wipes at the ready. I use individually wrapped ‘Alcohol Free Cleansing Wipes’ available from St John Ambulance. There are a number of different approaches to forming a brass embouchure, I will leave this to the discretion of your brass specialist. Try long notes, copy cat games, call and response, pitch bends etc. Then swap so the other half of the class have a go (remember to clean mouthpieces)
x Instruments are assembled. Teacher demonstrates a basic posture and hold. Assuming there are two teachers, divide pupils into two groups so they can have a try blowing the fully assembled instrument. Teacher has pupil list at the ready and ticks whether pupil can make a sound and whether they are suited to upper or lower brass.
x Please be aware of hygiene at all times and make sure mouthpieces are swabbed between each use.
Week 2 – The Woodwind Section
This session needs to be briskly paced as the technique for blowing the flute is very different for that of the clarinet and saxophone. I tend to focus on the flute and clarinet as the saxophone is very similar and needs no introduction (at least half the class usually want to play it) Have instruments assembled and wipes and reeds ready.
x Teacher demonstration of the flute plus appropriate YouTube clips. x Preliminary exercises for the whole class can begin away from the instrument.
First develop awareness of air flow and its direction. Wet index finger and hold it a few inches away from the mouth. Then blow towards the finger, feeling the air. Direct air flow up and down the finger without moving the head. For embouchure preparation make sure lips are relaxed, not pursed (get pupils to put index and middle finger at the corners of the mouth – it should form a fairly wide V – much hilarity!) Then place index finger under the bottom lip where the head joint will go.
x Try with head joint. Roll forwards and backwards to find the right position. Air should be directed across the hole – a hand held beyond should encourage them to direct airflow correctly. Blow with right hand covering the end first, then take it away.
x Try inserting right hand index finger into head joint. Hear the pitch change, try ‘Hot Cross Buns’
x Pupils try this out in small groups. Make sure head joint is wiped each time. Teachers make notes of who makes a sound easily. The flute is the most challenging instrument in class band so make sure you select flute players very carefully.
x Demonstration of the clarinet by teacher plus appropriate YouTube clips. x Preliminary embouchure exercises. Class do ‘thumbs up’, then turn their thumb
around so that thumb nail is facing away from them. Then place fleshy part of the thumb on bottom lip and put top teeth on the thumb nail and close the mouth. This replicates embouchure. (Use thumb the other way round for saxophone embouchure which is more level)
x Try with clarinet mouthpiece attached to barrel. Fun sounds can be made by
putting a hand over the bottom and moving it away. Remember to clean between each use.
x Put whole clarinet together if time allows. For now left hand can hold the barrel
while right hand uses thumb rest. x I will show the saxophone if time allows and explain that the technique is
very similar to the clarinet. Make sure you remind pupils that if they select clarinet or saxophone they will be expected to replace reeds where necessary.
Week 3 – Instrument Try Out and Selection This is a key session as the instrument selected must be for the whole year so it is important to get it right. If space allows, divide up into either 2 rooms (woodwind & brass) or if you have an extra member of staff you can divide further.
Divide pupils into groups, and for two thirds of the lesson they ‘try out’ the instruments that they are interested in learning to play. Encourage them to try a range of instruments as they often find they are best suited to an instrument that they had never considered before. Again, the teachers should make notes as to how pupils get on with the instruments. Pupils then complete ‘Instrument Selection Sheet’ (enclosed with this pack) where they choose 3 instruments that they are prepared to try in order of preference. There is also an opportunity for them to explain why – this can be useful when an instrument has been oversubscribed. Teacher will allocate instruments ready for session 4. Week 4 Receiving the Instruments This is a very important session. Classroom management is vital here as there are some challenges. Detailed planning of this session is obviously down to each teacher, but I would make the following recommendations.
x Before the session label up instruments with the pupils name and make a note of who has been allocated each instrument and the serial number. Have a copy of page 2 & 3 of the tutor book available for each pupil (this shows instrument set up and care) which can be given out at the end of the session. Enclosed with this pack is a letter to parents about taking the instruments home. If this is an option in your school then I would advise you to send this consent form home)
x For the first week, set up the room in advance for a wind band. If you
have access to two rooms, say a classroom and the hall, set up the hall in the shape of a wind band and have the classroom for setting up instruments. If you are using one room, have chairs in the middle and desks round the edge. Pupils will be allocated their seat in the wind band and will be responsible for setting their seat up themselves next session.
x Make sure you establish a procedure for an ordered way to fetch the
instruments from wherever they will be stored. Pupils should take responsibility for this from the outset. I tend to let the clarinets get their instruments first, as they take longest to assemble.
x Time must be spent on establishing the correct way to open the case and assemble the instrument as accidents can occur if an instrument is set up incorrectly. Although there will be times where some pupils are waiting to have their turn I think there is no other way.
x Once instruments are assembled then carry them carefully to their places. x Take off mouthpieces and head joints and for the first time the whole
class play together on their chosen instruments. You can try long notes and then introduce the concept of articulation. Try copycat games, long
notes, short notes, loud notes and quiet notes. Get each section to ‘perform’ to the others.
x Instruments can then be re-assembled and teacher reminds each section of posture and hold. The note produced is not important at this stage, so instruments with valves will play ‘open’, trombones with the slide all of the way in (don’t forget to show your trombonists how the slide is controlled). Clarinet players can use the thumb rest and support with the other hand at the barrel. Flute players should try and get used to the right hand position and they can put their left hand on the headjoint (or finger long Bb if they are able). Saxophone players need to make sure the sling is at the correct height and that the mouthpiece is angled correctly for playing in a seated position with the saxophone either at the right hand side or straight in front. Make sure legs do not impede keywork.
x If time allows try ‘note 5’ or ‘note 1’ x Take some time to establish the procedure for packing away. Show pupils
how to clean the instrument, for brass, how the water key works, and how instrument goes back into the case and how case is securely closed.
x Once instruments are safely back in storage pupils return to fetch their chair and classroom is put to rights. This process will speed up as the pupils get used to it, but will take a considerable time on the first couple of occasions.
Class Band
Term 1 Assessment
My instrument is the and it is a member of the
family.
The other instruments in class band are:
Name the highest sounding woodwind instrument.
Name the lowest sounding brass instrument.
What are first five notes you have learned called?
Draw them carefully onto the stave below.
A quaver is _______ beat in length and looks like this
A crotchet is _______ beat in length and looks like this
A minim is _______ beats in length and looks like this
A semibreve is _______ beats in length and looks like this
Draw the following symbols
A crotchet rest A repeat sign
A treble clef (or for trombone players a bass clef)
Explain how a sound is made on your instrument.
Describe what your first term playing your instrument has been like. Has it been easier or harder than you expected. What do you enjoy about the sessions and for those who played in the concert what was the experience like? What do you hope to have achieved by the end of the year? How can you make good progress on your instrument?
Practical Assessment
You will be asked to:
1. Demonstrate how to assemble your instrument correctly 2. Demonstrate good posture and hold 3. Demonstrate embouchure (mouth position) 4. Demonstrate tonguing 5. Play notes 1 – 6 6. Read notes 1 – 6 7. Play a simple melody using some or all of those notes (Jingle Bells, Rolling
Along, Hot Cross Buns, When the Saints) 8. Extension Activity. Play a piece of your own choice or one that you have made
up yourself.
Class Band Scheme of Work – Autumn Term 1
Title of Unit
Class Band Introduction
Year Term Duration Set Ability
Year 7
Autumn 7 weeks Mixed
Aims
x To understand and explore how music is created through the medium of a wind band and the learning of an instrument. To explore pitch, dynamics, tempo, timbre and texture.
x To learn about the instruments of Class Band and make an informed choice as to which to learn. To gain a basic knowledge of the instrument, including assembly, posture and hold, care and maintenance.
x To be able to produce a sound with an awareness of articulation and to produce the first 5 notes.
x To understand the language and elements of music including rhythmic notation and dynamic contrast.
Previous pupil experience
None – those with prior experience on one instrument should learn another from scratch.
General description of programme
To learn about the instruments of the Class Band and to make an informed choice about what they are to learn and to gain basic skills and knowledge of their chosen instrument.
Summary of possibilities for ICT use
Make use of YouTube, Charanga, Music Theory and Quiz sites, Essential Elements Interactive
Summary of opportunities for development of literacy and numeracy
Literacy: Use of musical terminology including instrument names and parts, Italian terms, performance directions. Numeracy: Knowledge and use of clapping, rhythms, beats in a bar, time signatures etc
Summary of key resources used
Yamaha Class Band Instrument set, Essential Elements Book and online resources, PC, IAWB
Cross Curricular Links/Specialism Links
Community participation/partnership, creativity and critical thinking, Identity and cultural diversity Personal Skills: Creative thinking, teamworking, self managing, evaluating.
Teaching Sequence
Week 1
Objectives This lesson we will:
x To know the instruments that comprise class band, in particular the brass section.
x To be able to ‘buzz’ and produce a sound
x To understand how a sound is produced and identify differences in pitch
Outcomes By the end of the session most pupils will:
x Be able to identify the instruments and some of their parts, some will be able to identify them in order of pitch.
x Know how to prepare to make a sound
x Understand what the word embouchure means.
Summary of content Resources used Assessment/ Monitoring
Differentiation Homework
Starter: To understand the Class Band project, what instruments are used.
Main: Focus on the brass section, demonstrations of the sound and embouchure. Pupils buzz without the instrument, on the mouthpiece and try the fully assembled instruments.
Plenary is a quick quiz about Brass instruments and a Q&A session about the project.
Yamaha Class Band Instruments. CD player. PC Interactive whiteboard. Wipes.
Who can buzz, Who cannot buzz, who finds smaller/larger mouthpieces easier.
Differentiated questioning. Practical work will be at the level each individual pupil is working at.
Learn the instruments of class band and design a poster of the favourite instrument. Label parts.
Wee
k 2
Ob
ject
ives
This
less
on w
e w
ill:
x Learn
the w
oodw
ind inst
rum
ents
that
com
pri
se c
lass
band.
x Pla
y t
he h
ead join
t of th
e flu
te a
nd m
outh
pie
ce o
f th
e c
lari
net.
x U
nders
tand h
ow
a s
ound is
made o
n t
he d
iffe
rent
inst
rum
ents
.
Ou
tcom
es
By t
he e
nd o
f th
e s
ess
ion p
upils
will:
x Be a
ble
to n
am
e inst
rum
ents
in t
he w
oodw
ind s
ect
ion
x Know
how
a s
ound is
made.
x U
nders
tand h
ow
to f
orm
the e
mbouch
ure
s on t
he flu
te a
nd c
lari
net.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STARTER:
YouTube
clip
of
Cla
ss
Band
pla
yin
g a
t th
e s
tart
of th
e less
on.
MAIN
: In
troduct
ion
to
the
woodw
ind
inst
rum
ents
, how
to
m
ake
a
sound,
em
bouch
ure
, dis
cuss
ion
about
reeds,
in
stru
ment
ass
em
bly
. Try
headjo
int
of
flute
and
mouth
pie
ce
and
barr
el
on
clari
net.
Fully a
ssem
ble
if tim
e a
llow
s.
PLEN
ARY:
Quiz
on W
oodw
ind inst
rum
ents
IWB
YouTube
Yam
aha
woodw
ind
inst
rum
ents
and
mouth
pie
ces.
Reeds
Wip
es.
Who c
an m
ake a
sound
on
whic
h
inst
rum
ents
. Look
out
for
pote
ntial
flautist
s,
they
need
a
good s
ound a
nd n
eed t
o
be
able
to
co
ord
inate
fingers
.
Pupils
try
inst
rum
ents
and w
ork
to
th
eir
ow
n
levels
. Enco
ura
ged
to
thin
k
about
whic
h
inst
rum
ent
they
had
the
most
su
ccess
on.
Not
all p
upils
are
suited
to
the
sam
e
inst
rum
ent.
Q
uest
ionin
g
diffe
rentiate
d.
Pupils
to
choose
a
woodw
ind
inst
rum
ent
and
wri
te
an
art
icle
ab
out a
‘famou
s’ p
laye
r of
that
inst
rum
ent,
or
dra
w t
he i
nst
rum
ent
and
label part
s.
Wee
k 3
Ob
ject
ives
Th
is le
sson
we
will
:
x D
ecid
e w
hich
3 in
stru
men
ts t
o se
lect
as
poss
ible
cho
ices
for
Cla
ss B
and
x Be
able
to
try
out
fully
ass
embl
ed in
stru
men
ts
x To
und
erst
and
post
ure
and
hold
of ch
osen
inst
rum
ents
and
how
to
asse
mbl
e, a
nd b
asic
car
e an
d cl
eani
ng t
echn
ique
s.
Ou
tco
mes
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
mad
e an
info
rmed
cho
ice
as t
o w
hich
inst
rum
ent
they
wou
ld li
ke t
o se
lect
.
x Kno
w w
hich
inst
rum
ent
the
teac
her(
s) r
ecom
men
d.
x U
nder
stan
d th
at t
he t
each
ers’
dec
isio
n is
fin
al a
nd w
ill la
st for
the
yea
r.
Su
mm
ary
of
con
ten
t R
eso
urc
es u
sed
A
sses
smen
t/
Mo
nit
ori
ng
D
iffe
ren
tiat
ion
H
om
ewo
rk
STA
RTE
R:
Wat
ch a
clip
of
a go
od y
outh
ba
nd a
nd d
iscu
ss h
ow g
ood
they
are
and
w
hat
skill
s ar
e ne
eded
to
su
ccee
d.
Prac
tice
, po
sitive
at
titud
e,
pers
ever
ance
et
c...
MAIN
: Pu
pils
tr
y ou
t th
e 3
inst
rum
ents
th
at t
hey
are
inte
rest
ed in
sele
ctin
g. T
hey
are
show
n po
stur
e an
d ho
ld a
nd h
ow t
o pl
ay n
ote
1 (o
r 5)
Pupi
ls f
ill in
Ins
trum
ent
requ
est
form
s an
d ar
e gi
ven
a pe
rmis
sion
let
ter
whi
ch w
ill
allo
w t
hem
to
take
the
inst
rum
ent
hom
e.
PLEN
ARY:
Q
uest
ion
and
answ
er
abou
t in
stru
men
ts a
nd s
elec
tion
pro
cess
.
Inst
rum
ents
IA
WB
Inst
rum
ent
requ
est
form
.
Obs
erve
for
ins
trum
ent
suitab
ility
. Can
pu
pils
re
mem
ber
post
ure
and
hold
an
d em
bouc
hure
fr
om
prev
ious
ses
sion
s?
Pupi
ls
give
n m
ore
or
less
hel
p de
pend
ing
on
thei
r ne
eds.
Pu
pils
di
rect
ed t
o in
stru
men
ts
that
th
ey
will
be
be
st
suited
. G
&T
pupi
ls
tow
ards
flu
te.
Exis
ting
mus
icia
ns
chal
leng
ed
by a
new
inst
rum
ent.
To f
ind
a re
cord
ing
of a
pi
ece
of m
usic
the
y lik
e on
on
e of
th
eir
chos
en
inst
rum
ents
and
exp
lain
w
hy.(
This
will
be
used
to
help
th
e te
ache
r fin
ally
de
cide
on
inst
rum
ents
)
Week 4
Objectives This lesson we will:
x Learn how to set up the classroom/hall for class band, where they will sit, and how to safely fetch and set up instruments.
x Learn to assemble chosen instrument and produce notes 1 and 5 (concert Bb and F)
x Learn to understand the need to treat instruments with respect (clean after use, reed care, use of water key on brass etc)
Outcomes By the end of the session pupils will:
x Be able to talk through set up procedure. To know how to play note 1 & 5 on their instrument.
x Know how to behave in a class band session (rest position for instruments, only play when asked to)
x Understand the health and safety requirements.
Summary of content Resources used Assessment/ Monitoring
Differentiation Homework
STARTER: Procedure for set up. Room first (chairs) then instruments out from storage and assembled correctly (Clarinets first)
MAIN: To sit as a wind band (allocation of seats) Exercises with mouthpieces (Long notes, loud notes, quiet notes, silly noises) To learn notes 1 & 5 (brass and clarinets will find 5 easier, saxes and flutes 1)
PLENARY: To clean instruments and put them safely away in an ordered fashion and then put room back to rights. Feedback from pupils. Hand out instrument permission forms.
Instruments
Instrument allocation forms.
Label instruments and make a note of the serial number of the instrument allocated to each pupil.
Sheet on instrument care etc.
Have pupils remembered instructions of how to hold their instrument and make a sound. Can pupils return the instrument safely to its case? Is the case securely closed?
Allow clarinets extra time for set up and putting away instruments. Allow space for those playing larger instruments. Make your tuba player feel special. Sectional teacher to help with ‘on the spot’ issues.
To take instrument home (or book a practice time in school) and to practice assembling the instrument and playing note 1 & 5 (more if they wish)
Week 5
Objectives This lesson we will:
x Learn how to play and recognise crotchets, minims and semibreves using note 1 & 5 (and 2 possibly)
x Learn to assemble and put away instrument and set up the room with minimal teacher input.
x Understand the need for articulation, how to count rhythms and follow the teachers direction for pitch (conductors hand positions/ flashcards)
Outcomes By the end of the session pupils will:
x Be able to play note 1, 2 and 5 with a reasonable sound, technique and some will be able to articulate.
x Know how to follow the conductor whether that person is a teacher or a pupil.
x Understand the principal of tonguing as a means of separating notes.
Summary of content Resources used Assessment/ Monitoring
Differentiation Homework
STARTER: Warm up exercises on mouthpiece/headjoint then fully assembled instrument.
MAIN: Articulation techniques explained and demonstrated. Echo games and flashcards on one note.
Pitch work. Moving from 1 to 5. Fingering/slide position for note two.
PLENARY: Questioning to check understanding. Note value/dynamic recap & questioning Ask if there are any soloists who want to show what they have done.
Instruments Flashcards
Pupils ‘pass a note’ around the room, then a rhythm. Check for posture/hold, sound, fingering, tonguing. Watch out for the pupils that mime!
Allow time for flutes and trombones to move between notes – they will find it harder at the beginning. Ask confident pupils to lead a copy cat game.
Pair struggling pupils with a mentor (perhaps another pupil in the class already plays the instrument.)
To prepare a rhythm or note game to share with the class. Long note competition – ask a parent or friend to time their long notes.
Week 6
Objectives This lesson we will:
x To know notes 1,2,3,4 & 5 and the fingering/slide position for each.
x To be able to play each note, with teacher assistance if needed.
x To understand that these notes have names which are particular for each instrument.
Outcomes By the end of the session pupils will:
x Be able to play notes 1-5 with support if needed.
x Know how each note sounds different, and pitch order on their instrument.
x Understand how numbers relate to letter names.
Summary of content Resources used Assessment/ Monitoring
Differentiation Homework
STARTER: Warm up using notes 1-5.
Simple melodies led by teacher. Hot Cross Buns, Merrily We Roll Along, Ode to Joy.
MAIN: General introduction to staff notation. Specific notation for first 5 notes of each instrument. Complete worksheet which contains fingering, note name, note number and position on stave.
PLENARY: Notation quiz.
Instruments 5 Notes Worksheet for each instrument
Note flashcards
This area is vital. Pupils need to relate number to note names at this point to avoid confusion. Consider dividing into groups. Tpt, Euph, Clarinet. Trombone & Flute.
Saxophone & Eb Tuba.
Make sure that pupil who already read music are identified and if they are treble clef readers consider introducing them to bass clef. Pair readers with non readers for notation games (making words etc)
Making words using notes on the stave. Practice.
Wee
k 7
Ob
ject
ives
This
lesson w
e w
ill:
x To k
now
how
the n
ote
s t
hey h
ave b
een p
layin
g c
an b
e w
ritte
n d
ow
n.
x To b
e a
ble
to p
lay from
page 4
&5 o
f Essential Ele
ments
(note
heads h
ave lett
er n
am
es a
t th
is s
tage)
x To u
ndersta
nd c
oncepts
of bars,
bar lin
es,
crotc
het
and s
em
ibreve r
ests
and r
epeat
sig
ns.
Ou
tcom
es
By t
he e
nd o
f th
e s
essio
n p
upils w
ill:
x Be a
ble
to p
lay p
ieces 1
– 1
0 in E
ssential Ele
ments
x Know
how
the w
ritte
n m
usic
rela
tes t
o t
heir
instr
um
ent
and t
he fin
gerin
g.
x U
ndersta
nd t
hat
num
bers w
ork f
or t
he w
hole
band b
ut
each instr
um
ent
has its
ow
n lett
er n
am
es f
or t
hese n
ote
s.
Su
mm
ary
of c
on
ten
t R
eso
urc
es u
sed
A
sses
smen
t/
Mon
ito
rin
g
Dif
fere
nti
atio
n
Hom
ewo
rk
STARTER: R
ecap of
note
nam
es fo
r each
instr
um
ent.
W
arm
up
in
sections
usin
g
note
nam
es.
MAIN
: Intr
oduce Essential
Ele
ments
page
4 and 5.
Possib
ly split
up in
to sections if
sta
ffin
g a
llow
s.
Work t
hrough p
ieces 1
-10
PLEN
ARY:
Questions
and
flash
cards
to
check u
ndersta
ndin
g.
Instr
um
ents
Fla
shcards
Essential
Ele
ments
Books
Notation
‘5
Notes
Workshe
et’
Music
Sta
nds
Teacher
assessm
ent
through
questionin
g
and w
atc
hin
g.
Have 5
note
worksheets
on
music
sta
nds
for
refe
rence.
For
more
advanced
pupils tr
y gett
ing th
em
to w
rite th
eir
ow
n 4 bar
melo
dy t
o p
erfo
rm
.
To
write
in
pencil
the
num
bers above pie
ce 6,
8,
10.
Practice
these
for
next
sessio
n.
Cla
ss B
and
Sch
eme
of W
ork
– A
utu
mn
Ter
m 2
Titl
e of
Un
it
5 N
ote
Tric
k
Yea
r Te
rm
Du
rati
on
S
et A
bili
ty
Year
7
Aut
umn
2 7
wee
ks
Mix
ed
Aim
s x To
con
tinu
e to
pro
tect
and
car
e fo
r th
e in
stru
men
t by
saf
e as
sem
bly
and
disa
ssem
blin
g an
d cl
eani
ng.
x To
dev
elop
ens
embl
e sk
ills
by p
layi
ng 5
not
e m
elod
ies
usin
g nu
mbe
rs a
nd n
otat
ion.
x
To f
urth
er d
evel
op b
asic
tec
hniq
ue in
clud
ing
embo
uchu
re,
post
ure
and
hold
, ar
ticu
latio
n, b
reat
h co
ntro
l (pi
tchi
ng for
bra
ss)
x To
und
erst
and
the
lang
uage
and
ele
men
ts o
f m
usic
incl
udin
g tr
eble
/bas
s cl
ef,
the
stav
e, c
rotc
hets
, m
inim
s an
d se
mib
reve
s, r
epea
t si
gns.
x To
be
conf
iden
tly
able
to
asse
mbl
e a
mus
ic s
tand
(if
appr
opri
ate)
x To
per
form
as
a Cla
ss B
and
in fro
nt o
f an
aud
ienc
e.
Pre
viou
s p
up
il ex
per
ien
ce
Bui
ldin
g up
on A
utum
n te
rm 1
sch
eme.
Gen
eral
des
crip
tion
of
pro
gra
mm
e
To d
evel
op s
kills
and
know
ledg
e of
thei
r ch
osen
inst
rum
ent
and
to p
lay
sim
ple
5 n
otes
mel
odie
s an
d har
mon
ies
as a
Win
d Ban
d fr
om b
oth n
otat
ion
and
by w
atch
ing
the
condu
ctor
. Th
e te
rm w
ill e
nd
with a
con
cert
(ei
ther
a p
erfo
rman
ce in a
ssem
bly
or a
slo
t at
a C
hri
stm
as C
once
rt).
Su
mm
ary
of p
oss
ibili
ties
fo
r IC
T u
se
Mak
e us
e of
You
Tube
, C
har
anga
, M
usi
c Th
eory
and
Quiz
sites
, Es
sential
Ele
men
ts I
nte
ract
ive
Su
mm
ary
of o
pp
ortu
nit
ies
for
dev
elop
men
t of
lite
racy
an
d n
um
erac
y
Lite
racy
: U
se o
f m
usi
cal t
erm
inol
ogy
incl
udi
ng
inst
rum
ent
nam
es a
nd
part
s, I
talia
n t
erm
s, p
erfo
rman
ce d
irec
tion
s.
Num
erac
y: K
now
ledg
e an
d us
e of
cla
ppin
g, r
hyt
hm
s, b
eats
in a
bar
, tim
e si
gnat
ure
s et
c
Su
mm
ary
of k
ey r
eso
urc
es u
sed
Yam
aha
Cla
ss B
and
Inst
rum
ent
set,
Ess
ential
Ele
men
ts B
ook
and
onlin
e re
sourc
es,
PC,
IAW
B,
Chri
stm
as F
avor
ites
publ
ishe
d by
Hal
Leo
nar
d (h
as
solo
and
full
band
arr
ange
men
ts w
hic
h ar
e ch
alle
ngi
ng
but
good
– c
onsi
der
if y
ou t
hin
k th
e cl
ass
could
cop
e)
Cro
ss C
urr
icu
lar
Lin
ks/S
pec
iali
sm L
inks
Com
munity
part
icip
atio
n/p
artn
ersh
ip,
crea
tivi
ty a
nd
critic
al t
hinki
ng,
Ide
ntity
and
cultura
l di
vers
ity
Pers
onal
Ski
lls:
Cre
ativ
e th
inki
ng,
tea
mw
orki
ng,
sel
f m
anag
ing,
eva
luat
ing.
Teac
hin
g S
equ
ence
Wee
k 1
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
how
to
read
not
es 1
-5 (from
‘Notes in
Rev
iew’ P
6 of pup
il bo
ok and
by 5 no
te cha
rt)
x Le
arn
to p
lay
Hot
Cro
ss B
uns
and
Rol
ling
Alon
g
x To
und
erst
and
how
diff
eren
t te
mpi
can
impa
ct o
n pe
rfor
man
ce
Ou
tcom
es
By
the
end
of t
he s
essi
on m
ost
pupi
ls w
ill:
x Be
able
to
play
the
se m
elod
ies
whe
ther
by
ear,
fro
m n
umbe
rs o
f id
eally
fro
m n
otat
ion.
x Be
able
to
expl
ain
how
fin
gering
/slid
e po
sition
rel
ates
to
note
s.
x U
nder
stan
d ho
w to watch
the
con
ductor for tem
po, an
d othe
r pe
rforman
ce direc
tion
s includ
ing ‘in
strumen
ts rea
dy’,
and
star
ting
and
fin
ishi
ng t
oget
her.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
Sta
rter
: W
arm
ups
. Rhy
thm
(no
.15
from
EE
or
flash
card
s)
teac
her
and
pupi
l le
d.
Cop
y ca
t rh
ythm
s. N
ote
war
m u
p. 1
-5 f
or b
rass
pitch
ing.
Mai
n:
Not
atio
n. R
ecap
on
nota
tion.
Eac
h pu
pil
can
see
note
nam
es a
nd f
inge
ring
s on
P6
but
num
bers
ar
e no
t in
clud
ed.
Pupi
ls
need
to
un
ders
tand
how
num
bers
rel
ate
to n
ote
nam
es.
Th
en
pupi
ls
atte
mpt
17
H
ot
Cro
ss
Bun
s at
di
ffer
ent
tem
pi
(flu
tes
will
fin
d th
is
tric
ky
to
begi
n w
ith)
. Rol
ling
Alon
g (b
ar
2,3,
6 co
ntai
n re
peat
ed n
otes
.
Ple
nar
y Es
sent
ial
elem
ents
Qui
z (n
o. 1
9) p
lus
design
of ‘che
at sh
eet’. Que
stioning
to ch
eck
unde
rsta
ndin
g.
Yam
aha
Cla
ss
Ban
d In
stru
men
ts.
Flas
h Car
ds
5 N
otes
Cha
rt
Esse
ntia
l El
emen
ts
teac
her
and
pupi
l bo
oks.
PC
In
tera
ctiv
e w
hite
boar
d.
Pupi
l qu
estion
ing,
in
divi
dual
s pe
rfor
m
and
lead
the
gro
up.
Che
ck Q
uiz
and
Not
es
In R
evie
w –
are
not
es
corr
ectly
iden
tifie
d,
have
pu
pils
ad
ded
num
bers
in p
enci
l.
Diff
eren
tiat
ed
ques
tion
ing.
Pu
pils
allo
wed
to
wri
te
note
nu
mbe
rs
in
penc
il an
d th
en t
ry t
o ru
b a
few
out
. Pu
pils
en
cour
aged
to
pl
ay
by
ear
or
play
H
ot
Cro
ss
Bun
s in
a
roun
d w
ith
a fr
iend
.
To de
sign
th
eir
own
vers
ion
of n
otes
1-5
sh
eet.
N
ote
iden
tific
atio
n ex
erci
se.
Des
ign
a rh
ythm
or
pi
tch
war
m
up
to
shar
e w
ith
the
grou
p.
Wee
k 2
Ob
ject
ives
Th
is le
sson
we
will
:
x H
ave
stud
ent
led
war
m u
ps.
x Pl
ay 1
4 &
17
at a
fas
ter
tem
po
x Ex
plor
e th
e se
ctio
ns o
f th
e ba
nd.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
able
to
play
and
rea
d w
ith
incr
easi
ng flu
ency
and
acc
urac
y.
x Kno
w h
ow t
o ho
ld t
heir
par
t in
depe
nden
tly.
x U
nder
stan
d ho
w t
he d
iffer
ent
inst
rum
ents
in c
lass
ban
d ha
ve t
heir
ow
n un
ique
tim
bre.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Stu
dent
led
war
m u
ps.
Rhy
thm
st
udie
s fr
om P
upil
Boo
k pa
ge 4
2. R
ecap
of
17 &
14
MAIN
: Pu
pil
to p
lay
note
s 1-
5 in
sec
tion
s.
Nam
ing
note
s fo
r ea
ch in
stru
men
t.
EE
24
List
en
to
Our
Sec
tion
s.
Dis
cuss
pi
tch,
ton
e, t
imbr
e, v
olum
e et
c.
EE 2
2 Spl
it i
nto
WW
& B
rass
. G
roup
or
pair
ed
wor
king
ca
n be
in
corp
orat
ed
if ap
prop
riat
e.
PLEN
ARY:
Q
uest
ioni
ng
abou
t di
ffer
ence
s be
twee
n se
ctio
ns
– w
ho
finds
w
hat
aspe
cts
hard
er
and
why
? Pi
tchi
ng,
finge
ring
etc
...
Inst
rum
ents
Es
sent
ial E
lem
ents
Who
is
ab
le
to
lead
w
arm
ups
? Ass
essm
ent
in
grou
ps
(4’s)
or pa
irs
of Due
t N
o. 2
2
Is
pitc
hing
/not
e re
adin
g/
note
le
ngth
s co
rrec
t.
Wha
t is
th
e ‘ens
emble’
like.
Can
pu
pils
pe
rfor
m,
can
audi
ence
lis
ten
and
peer
ass
ess.
Thos
e le
ss
conf
iden
t w
ith
read
ing
can
wri
te
in lim
ited
nu
mbe
rs
(in
22 f
irst
not
e in
eac
h ba
r fo
r ex
ampl
e)
Mor
e ab
le p
upils
to
lead
th
e w
arm
ups
. G
roup
s of
4 if
pup
ils a
re
less
ab
le
to
hold
th
e pa
rt
on
thei
r ow
n.
Team
th
em
up
with
a strong
er ‘m
entor’.
To
cont
inue
to
de
velo
p no
te r
eadi
ng s
kills
. N
ote
wor
kshe
et.
To p
ract
ice
22 o
r 24
and
pe
rfor
m it
with
a fr
iend
.
Wee
k 3
Ob
ject
ives
Th
is le
sson
we
will
:
x P
erfo
rm h
omew
ork
set
in p
airs
or
smal
l gro
ups.
x Beg
in t
o de
velo
p m
ore
cont
rol b
y in
trod
ucin
g lo
ng n
ote/
repe
ated
not
e w
arm
ups
.
x Beg
in w
ork
on C
once
rt P
iece
s (s
ugge
stio
ns L
ight
ly R
ow &
Jin
gle
Bel
ls).
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
been
ass
esse
d on
the
ir p
erfo
rman
ce.
x Kno
w w
hich
pie
ces
that
the
y w
ill b
e as
ked
to p
erfo
rm in
the
end
of
term
con
cert
.
x U
nder
stan
d th
at lo
ng n
otes
and
ton
gued
not
es w
ill b
e ea
sier
on
som
e in
stru
men
ts t
han
othe
rs.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Pupi
ls
are
asse
ssed
on
pe
rfor
man
ce o
f sm
all g
roup
/due
t w
ork.
Pitc
h &
Rhy
thm
war
m u
p.
MAIN
: Li
ghtly
Row
. In
trod
uce
away
fro
m
nota
tion
. Ea
ch
inst
rum
ent
is
give
n on
e no
te a
nd t
hey
play
it
whe
n th
e te
ache
r po
ints
at
them
. In
thi
s w
ay t
hey
will
hea
r th
e co
mpl
ete
mel
ody
witho
ut
havi
ng
to
play
it
them
selv
es.
Intr
oduc
e no
tation
EE
25.
Cla
p th
e rh
ythm
, se
e w
hich
bar
s ar
e th
e sa
me,
w
hich
ba
rs
requ
ire
the
leas
t de
xter
ity
of
finge
ring
. Bui
ld
up
piec
e gr
adua
lly.
Jing
le B
ells
. 1s
t 4
bars
thi
s w
eek.
Pla
y at
di
ffer
ent
tem
pi.
PLEN
ARY:
Per
form
ance
of
piec
es,
wor
k in
pr
ogre
ss.
Inst
rum
ents
EE
Boo
ks
Who
is
fin
ding
th
is
easy
/diff
icul
t?
Extr
a su
ppor
t (p
eer
to
peer
or
by
te
ache
r)
give
n to
tho
se in
nee
d.
Who
ca
n pl
ay
the
mel
ody
stra
ight
aw
ay?
Tem
po
vari
atio
ns.
Slo
wly
fo
r flu
te.
Hel
p br
ass
to
pitc
h by
lis
teni
ng
to
a sa
xoph
one
or
clar
inet
no
te.
Any
one
stru
gglin
g to
pla
y th
e w
hole
pie
ce
at f
irst
can
ide
ntify
the
ea
sier
ba
rs
or
note
s,
circ
le t
hem
and
aim
to
play
jus
t th
ose
to b
egin
w
ith.
To
wor
k by
th
emse
lves
or
in s
mal
l gro
ups
on t
he
set
piec
es.
Wha
t is
eas
y?
Wha
t is
m
ore
chal
leng
ing?
Why
?
Wee
k 4
Ob
ject
ives
Th
is le
sson
we
will
:
x In
trod
uce
sec
ond
half o
f Ji
ngl
e Bel
ls
x In
trod
uce
bas
s lin
e/si
mpl
ified
par
t to
Jin
gle
Bel
ls
x Play ‘Lightly Row
’ all of the
way
throu
gh.
Ou
tcom
es
By
the
end
of t
he
sess
ion p
upi
ls w
ill:
x Be
able
to
play
either
or
both
of th
e pa
rts
to J
ingl
e Bel
ls (
or e
ven full
band
arra
ngem
ent
for
G&
T)
x Be
able
to
play
either
all
or s
elec
ted
part
s of
Lig
htly
Row
in a
n e
nse
mbl
e si
tuat
ion.
x U
nde
rsta
nd
the
prot
ocol
s of
per
form
ance
incl
udi
ng,
wal
king
on a
nd
off,
tak
ing
resp
onsi
bilit
y fo
r m
usi
c et
c...
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
The
conce
rt
situ
atio
n.
Wat
ch
som
e Yo
uTu
be
clip
s of
how
a
band
prep
ares
th
emse
lves
fo
r per
form
ance
. Th
en
repl
icat
e it.
Set
up
band
then
pr
actice
w
alki
ng
on
in
sile
nce
, findi
ng
seat
s, s
etting
up
musi
c an
d si
ttin
g in
res
t po
sition
.
MAIN
: Reh
ears
al o
f pi
eces
. Ask
pupi
ls i
f th
ey
wou
ld
like
to
do
a so
lo
item
/dem
onst
rate
th
e in
stru
men
t,
intr
oduce
an ite
m e
tc.
PLEN
ARY:
To
stan
d to
rec
eive
app
lause
. To
exi
t th
e st
age
in a
n o
rder
ed f
ashi
on.
Dis
cuss
tea
m w
ork
and
part
icip
atio
n.
Inst
rum
ents
EE
bo
ok
or
band
arra
ngem
ent
Who
is a
ble
to d
o w
hat
? T
her
e sh
ould
be
a ro
le
for
ever
yone
in
the
conce
rt s
o th
at a
ll fe
el
invo
lved
.
Perh
aps
som
eone
stru
gglin
g w
ith
thei
r in
stru
men
t ca
n
do
prog
ram
mes
, tick
ets
or
refr
eshm
ents
(a
s w
ell
as p
layi
ng o
f co
urs
e)
Pupi
ls
shou
ld
be
enco
ura
ged t
o w
ork
as
a te
am w
ith a
col
lect
ive
sense
of
resp
onsi
bilit
y.
To
pra
ctic
e th
e se
t pi
eces
and
to p
repa
re f
or
thei
r co
nce
rt r
ole.
Wee
k 5
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
to p
lay
note
6 (
Con
cert
G)
x In
corp
orat
e th
e ne
w n
ote
into
mel
odie
s.
x D
o fin
al p
repa
ration
s fo
r th
e C
once
rt/P
erfo
rman
ce
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
able
to
play
not
e 1
thro
ugh
to 6
with
reas
onab
le flu
ency
.
x H
ave
gain
ed t
he n
eces
sary
ski
lls t
o ta
ke p
art
in a
per
form
ance
.
x U
nder
stan
d w
hich
of
the
inst
rum
ents
will
be
chal
leng
ed b
y th
e ne
w n
ote
(eas
y fo
r flu
tes,
har
der
for
trum
pets
)
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
War
m
up
exer
cise
s an
d th
e in
trod
uction
of
note
6.
Acc
ess
new
not
e fr
om c
once
rt F
– t
his
mak
es p
itch
ing
and
finge
ring
eas
ier.
MAIN
: In
trod
uction
of
ne
w
mat
eria
l on
pa
ge 8
of
pupi
l bo
ok.
Posi
tion
on
of n
ew
note
on
stav
e. P
iece
s 28
& 3
1.
Fina
l ru
n th
roug
h of
Con
cert
Pie
ces
plus
an
y ex
tra item
s/de
mo’s
PLEN
ARY:
Q
ues
tion
ing
to
chec
k un
ders
tand
ing.
Fla
shca
rds
with
note
nam
e an
d no
tated ve
rsion of ‘n
ote 6’
Inst
rum
ents
Fl
ashc
ards
EE B
ooks
Bra
ss pi
tchi
ng m
ay be
an
iss
ue a
t th
is s
tage
. If
pup
ils a
re s
trug
glin
g w
ith
high
no
tes
cons
ider
w
hy.
Che
ck
embo
uchu
re,
lip
posi
tion
, ai
r flo
w e
tc.
Perh
aps
intr
oduc
e a
bras
s se
ctio
nal
as p
art
of
this
se
ssio
n to
de
velo
p pi
tchi
ng s
kills
To
prac
tice
Con
cert
Pi
eces
pl
us
A
Moz
art
Mel
ody.
Wee
k 6
Ob
ject
ives
Th
is le
sson
we
will
:
x Beg
in w
orki
ng o
n en
d of
ter
m a
sses
smen
t.
x Bre
ak o
ut in
to s
mal
l gro
ups
for
inde
pend
ent
lear
ning
and
tea
m w
orki
ng.
x To
und
erst
and
wha
t w
ill b
e re
quir
ed in
the
fin
al s
essi
on o
f th
e te
rm.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
awar
e of
how
the
ass
essm
ent
will
wor
k.
x Kno
w w
hich
pie
ce(s
) th
at t
hey
are
goin
g to
use
for
the
per
form
ance
ass
essm
ent.
x U
nder
stan
d ho
w m
uch
they
hav
e le
arned
dur
ing
thei
r fir
st t
erm
and
how
far
the
y ha
ve c
ome.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Show
vi
deo
foot
age
or
hear
au
dio
of
conc
ert
perf
orm
ance
. Pu
pils
as
sess
per
form
ance
. W
hat
soun
ded
good
, w
hat
coul
d be
impr
oved
?
MAIN
: W
ritt
en a
nd p
ract
ical
ass
essm
ent.
Cla
ssro
om
teac
her
supe
rvis
es
wri
tten
w
ork
whi
lst
pupi
ls g
o ou
t on
e at
a t
ime
for
the
prac
tica
l ass
essm
ent.
PLEN
ARY:
To
go
ov
er
anyt
hing
on
th
e as
sess
men
t th
at
need
s ad
dition
al
expl
aina
tion
.
Term
1 A
sses
smen
t In
stru
men
t
EE B
ooks
Extr
a ro
oms
for
prac
tica
l ass
essm
ent.
See
con
tent
of le
sson
. Ass
essm
ent
desi
gned
w
ith
differ
entiat
ion
in
min
d.
Plen
ty
that
al
l pu
pils
will
man
age
and
exte
nsi
on
activi
ties
av
aila
ble
to
G
&
T pu
pils
.
To k
eep
prac
tici
ng!
Wee
k 7
Ob
ject
ives
Th
is le
sson
we
will
:
x Con
tinu
e w
ith t
he p
ract
ical
ass
essm
ent.
(It
usu
ally
tak
es m
ore
than
one
ses
sion
)
x In
trod
uce
Lond
on B
ridg
e.
x To
und
erst
and
duet
wor
king
, se
mib
reve
res
ts,
repe
at s
igns
.
Ou
tco
mes
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
com
plet
ed t
heir
end
of te
rm a
sses
smen
t.
x Be
able
to
read
and
pla
y no
te 6
x U
nder
stan
d th
e ap
prop
riat
e m
usic
al s
ymbo
ls a
nd t
erm
inol
ogy.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Cla
ppin
g rh
ythm
s of
Lo
ndon
Bri
dge
in t
wo
part
s.
MAIN
: Som
e pu
pils
will
stil
l be
doi
ng t
heir
asse
ssm
ent
at t
imes
so
will
be
in a
nd o
ut
of t
he s
essi
on.
Who
le c
lass
and
gro
up o
r pa
ired
wor
king
on
Lond
on B
ridg
e.
PLEN
ARY:
Cla
ss
Perf
orm
ance
an
d su
mm
ing
up o
f fir
st t
erm
.
Inst
rum
ents
Fl
ashc
ards
Esse
ntia
l El
emen
ts
Boo
ks
Mus
ic S
tand
s
Form
al A
sses
smen
t an
d M
arki
ng o
f te
rm 1
. Sim
ple
part
s av
aila
ble
for
Lond
on B
ridg
e. P
art
B
is
low
er
and
easi
er
for
Bra
ss p
laye
rs
To w
rite a ‘P
laying
Diary’
over
the
hol
iday
– p
lay
for
fam
ily
and
frie
nds
and
reco
rd t
he f
eedb
ack
and
your
tho
ught
s.
Cla
ss B
and
Sch
eme
of W
ork
– S
um
mer
Ter
m 1
Titl
e of
Un
it
Cla
ss B
and
Term
2
Yea
r Te
rm
Du
rati
on
S
et A
bili
ty
Year
7
Sum
mer
6
wee
ks
Mix
ed
Aim
s x To
fur
ther
exp
lore
how
mus
ic is
cre
ated
thr
ough
the
med
ium
of
a w
ind
band
and
the
lear
ning
of
an in
stru
men
t. T
o cr
eate
an
impr
ovis
atio
n to
us
e as
par
t of
Har
d R
ock
Blu
es.
x To
bec
ome
incr
easi
ngly
com
pete
nt w
ith
the
inst
rum
ent,
incl
udin
g as
sem
bly,
pos
ture
and
hol
d, c
are
and
mai
nten
ance
– t
o in
clud
e ke
epin
g an
ey
e on
ree
ds,
valv
es,
slid
e et
c.
x To
be
able
to
read
and
pla
y no
tes
from
con
cert
A (
belo
w m
iddl
e C t
o G
abo
ve m
iddl
e C)
with
an a
war
enes
s of
sty
le a
nd g
enre
and
to
play
in
depe
nden
t pa
rts
eith
er o
n th
eir
own
or w
ithi
n a
sect
ion
of t
he b
and.
(W
illia
m T
ell a
nd W
hen
the
Sai
nts)
x To
und
erst
and
the
lang
uage
and
ele
men
ts o
f m
usic
inc
ludi
ng r
hyth
mic
not
atio
n (t
o in
clud
e qu
aver
s, c
rotc
hets
, m
inim
s an
d se
mib
reve
s)
dyna
mic
s an
d si
gns
incl
udin
g fla
t si
gns,
rep
eats
, pa
uses
etc
.
Pre
viou
s p
up
il ex
per
ien
ce
Pu
pils
will
hav
e tw
o te
rms
of e
xper
ienc
e on
the
ir in
stru
men
t.
Gen
eral
des
crip
tion
of
pro
gra
mm
e
To i
ntro
duce
the
con
cept
of
sepa
rate
par
ts r
athe
r th
an u
niso
n pl
ayin
g by
the
use
of
duet
s, r
ound
s an
d si
mpl
e w
ind
band
arr
ange
men
ts a
nd t
o in
trod
uce
impr
ovis
atio
n w
ithi
n a
piec
e.
Su
mm
ary
of p
oss
ibili
ties
fo
r IC
T u
se
Mak
e us
e of
You
Tube
, C
hara
nga,
Mus
ic T
heor
y an
d Q
uiz
site
s, E
ssen
tial
Ele
men
ts I
nter
active
Su
mm
ary
of o
pp
ortu
nit
ies
for
dev
elop
men
t of
lite
racy
an
d n
um
erac
y
Lite
racy
: U
se o
f m
usic
al t
erm
inol
ogy
incl
udin
g in
stru
men
t na
mes
and
par
ts,
Ital
ian
term
s, p
erfo
rman
ce d
irec
tion
s.
Num
erac
y: K
now
ledg
e an
d us
e of
cla
ppin
g, r
hyth
ms,
bea
ts in
a b
ar,
tim
e si
gnat
ures
etc
Su
mm
ary
of k
ey r
eso
urc
es u
sed
Yam
aha
Cla
ss B
and
Inst
rum
ent
set,
Ess
ential
Ele
men
ts B
ook
and
onlin
e re
sour
ces,
PC
, IA
WB
Cro
ss C
urr
icu
lar
Lin
ks/S
pec
ialis
m L
inks
Com
mun
ity
part
icip
atio
n/pa
rtne
rshi
p, c
reat
ivity
and
critic
al t
hink
ing,
Ide
ntity
and
cultu
ral d
iver
sity
Pe
rson
al S
kills
: Cre
ativ
e th
inki
ng,
team
wor
king
, se
lf m
anag
ing,
eva
luat
ing.
Teac
hin
g S
equ
ence
Wee
k 1
Ob
ject
ives
Th
is le
sson
we
will
:
x To
kno
w h
ow t
o re
cogn
ise
quav
ers
aura
lly a
nd v
isua
lly.
x To
be
able
to
play
qua
vers
with
an a
war
enes
s of
the
nee
d fo
r ar
ticu
latio
n.
x To
und
erst
and
how
qua
vers
fit w
ithin
a c
rotc
het
puls
e an
d us
e in
con
text
with
crot
chet
s an
d m
inim
s.
Ou
tcom
es
By
the
end
of t
he s
essi
on m
ost
pupi
ls w
ill:
x Be
able
to
read
and
pla
y qu
aver
s.
x Kno
w h
ow t
o pl
ay q
uave
rs w
ithi
n a
crot
chet
pul
se.
x U
nder
stan
d w
hy a
rtic
ulat
ion
is c
ruci
al t
o pr
oduc
e qu
aver
s.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
Sta
rter
: Rec
ap no
te
valu
es.
Flas
h ca
rds
with
quav
ers,
cr
otch
ets
and
min
ims
to
be
clap
ped
and
play
ed.
Pupi
ls t
o co
me
up w
ith
thei
r ow
n fo
r th
e ba
nd t
o tr
y.
Mai
n:
Will
iam
Tel
l in
trod
uced
and
mod
elle
d by
te
ache
r.
Expl
anat
ion
that
ea
ch
bar
cont
ains
re
peat
ed
rhyt
hms.
Cla
p th
roug
h rh
ythm
s to
geth
er.
Tran
sfer
to
inst
rum
ents
.
Ple
nar
y To
ngui
ng
com
petition
. H
ow
man
y re
peat
ed q
uave
rs c
an b
e pl
ayed
in o
ne b
reat
h?
Yam
aha
Cla
ss
Ban
d In
stru
men
ts.
CD
pla
yer.
PC
In
tera
ctiv
e w
hite
boar
d.
Cla
ppin
g w
ith
who
le
clas
s an
d in
divi
dual
s.
Cho
ose
stud
ents
to
le
ad w
ith
flash
car
ds,
don’
t as
k fo
r vo
lunt
eers
.
Str
onge
r in
stru
men
talis
ts
can
do g
roup
wor
k an
d tr
y to
pl
ay
at
a fa
ster
te
mpo
.
To
prac
tice
W
illia
m
Tell
and
to
desi
gn
thei
r ow
n fla
sh c
ard
to
add
to
the
clas
s se
t.
Wee
k 2
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
how
diff
eren
t te
mpi
impa
cts
on t
he e
ase
of p
layi
ng t
he p
iece
and
on
the
over
all p
erfo
rman
ce.
x Pl
ay W
illia
m T
ell a
t va
ryin
g te
mpi
in o
ur s
ection
s an
d as
a w
hole
ban
d an
d in
sm
all g
roup
s.
x U
nder
stan
d th
e ch
alle
nges
fac
ing
the
othe
r in
stru
men
ts in
the
ban
d.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
able
to
atte
mpt
a p
erfo
rman
ce o
f W
illia
m T
ell i
n th
eir
grou
ps a
t th
eir
chos
en s
peed
.
x Kno
w h
ow t
he t
empo
can
affec
t pe
rfor
man
ce.
x U
nder
stan
d ho
w t
hey
mig
ht h
ave
to m
ake
chan
ges
whe
n w
orki
ng a
s a
who
le b
and.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Use
fla
shca
rds
prod
uced
as
ho
mew
ork
for
reca
p an
d w
arm
up.
MAIN
: R
ehea
rsal
of
W
illia
m
Tell
as
a w
hole
ban
d. S
plit u
p fo
r 25
min
s. E
ach
grou
p th
en p
erfo
rms
piec
e at
the
ir c
hose
n te
mpo
for
pee
r an
d te
ache
r as
sess
men
t.
PLEN
ARY:
Cla
ss
to
play
pi
ece.
Sm
all
grou
ps t
o sh
owca
se p
rogr
ess
so far
.
IWB
YouT
ube
Yam
aha
inst
rum
ents
Spa
re r
oom
s fo
r br
eak
out.
Teac
her(
s)
to
circ
ulat
e of
feri
ng
advi
ce
on
tem
po,
star
ting
th
e pi
ece
and
obse
rvin
g an
yone
w
ho
is
stru
gglin
g.
Use
di
ffer
ent
tem
pi.
Flut
es
and
trom
bone
s m
ay n
eed
to p
lay
mor
e sl
owly
to
m
anag
e th
e qu
aver
s fin
geri
ng/s
lide
posi
tion
s.
Pitc
hing
m
ay
be
an
issu
e fo
r tr
umpe
ts.
Diff
eren
tiat
ed g
roup
s.
To
cont
inue
to
pr
actice
in
stru
men
ts.
Wee
k 3
Ob
ject
ives
Th
is le
sson
we
will
:
x Kno
w w
hat
a 12
Bar
Blu
es is
.
x Be
able
to
reco
gnis
e a
12 B
ar B
lues
.
x To
und
erst
and
how
12
Bar
Blu
es is
con
stru
cted
.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Li
sten
ed t
o a
sele
ctio
n of
pie
ces
that
use
thi
s fo
rmat
.
x Kno
w h
ow a
Blu
es is
con
stru
cted
.
x U
nder
stan
d ho
w t
o pl
ay t
he r
oot
of e
ach
chor
d du
ring
the
pro
gres
sion
.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Wat
ch c
lips
of p
iece
s th
at u
se
12
bar
(Gre
en
Oni
ons,
Bat
man
, Roc
k ar
ound
the
Clo
ck)
MAIN
: Li
sten
to
ba
ckin
g tr
ack
for
Har
d Roc
k Blu
es.
Play
roo
t of
eac
h ch
ord
alon
g w
ith
back
ing
trac
k.
Then
le
arn
mel
ody
line.
PLEN
ARY:
Try
a p
erfo
rman
ce w
here
som
e of
the
cla
ss p
lay
the
root
whi
lst
othe
rs t
ry
the
tune
.
Inst
rum
ents
IA
WB
YouT
ube
In
orde
r to
te
ach
the
stru
ctur
e nu
mbe
rs
can
be
used
, th
en
ques
tion
ing
to
chec
k th
at
num
bers
ar
e al
so
lear
ned
as n
ote
nam
es.
Two
differ
ent
part
s av
aila
ble
depe
ndin
g on
ab
ility
.
To r
esea
rch
othe
r 12
bar
bl
ues
piec
es –
bri
ng o
ne
to s
hare
with
the
clas
s.
Prac
tice
new
pie
ce.
Wee
k 4
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
abou
t th
e pe
ntat
onic
sca
le a
nd h
ow t
o pl
ay it
on
thei
r in
stru
men
t.
x Le
arn
to c
reat
e a
shor
t im
prov
ised
pat
tern
usi
ng 1
or
mor
e no
tes
of t
he s
cale
.
x Le
arn
to in
sert
the
pat
tern
into
the
thr
ee b
eats
res
t in
Har
d R
ock
Blu
es.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
wor
king
in s
mal
l gro
ups
on t
he im
prov
isat
ion.
x W
ill b
e ab
le t
o de
mon
stra
te h
ow t
heir
impr
ovis
atio
n w
orks
whi
lst
the
rest
of th
e cl
ass
play
the
‘hea
d’.
x U
nder
stan
d ho
w t
o no
tate
the
ir id
eas
in a
way
tha
t th
ey w
ill b
e ab
le t
o co
me
back
to
them
nex
t se
ssio
n.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Rec
ap H
ard
Roc
k Blu
es,
clas
s ba
nd
play
th
e pi
ece
whi
lst
the
teac
her
impr
ovis
es du
ring
th
e 3
beat
re
sts
and
asks
the
cla
ss w
hat
they
are
doi
ng.
MAIN
: Im
prov
isat
ion.
Beg
in b
y us
ing
‘not
e 1’
and
pla
ying
a r
hyth
m –
how
can
it
be
mad
e m
ore
inte
rest
ing.
Whi
ch o
ther
not
es
coul
d be
use
d? E
xten
d to
pen
tato
nic
scal
e if
appr
opri
ate,
or
note
s 1,
2 &
3.
PLEN
ARY:
Sha
ring
of
pi
eces
fo
und
that
de
mon
stra
te 1
2 Bar
– a
re t
here
sol
o’s
or
impr
ovis
ed s
ection
s in
any
of
thes
e?
Inst
rum
ents
Es
sent
ial E
lem
ents
IAW
B
Bac
king
tra
ck f
or H
ard
Roc
k Blu
es
Who
can
com
e up
with
thei
r ow
n pa
tter
n an
d de
mon
stra
te
it
to
the
clas
s?
Who
ca
n de
scri
be
the
differ
ence
be
twee
n co
mpo
sing
an
d im
prov
isin
g?
Impr
ovis
ing
can
be o
n on
e no
te o
r al
l 5.
Pup
ils
can
play
a l
ong
note
or
a co
mpl
ex r
hyth
m.
Can
an
yone
no
tate
w
hat
they
pla
yed?
To
wor
k on
H
ard
Roc
k Blu
es
Wee
k 5
Ob
ject
ives
Th
is le
sson
we
will
:
x Beg
in w
ork
on t
he fir
st ‘b
and
arra
ngem
ent’
of W
hen
the
Sai
nts.
x W
ork
on in
divi
dual
par
ts in
sec
tion
als.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x U
nder
stan
d ho
w d
iffer
ent
part
s ca
n fit
tog
ethe
r.
x Kno
w w
hat
is m
eant
by
mel
ody,
har
mon
y an
d ba
ss li
ne a
nd w
ho is
pla
ying
eac
h pa
rt.
x Be
able
to
play
the
fir
st h
alf of
the
pie
ce.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Yout
ube
clip
of
Cla
ss B
and
or
Sch
ool
Ban
d pl
ayin
g th
e ar
rang
emen
t of
W
hen
the
Sai
nts
from
EE.
MAIN
: Te
ache
r m
odel
s th
e ba
ss p
art,
doe
s it s
ound
lik
e th
e tu
ne?
Why
not
? W
hy a
re
bass
lin
es
impo
rtan
t?
Div
ide
into
se
ctio
nals
. W
ith
rest
of
band
tal
k ab
out
who
is
pl
ayin
g th
e ‘tu
ne’
– w
hy is
th
e cl
arin
et pa
rt sl
ight
ly di
ffer
ent?
Are
th
ey
‘wro
ng’ n
otes
?
PLEN
ARY:
Ea
ch
sect
ion
of
the
band
sh
owca
ses
wha
t th
ey h
ave
done
so
far.
Inst
rum
ents
Bre
akou
t ro
oms.
Idea
lly
3 m
embe
rs
of
staf
f, b
ut i
f no
t th
en 2
w
ill b
e su
ffic
ient
.
Ass
essm
ent
of
perf
orm
ance
s by
gr
oups
an
d in
divi
dual
s w
ithi
n th
e gr
oup.
Pupi
ls
will
be
pe
rfor
min
g at
an
ap
prop
riat
e le
vel
as
dete
rmin
ed
duri
ng
the
rehe
arsa
ls.
Hav
e a
sim
plifi
ed f
lute
pa
rt
avai
labl
e if
need
s be
.
To c
ontinu
e to
wor
k on
al
l thr
ee p
iece
s.
Wee
k 6
Ob
ject
ives
Th
is le
sson
we
will
:
x Reh
ears
e th
e th
ree
piec
es s
tudi
ed a
nd p
repa
re t
o re
cord
the
m a
s ‘w
ork
in p
rogr
ess’
for
cla
ss d
iscu
ssio
n.
x Rec
ord
the
perf
orm
ance
s an
d un
ders
tand
the
pro
cess
and
req
uire
men
ts o
f a
reco
rdin
g se
ssio
n.
x Li
sten
and
app
rais
e th
e pe
rfor
man
ces
and
choo
se o
ne t
o pe
rfor
m in
an
end
of t
erm
con
cert
.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
able
to
play
the
ir in
divi
dual
par
t in
a w
ind
band
con
text
.
x Be
able
to
appr
aise
the
ir in
divi
dual
per
form
ance
and
dis
cuss
the
per
form
ance
as
a w
hole
.
x U
nder
stan
d pe
rfor
man
ce t
echn
ique
, w
atch
ing
the
cond
ucto
r, s
ilenc
e be
fore
the
sta
rt,
conc
entr
atio
n et
c.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
War
m u
p.
MAIN
: Reh
ears
al
and
reco
rdin
g of
th
e th
ree
piec
es.
If t
his
is a
7 w
eek
half
term
it w
ill a
llow
for
mor
e pr
epar
atio
n tim
e on
W
hen
the
Sai
nts!
Ta
lk
abou
t th
e di
ffer
ence
be
twee
n a
polis
hed
perf
orm
ance
and
‘wor
k in
pro
gres
s’.
PLEN
ARY:
Li
sten
ba
ck
to
reco
rdin
gs.
Dis
cuss
the
per
form
ance
and
dec
ide
whi
ch
was
the
bes
t an
d w
hy.
How
cou
ld p
iece
s be
fur
ther
impr
oved
.
Inst
rum
ents
Rec
ordi
ng d
evic
e.
Ver
bal
asse
ssm
ent
of
piec
es/p
erfo
rman
ces.
Pupi
ls
to
self-
asse
ss
thei
r ow
n pr
ogre
ss a
nd
that
of th
e ba
nd.
Sim
plifi
ed
part
s av
aila
ble
for
thos
e th
at
need
th
em.
Som
e pu
pils
se
lect
ed
to
impr
ovis
e in
Har
d Roc
k Blu
es.
Pupi
ls
can
be
give
n te
chni
cal
resp
onsi
bilit
ies
for
the
reco
rdin
g pr
oces
s.
Cla
ss B
and
Sch
eme
of W
ork
– S
um
mer
Ter
m 2
Titl
e of
Un
it
Cla
ss B
and
Term
3 p
art
2
Yea
r Te
rm
Du
rati
on
S
et A
bili
ty
Year
7
Sum
mer
2
6 w
eeks
M
ixed
Aim
s x To
fur
ther
dev
elop
as
a w
ind
band
by
play
ing
win
d ba
nd a
rran
gem
ents
. x
To b
ecom
e fu
lly c
ompe
tent
in p
erfo
rmin
g in
a v
arie
ty o
f lo
cation
s.
x To
be
able
to
read
and
pla
y a
part
in a
sol
o or
ens
embl
e si
tuat
ion
and
to r
ejoi
n in
the
eve
nt o
f ge
ttin
g lo
st.
x To
und
erst
and
the
wri
tten
mus
ic in
clud
ing
rest
s, m
ultir
ests
, re
hear
sal l
ette
rs a
nd n
umbe
rs a
nd r
epea
t si
gns.
Pre
viou
s p
up
il ex
per
ien
ce
Pu
pils
will
hav
e tw
o an
d a
half
term
s ex
peri
ence
on
thei
r in
stru
men
t.
Gen
eral
des
crip
tion
of
pro
gra
mm
e
To f
ully
dev
elop
as
a w
ind
band
. Th
ere
are
a gr
eat
num
ber
of ‘
corr
elat
ed a
rran
gem
ents
’ av
aila
ble
from
Hal
Leo
nard
(di
stri
bute
d in
the
UK b
y D
e H
aske
) so
me
of w
hich
Yam
aha
UK h
ave
in a
libr
ary
avai
labl
e fo
r yo
u to
bor
row
. Yo
u m
ay w
ish
to p
urch
ase
your
ow
n. T
he o
nes
I u
se a
re t
ried
and
te
sted
and
hav
e pr
oved
pop
ular
with
the
Cla
ss B
ands
I h
ave
wor
ked
with
.
Su
mm
ary
of p
oss
ibili
ties
fo
r IC
T u
se
Mak
e us
e of
You
Tube
, C
hara
nga,
Mus
ic T
heor
y an
d Q
uiz
site
s, E
ssen
tial
Ele
men
ts I
nter
active
Su
mm
ary
of o
pp
ortu
nit
ies
for
dev
elop
men
t of
lite
racy
an
d n
um
erac
y
Lite
racy
: U
se o
f m
usic
al t
erm
inol
ogy
incl
udin
g in
stru
men
t na
mes
and
par
ts,
Ital
ian
term
s, p
erfo
rman
ce d
irec
tion
s.
Num
erac
y: K
now
ledg
e an
d us
e of
cla
ppin
g, r
hyth
ms,
bea
ts in
a b
ar,
tim
e si
gnat
ures
etc
Su
mm
ary
of k
ey r
eso
urc
es u
sed
Yam
aha
Cla
ss B
and
Inst
rum
ent
set,
Cor
rela
ted
arra
ngem
ents
and
onl
ine
reso
urce
s, P
C,
IAW
B
Cro
ss C
urr
icu
lar
Lin
ks/S
pec
ialis
m L
inks
Com
mun
ity
part
icip
atio
n/pa
rtne
rshi
p, c
reat
ivity
and
critic
al t
hink
ing,
Ide
ntity
and
cultu
ral d
iver
sity
Pe
rson
al S
kills
: Cre
ativ
e th
inki
ng,
team
wor
king
, se
lf m
anag
ing,
eva
luat
ing.
Teac
hin
g S
equ
ence
Wee
k 1
Ob
ject
ives
Th
is le
sson
we
will
:
x In
vest
igat
e th
e ri
ff.
x Le
arn
the
riffs
for
We
Will
Roc
k Yo
u an
d Ano
ther
One
Bites
the
Dus
t
x Li
sten
to
differ
ent
perf
orm
ance
s of
the
pie
ce a
nd h
ow it
cha
nges
impa
ct d
epen
ding
on
inst
rum
enta
tion
used
.
Ou
tcom
es
By
the
end
of t
he s
essi
on m
ost
pupi
ls w
ill:
x Be
able
to
reco
gnis
e th
e ri
ffs.
x Be
able
to
sing
and
pla
y th
e tw
o ri
ffs.
x U
nder
stan
d w
hat
a ri
ff is
and
why
the
y ar
e us
ed in
roc
k an
d po
p m
usic
.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
Sta
rter
: Li
sten
to
som
e pe
rfor
man
ces
onlin
e of
Po
wer
Roc
k. L
iste
n to
the
ori
gina
ls –
com
pare
an
d co
ntra
st.
Mai
n:
Lear
n th
e ri
ffs
to W
e W
ill R
ock
You
and
Ano
ther
One
Bites
the
Dus
t. P
lay
in u
niso
n as
a
band
an
d in
se
ctio
ns.
Play
ov
er
perc
ussi
on
back
ing
or s
tom
p st
omp
clap
. (n
o ne
ed f
or s
heet
m
usic
yet
unl
ess
you
wan
t to
)
Ple
nar
y Pe
rfor
man
ce o
f w
hole
ban
d an
d sm
all
grou
ps o
r in
divi
dual
s
Yam
aha
Cla
ss
Ban
d In
stru
men
ts.
Cor
rela
ted
arra
ngem
ents
Po
wer
Roc
k PC
In
tera
ctiv
e w
hite
boar
d.
She
et m
usic
ava
ilabl
e if
need
ed.
Oth
erw
ise
riffs
can
be lea
rned
by
lett
ers
or n
umbe
rs o
f au
rally
.
To p
ract
ice
riffs
and
find
exam
ples
of
ot
her
song
s th
at
have
m
emor
able
ri
ffs.
Wee
k 2
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
abou
t ‘b
and
arra
ngem
ents
’
x Pl
ay t
he fir
st s
ection
of
Pow
er R
ock
as a
who
le b
and
and
in s
ection
als.
x U
nder
stan
d ho
w t
he p
arts
com
bine
and
the
impo
rtan
ce o
f ac
cura
te c
ount
ing
and
puls
e.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Be
able
to
atte
mpt
a p
erfo
rman
ce o
f th
e fir
st h
alf of
Pow
er R
ock
in t
heir s
ection
s at
the
ir c
hose
n sp
eed.
x Kno
w h
ow t
o na
viga
te t
heir
way
aro
und
the
shee
t m
usic
.
x U
nder
stan
d ho
w t
heir
par
t fit
s w
ith
the
othe
rs t
o cr
eate
tex
ture
and
tim
bre.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
War
m u
p to
inc
lude
the
riff
s.
Hav
e a
copy
of
on
e of
th
e pa
rts
on a
pow
erpo
int
slid
e to
ta
lk
thro
ugh
perf
orm
ance
dir
ection
s et
c.
MAIN
: W
hole
ba
nd
and
sect
iona
l re
hear
sals
on
first
sec
tion
of P
ower
Roc
k.
PLEN
ARY:
Per
form
ance
by
clas
s ba
nd a
nd
sect
ions
. Li
sten
to
sepa
rate
par
ts a
nd h
ow
they
fit t
oget
her.
IWB
YouT
ube
Yam
aha
inst
rum
ents
Spa
re r
oom
s fo
r br
eak
out
into
sm
all g
roup
s.
Ensu
re th
at pu
pils
ca
n na
viga
te
thei
r w
ay
arou
nd
the
shee
t m
usic
. Q
uest
ioni
ng
to
incl
ude
loca
ting
thin
gs
on t
he p
art.
Mar
k so
me
part
s w
ith
addi
tiona
l in
form
atio
n an
d m
ake
refe
renc
e to
nu
mbe
rs if
nee
ds b
e.
To p
ract
ice
thei
r pa
rt o
n th
eir
own
or
with
a fr
iend
.
Wee
k 3
Ob
ject
ives
Th
is le
sson
we
will
:
x Kno
w w
hat
a sy
mph
ony
is.
x Be
able
to
reco
gnis
e th
e th
eme
from
Bee
thov
ens
9th
and
reco
gnis
e in
stru
men
tation
use
d.
x To
und
erst
and
how
mus
ic o
f di
ffer
ent
type
s an
d ge
nres
can
sou
nd p
laye
d by
diff
eren
t en
sem
bles
.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x Li
sten
ed t
o an
d w
atch
ed ‘O
de t
o Jo
y/Bee
thov
en 9
bei
ng p
laye
d at
a n
umbe
r of
diff
eren
t oc
casi
ons.
x Kno
w h
ow m
any
mov
emen
ts a
sym
phon
y co
ntai
ns.
x U
nder
stan
d ho
w t
o pl
ay t
he t
hem
e.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Wat
ch v
ario
us c
lips
of O
de t
o Jo
y (w
ho
reco
gnis
es
the
tune
, w
hat
inst
rum
ents
are
use
d)
MAIN
: Pi
ck
out
mai
n th
eme
(cla
ssic
al
equi
vale
nt o
f a
riff!)
and
lear
n to
pla
y it in
un
ison
.
Con
tinu
e w
ork
on s
econ
d ha
lf of
Pow
er
Roc
k
PLEN
ARY:
Com
pari
ng p
iece
s.
Inst
rum
ents
IA
WB
YouT
ube
Can
pup
ils i
dent
ify t
he
inst
rum
ents
an
d ta
lk
abou
t w
hat
they
hea
r.
Can
pu
pils
pl
ay
the
them
e on
th
eir
inst
rum
ent.
4 ba
r ve
rsio
ns t
o st
art
off
with
and
then
han
d ou
t sh
eet
mus
ic
to
Bee
thov
ens
9th
to p
upils
w
ho
are
read
y fo
r it.
Gro
up w
ork.
To
do
som
e re
sear
ch
abou
t Bee
thov
en.
Find
ou
t ho
w
man
y sy
mph
onie
s he
w
rote
an
d ab
out
his
hear
ing.
Wee
k 4
Ob
ject
ives
Th
is le
sson
we
will
:
x Le
arn
how
to
rehe
arse
a p
rogr
amm
e fo
r a
conc
ert.
x Le
arn
to id
entify
are
as o
f ea
ch p
iece
tha
t m
ight
nee
d pe
rson
al p
ract
ice.
x Le
arn
to r
efin
e pe
rfor
man
ce s
kills
.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
sele
cted
the
pie
ces
for
end
of y
ear
perf
orm
ance
s.
x W
ill b
e ab
le t
o ta
lk t
o th
e te
ache
r ab
out
idea
s fo
r pr
esen
ting
a c
once
rt.
x U
nder
stan
d ho
w a
per
form
ance
dep
ends
on
effe
ctiv
e te
amw
ork
and
that
eve
ry p
laye
r is
impo
rtan
t.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Wat
ch a
con
duct
or o
n Yo
uTub
e.
Wha
t is
th
e ro
le
of
a co
nduc
tor?
Ta
lk
abou
t be
ats.
Pup
ils lea
rn a
bout
dow
n be
at
and
lear
n to
con
duct
4.
MAIN
: D
iscu
ss p
erfo
rman
ces
for
the
end
of
term
. Pu
pil
sugg
estion
s fo
r pl
ayin
g op
port
uniti
es,
sugg
estion
s m
ay
incl
ude,
fe
eder
pri
mar
y sc
hool
s, s
choo
l fet
e, s
choo
l co
ncer
t or
jo
int
even
t w
ith
othe
r cl
ass
band
sch
ool.
Dec
ide
piec
es,
runn
ing
orde
r an
d po
ssib
le
pupi
l co
nduc
tors
fo
r ea
ch
piec
e. B
egin
reh
ears
al o
n pr
ogra
mm
e.
PLEN
ARY:
Sho
w w
ork
in p
rogr
ess.
Inst
rum
ents
IA
WB
Mus
ic
for
Har
d R
ock
Blu
es,
Will
iam
Te
ll,
Pow
er
Roc
k an
d Bee
thov
en 9
.
Who
is
ac
tive
ly
volu
ntee
ring
fo
r ro
les?
G
ivin
g ev
eryo
ne
an
extr
a ro
le
with
give
a
sens
e of
ow
ners
hip.
Sel
ect
pupi
ls
to
be
in
char
ge
of
stag
ing,
ch
airs
, m
usic
st
ands
, de
sign
ing
prog
ram
mes
, an
noun
cing
, co
nduc
ting
, do
ing
a sh
ow
and
tell
abou
t in
stru
men
t et
c.
Pupi
ls
will
al
l ha
ve
a ch
ance
to
take
on
a ro
le
abou
t w
hich
th
ey
feel
co
nfid
ent.
Th
e ad
ditio
nal
role
may
be
mus
ical
or
it m
ay n
ot.
To d
esig
n a
cove
r fo
r th
e co
ncer
t pr
ogra
mm
e.
Wee
k 5
Ob
ject
ives
Th
is le
sson
we
will
:
x Con
tinu
e to
reh
ears
e m
ater
ial f
or e
nd o
f te
rm c
once
rt(s
)
x Sel
ect
extr
a item
s fo
r th
e pe
rfor
man
ces.
x Sel
ect
win
ning
cov
er f
or t
he c
once
rt p
rogr
amm
e.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
deci
ded
a ru
nnin
g or
der
for
the
conc
ert.
x Ta
lked
abo
ut w
hat
had
gone
wel
l and
wha
t co
uld
be im
prov
ed.
x H
ave
rehe
arse
d w
hole
ban
d pi
eces
and
list
ened
to
dem
onst
ration
s an
d so
lo/d
uet
item
s.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
Stu
dent
led
war
m u
ps.
Teac
her
sele
cts
thre
e ‘b
est’
cove
rs f
or p
rogr
amm
e an
d pu
ts it
to
a vo
te.
MAIN
: Sec
tion
al
rehe
arsa
ls
of
tric
ky
sect
ions
of pi
eces
.
PLEN
ARY:
D
emo’
s an
d so
los
etc
are
perf
orm
ed t
o th
e gr
oup.
Inst
rum
ents
M
anus
crip
t pa
per
Peer
as
sess
men
t of
pe
rfor
man
ces
by
grou
ps
and
indi
vidu
als
withi
n th
e gr
oup.
Pupi
ls
will
be
pe
rfor
min
g at
an
ap
prop
riat
e le
vel
as
dete
rmin
ed
duri
ng
the
rehe
arsa
ls.
To
set
a ta
rget
fo
r th
emse
lves
to
ac
hiev
e fo
r th
e fo
llow
ing
wee
k.
Wee
k 6
Ob
ject
ives
Th
is le
sson
we
will
:
x D
o a
‘dre
ss r
ehea
rsal
’ for
the
con
cert
.
x Com
plet
e th
e en
d of
yea
r pr
actica
l ass
essm
ent
for
pupi
ls.
x Li
sten
to
and
appr
aise
the
per
form
ance
s.
Ou
tcom
es
By
the
end
of t
he s
essi
on p
upils
will
:
x H
ave
a go
od a
war
enes
s of
how
the
per
form
ance
will
run
.
x Be
able
to
lead
par
ts o
f th
e co
ncer
t an
d kn
ow w
hat
thei
r ro
le is
on
the
day.
x U
nder
stan
d w
hat
leve
l the
y ha
ve r
each
ed d
urin
g th
e ye
ar.
Su
mm
ary
of c
onte
nt
Res
ou
rces
use
d
Ass
essm
ent/
M
onit
ori
ng
D
iffe
ren
tiat
ion
H
omew
ork
STA
RTE
R:
War
m u
p. P
upil
or t
each
er le
d.
MAIN
: Fu
ll re
hear
sal
for
perf
orm
ance
ov
erse
en b
y le
ad t
each
er.
Pupi
ls t
aken
out
on
e by
one
for
indi
vidu
al a
sses
smen
t.
PLEN
ARY:
Dis
cuss
ion
abou
t pl
ans
for
Year
2.
Inst
rum
ents
Sta
nds
Bac
king
tra
cks
Ass
essm
ent
shee
ts
Prac
tica
l as
sess
men
t ‘e
nd
of
year
1’
un
dert
aken
. W
ritt
en
test
ei
ther
fo
r ho
mew
ork
or in
Wee
k 7
depe
ndin
g on
te
rm
leng
th.
Diff
eren
tiat
ed
task
s al
read
y id
entif
ied
for
the
perf
orm
ance
. Pu
pils
ch
oose
w
hich
pi
ece
from
the
sel
ection
tha
t th
ey
are
asse
ssed
on
. Ex
tens
ion
task
ava
ilabl
e fo
r G
&T.
Wri
tten
as
sess
men
t if
need
s be
.
Class Band Dear Parents/Carers, This year your child will be participating in the whole class band project in their music lesson. All the pupils in the class have now had some experience on their instruments and are now being allowed to take them home. Practice is an essential part of developing both instrumental and musical skills and this should be considered as part of their school homework. Your child will find that the confidence and fluency gained on the instrument will greatly enhance their enjoyment of the class band experience so please encourage them. Initially the key approach is little but often, preferably at a set time and about five occasions per week. Each pupil will have been instructed in how to look after and maintain their instrument. However if you or they feel that at any time there is a problem please do not try to fix it. You might inadvertently cause further damage. Take it to the next lesson, usually the problem is easily fixed by the teacher. Please note that these are new, high quality student instruments and therefore worth quite a lot of money so they need to be treated with care. Whilst accidents can happen, and in these cases we will repair the instruments, you will be liable for wilful damage or loss caused by neglect. I am sure with due care and common sense there will not be any problems. The instrument will be loaned free for the duration of the academic year. Your child has been allocated ; Instrument:…………………………………. Serial No………………………………….. Would you please return the attached form in order that your son/ daughter can take their class band instrument home? CLASS BAND INSTRUMENT ISSUE FORM PUPIL: ……………………………… INSTRUMENT …………………. SER NO…………. PARENT/CARER Signature ……………………………..Print Name………………………….. I undertake to be responsible for my son/daughter’s “class band” instrument as outlined in the letter “Class band Project”
Class Band A whole class delivery of instrumental skills and the curriculum Your child’s class has been chosen to have their music lessons delivered this year in a different and exciting way. They will be taking part in a scheme in conjunction with Entrust Music Performing Arts and Yamaha UK in which the whole class will become a “class band” for the year. Each child will be allocated either a wind or brass instrument; flute, clarinet, saxophone, trumpet, trombone, euphonium or tuba. The instruments are high quality Yamaha student models. The method is based on a “whole class” delivery of instrumental/ensemble lessons in which each member of the class will be allocated different instruments which together form a whole class band. They will learn to all intents and purposes from scratch both the technical skills and the reading of conventional notation in order to perform as a class wind band. The lesson would take place weekly during the class’s time-tabled music lesson and would include technical work with instrumental teachers working with the specific instrumental disciplines on technique etc. This method can with certain provisos prove extremely effective, not only in delivering curriculum music but also in engendering self-esteem both individually and in the class as a whole. This is a method that has been used in America for many years and has recently been adopted in both Germany and France. What are the benefits to the school and pupils? 1 This project will directly benefit all the pupils in the class, not only delivering the curriculum but providing them with instrumental skills which they can then choose to pursue the following year in the conventional small group/individual lesson scenario. 2 Pupils already playing an instrument will benefit from the extra musical experience and the opportunity to utilise and develop transferable skills. 3 Existing published research and a wealth of anecdotal evidence suggests that the class both as a unit and individually will benefit not only in terms of their literacy and numeracy skills but in self esteem, social cooperation and team work. 3 The school will at the end of the project have a functioning ensemble that will be able to perform at concerts and events thus raising the profile of music in particular and the school in general. The delivery of the project may raise several questions which in anticipation are listed below with the relevant answers. What will it cost? The instruments will be loaned free to each child for the course of the year although parents will have to sign an agreement to be responsible for it as we shall be expecting to pupils to take the instruments home as in this case music homework will involve practice.
How will the choice of instrument be decided? The essential point of a class band method requires that the whole range of instrumental types and sizes are covered in order that a true band is formed. What we shall do is introduce the students to them all, give them all the opportunity to try them and then select, after several sessions, who we feel is most appropriate for each instrument. There will be some element of choice in which the pupils will be allowed to state three preferences ie first, second and third choice and we shall hope to accommodate everybody whilst ensuring a viable spread. What if my child already plays an instrument? If your child already plays an instrument in the primary school then we hope that they will continue to have lessons here at the high school. If it is a string instrument then the child will be allocated a wind instrument as well in the normal way. If your child already plays a wind instrument, they can, in consultation with the music staff, either select a completely different one as a contrast to their own, or if they are still a beginner they may wish to play that instrument in the class band. Will the curriculum covered in a normal music lesson be delivered? The activities involved in the weekly class band lesson will deliver all the requirements of the National Curriculum and also give each pupil an excellent foundation year to continue playing. Yours faithfully Jenny Mawdsley Teaching & Learning Leader
Name:____________________________
Class Band
Choosing your Instrument!
You must list 3 instruments in order of preference, number 1 being the instrument that you most want to play.
Underneath there is a box for you to explain why you would like to play the instruments you have chosen. It may be because they are the instruments you have had the most success with when trying them out, or you may have other reasons for wanting to play particular instruments.
1.
2.
3.
Why?
Remember: It will not be possible for everyone to have their first choice of instrument, so make sure you select three that you would be happy to try.
The choice will be for the whole year.
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Supplementary Material
Yamaha Class Band is delivered using Essential Elements for Band Book 1. This is not intended to be used in isolation however, and can be enhanced by supplementary material and the teachers own resources, especially to aid in the delivery of the more creative part of the curriculum.
I find Essential Elements an excellent starting point. Once pupils have reached a standard equivalent with Page 11 a whole world of simple band arrangements become accessible. I have made extensive use of the Hal Leonard Essential Elements Correlated Arrangements and Collections all of which can be found online at www.halleonard.com and can be ordered through UK distributers. Please contact Nigel Burrows for further details.
Yamaha have a selection of these and they available to borrow from their library, or you may wish to purchase some of your own. I have made some suggestions below based on repertoire I have tried and tested, but if you visit the website you can click on many of these items and you will see the score as you listen to the arrangement.
The material is divided into various levels so can be used at every point of development.
Explorer Level (level 0.5) correlates with Book 1 Page 11
Performer Level (level 0.5-1.0) correlates with Book 1 Page 24
Artist Level (level 1) correlates with Book 1 Page 34
Expert Level (level 1.5-2) correlates with Book 2 Page 15
Master Level (level 2) correlates with Book 2 Page 32
For the purposes of Class Band I have only used Explorer and Performer Level pieces so far, but this will obviously depend on the level that your band has reached and the course length.
Explorer Level Arrangements - Recommendations
Power Rock, Beethoven’s Ninth, Mickey Mouse March, Band Room Boogie, Let’s Rock, Bring on Da Band, Jingle Bells, Majestic March
Performer Level Arrangements – Recommendations
Supercalifragilisticexpialidocious, Latin Fire, My Heart Will Go On, Cool Blues, Music Makers March.
Correlated Collections
Also available are the Correlated Collections. These come in book form for each instrument, and you can either order a whole set (which will also come with ‘non-classband instruments’ such as bassoon, tenor sax, oboe etc) or you can just pick and choose the parts that you need. Each book contains up to 16 pieces and on one side is a ‘solo’ part and on the other part is a band part so it can be used in several ways. Keyboard accompaniment books are also available. Inside the conductors
book on the contents page it tells you which page of Essential elements each individual piece correlates with.
Available are:
Concert Favorites Book 1 Contents include Lets Rock, Power Rock, Pomp and Circumstance. 5 of these pieces correlate with page 11, 5 with page 24 and 5 with page 34. Ideal for term 2 of Class Band onwards.
Concert Favorites Book 2 Contents include Bandroom Boogie, Beethoven’s Ninth and The Locomotion. Similar standard to Book 1, 5 pieces at each level.
Film Favorites More advanced collection, entry level is page 24 book one ranging to book 2 page 32. Content includes Pirates of the Caribbean, Mission Impossible and Theme from Shrek. Good for your more experienced school band.
Movie Favorites Level begins at Page 19 of book one. Contents include Raiders March and Theme from Jurassic Park and Star Trek.
Christmas Favorites Really good entry level Christmas book some of the pieces only require the player to have reached page 7&8 in Essential Elements.
The Beatles Requires band to be quite advanced, end of book one to end of book two.
Broadway Favorites Contents include Beauty and the Beast, Memory and Phantom. Again, this book is a little more advanced and would suit Year 2 Class Bands.
Essential Elements Jazz This is a method, similar to Essential Elements Band. Instrumentation is for standard jazz band line up including rhythm section but can be adapted for concert band with limited effort. Requires some prior knowledge from the pupils on their instrument but cou ld be introduced in term 3 or looked at for a Year 2 option or for an older whole class ensemble option where pupils who already play select a second instrument, although you really will need a rhythm section. Works well in combination with The Best of Essential Elements for Jazz Ensemble which is at level 1.5. To give you a general idea, this is a Year 3 option in Germany.
Please let us know what you think of the arrangements that you try. If you have other recommendations for suitable repertoire then do get in touch and tell us about it.