band6th
Glade Spring Middle School 6TH GRADE BAND
http://gsms.wcs.k12.va.us/
 
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6th Grade Band Information
Mr. Bob Ballengee & Mr. Justin Camacho, Directors
Mr. Camacho's E-Mail: jcamacho@wcs.k12.va.us
Mr. Ballengee's E-Mail: bballengee@wcs.k12.va.us


Band Calendar: See below.

BAND ANNOUNCEMENTS

Clarinets are reminded to keep practicing across the break. We will start handing out solo and ensemble music in the next couple of weeks!!

OBJECTIVES OF THE BAND
1. Develop a deep appreciation for music as an art form.

2. Develop listening skills.

3. Become proficient on his/her instrument.

4. Learn to work with and in a group or team.

5. Develop musical evaluation skills.

6. Prepare for high school band.



What is Expected???

Students will attend class daily and be prepared. Students must always bring their instrument, band book or sheet music, and a pencil. (Keep a pencil in your band case). Students should attend all extra rehearsals and performances. Schedules will be sent home as soon as possible to avoid any possible conflicts. Any conflicts should be brought to the directors' attention as soon as possible. Students will be expected to practice on a regular basis.



GRADING

Attendance: An attendance grade will be taken. The student will receive 20 points per day they attend class and have all materials (instrument, book or music, pencil). This grade will total 100 possible points per week. The 6 weeks will be averaged together to produce the students daily grade.

Engagement: This grade is based on the student’s participation and behavior during class.

Quizzes and Tests: A written or playing test or quiz will be given each week to every student. These tests will encompass the Instrumental Standards of Learning. Each test will be worth 100 points.

Performance: A grade will be assigned for students preparation and attendance to performances. Each performance will be worth 100 points. Students will need to wear the nicest clothing they own for concerts.

. Practice Records: Practice records can be turned in on Friday of each week. Extra credit will be given for the amount of time turned in. Example: 100 minutes of practice will get more credit than 50 minutes.

Level of Musicianship: There will be 4 levels of musicianship a student should achieve each year in middle school band. Every level attained will be a bonus grade for the student.



Virginia State Instrumental Music SOLs

Instrumental Music: Intermediate Level Developing basic musicianship skills continues to be a priority at the Intermediate Level. Students will begin to use more articulations and bowings, perform scales and music in more difficult key signatures, demonstrate shifting and vibrato, and perform music at an intermediate level of difficulty (VBODA Solo Repertoire, Level 2-4). Ensemble skills will become more developed as students participate in band and orchestral settings. Students will describe concepts common to music and other disciplines, and will be involved in discussing various cultures, styles, composers, and historical periods. Performance and Production.
II.1 The student will demonstrate proper posture, embouchure, hand position, and playing position.
II.2 The student will produce tones that are clear, free of tension, sustained, and unwavering in pitch.
II.3 The student will adjust intonation and match pitches.
II.4 The student will incorporate tempo changes and a variety of rhythms and meters in materials being studied.
II.5 The student will demonstrate a variety of articulations or bowings.
1. Play staccato, legato tongue, accent, marcato, and tenuto on wind instruments.
2. Play staccato, brush stroke, hooked bowings, martelé, marcato, tremolo, and multiple-note slurs on stringed instruments.
II.6 The student will perform major scales, ascending and descending, in eighth notes (M.M. quarter note = 72).
1. Play D, G, C, F, B-flat, E-flat, A-flat, and D-flat one-octave scales on wind and mallet instruments.
2. Play C, G, D, A, B-flat, and A-flat two-octave scales on violin.
3. Play C, G, D, E, F, and E-flat two-octave scales on viola or cello.
4. Play C, G, D, A, E, F, B-flat, and A-flat one-octave scales on string bass.
II.7 The percussion student will perform multiple bounce roll, five stroke roll, nine stroke roll, flam, single paradiddle, drag, drag paradiddle, flam accent, flam tap, flamacue, single drag tap, double drag tap, and lesson 25 from the Percussive Arts Society (PAS) International Drum Rudiments, open-close-open. II.8 The wind/mallet student will perform a chromatic scale, ascending and descending, in eighth notes (M.M. quarter note = 72).
II.9 The student will use dynamic contrast and technical skills as means of expression.
1. Use vibrato, alternate fingerings, trills, and grace notes when performing on wind instruments.
2. Use multiple mallets technique on two timpani, and techniques on auxiliary instruments when performing on percussion instruments.
3. Use shifting (violin or viola—up to third position; cello or bass—up to fourth position), alternate fingerings, and vibrato when performing on stringed instruments.
25 Music Standards of Learning.
II.10 The student will demonstrate musical phrasing through the use of dynamics, tempo, and melodic contour.
II.11 The student will demonstrate ensemble skills.
1. Blend instrumental timbres.
2. Match dynamic levels, style, and intonation.
3. Respond to conducting gestures.
II.12 The student will sight-read music of varying styles and levels of difficulty, in accordance with VBODA Level 2-4.
II.13 The student will sing a part while other students sing or play contrasting parts.
II.14 The student will perform music from a variety of cultures, styles, and historical periods.
II.15 The student will identify and repair minor problems of the instrument being studied.
II.16 The student will demonstrate increased learning through a variety of music activities.
1. Maintain attendance with required materials.
2. Demonstrate completion of assignments and/or practice.
3. Participate in concerts, performances, cross disciplinary activities, and co-curricular activities.
4. Demonstrate concert etiquette as a performer and listener.
Cultural Context and Music Theory.
II.17 The student will embellish four to eight measures of a folk song by creating rhythmic and melodic variations.
II.18 The student will compose an eight-measure melody, using available technology, within teacher-specified parameters.
II.19 The student will read and notate music.
1. Use a syllable, number, or letter system to read and write simple melodies in the appropriate clef, individually and in large ensembles.
2. Use a syllable, number, or letter system to read and write rhythmic patterns that include whole, half, quarter, eighth, and sixteenth notes, rests, and dotted notes, and triplets in simple and compound meters.
3. Identify, define, and demonstrate standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
II.20 The student will identify career and avocational options in music.
II.21 The student will identify and analyze cultures, styles, composers, and historical periods from materials being studied.
Judgment and Criticism.
II.22 The student will evaluate individual and group performances.
26 Music Standards of Learning
Aesthetics
II.23 The student will describe concepts common to music, the other fine arts, and other disciplines.
II.24 The student will demonstrate concert etiquette as an active listener.
II.25 The student will discuss musical performance and its value to the community..


IMPORTANT DATES

Thursday December 9- Christmas Concert at PHHS.
Tuesday May 3-Solo and Ensemble at Holston High School
Thursday May 19-Spring Concert at PHHS.
My Quia activities and quizzes
Band Hangman
http://www.quia.com/hm/238234.html
Useful links
Last updated  2011/03/07 10:22:12 ESTHits  463