The 2019 Iowa Music Educator's Association conference is November 21-23. The early registration deadline is November 1. Regular/on-site registration is November 2-23.
Register now & check out the conference schedule.
The Music is for Everyone shirt is available for $6 with early registration.
Below is the article I wrote for the Iowa Music Educator Fall/Winter 2019 Magazine Vol. 73, No. 1. I would like to add YouTube videos to my lesson plans for next summer, so that beginners can formulate an ideal concept of sound. Let me know if there is anything YOU do to help beginners. Email me if you would like a copy of the binder handouts.
It’s a Marathon…not a Sprint
Teaching Beginning Band Lessons
Melissa Brobston
I teach beginning band to 6th grade students in the Cedar Rapids Community School District and am fortunate to teach in a district that offers summer lessons to these students. The district offers 12 half hour lessons for a minimal amount to students and directors have discretion as to how those 12 half hour lessons are structured. I choose to teach 8 half hour small group lessons, which typically have four students per half hour. For the last four lessons, I split the time into a 1-hour long large group lesson for two consecutive days between the brass and woodwind sections, adding in the percussion to each group on each of one of the days. My top four expectations for students after completing the first 10 lessons are: students create a characteristic sound on their instrument, understand how music is structured, know band procedures and class expectations, and develop a collaborative community. Whether teaching beginners in the summer or in the beginning of the school year, the following 10-day lesson plan has been effective with my beginning band students. Each day is divided into two; one list for students written on the Smart Board and the other for the instructor.
FOR STUDENTS
Day 1: Welcome to 6th grade band
Introductions
Do you have…
How to Clean Your Instrument
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 1: Welcome to 6th grade band
Introductions
Do you have…
where to put instrument cases (cubby already labeled with their name/instrument)
check out from school library – will need student ID and book ID written down
name inside the front cover
pass out tabs to keep track of the page they are on in the book
name inside
hand out packet
Hand out reminders about
Breathing
Mouthpiece first (sound!)
Instrument together
How to hold the instrument
How to play the first note (start with green pages)
How to Clean Your Instrument
Swab (woodwinds)
Empty water keys (brass)
Disassemble Instrument
Clarinets: watch out for the keys when assembling clarinet, be careful about the reeds
Saxophones: be careful about the reeds
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Breathing (4 counts)
Mouthpiece playing (4 counts)
Putting your instrument together (3 x’s clarinets)
Playing the first note
Cleaning your instrument
Taking your instrument apart (3 x’s clarinets)
Putting away your instrument
FOR STUDENTS
Day 2: Welcome to 6th grade band
Warm-Up
How to Play Your First Note(s)
How to Oil Your Valves & Grease Your Slides (Brass Only)
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 2: Welcome to 6th grade band
Warm-Up
Find the line where you taught them how to play their first note. Talk with them about a
treble and bass clef, staff, time signature and lines and spaces.
How to Play Your First Note(s)
Play the line with the first note, paying special attention to how the students are holding
the instrument, breathing and playing with the instrument specific embouchure.
How to Oil Your Valves & Grease Your Slides (Brass Only)
Talk with students about how to oil their valves – one valve at a time and how to grease
their slides. Oil valves and grease slides during the lesson.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Breathing (4 counts)
Mouthpiece playing (4 counts)
Playing the first note(s)
FOR STUDENTS
Day 3: Welcome to 6th grade band
Warm-Up
How to Read Rhythm(s)
Rhythm Exercise #1
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 3: Welcome to 6th grade band
Warm-Up
Review the exercises from yesterday. Add 2-4 lines/new notes as needed.
How to Read Rhythm(s)
Review the time signature. Talk with them about whole notes, half notes and quarter
notes.
Rhythm Exercise #1
We have a sheet in our binders with ten rhythm exercises. Each exercise is 8 measures long and uses whole notes, half notes and quarter notes. I start the first exercise by helping them write in the counting for the first two measures and then the students finish it by themselves. We clap and count the exercise out loud together. When school starts, we start with #1 as a group, writing in the counting, clapping and counting out loud together. We do a new exercise every class period. After we finish with the ten exercises, I give students a written assignment to create their own 8 measure clapping and counting exercise, so that we have enough exercises to finish out the year.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Mouthpiece playing (4 counts)
Playing the first note(s) and exercises
FOR STUDENTS
Day 4: Welcome to 6th grade band
Warm-Up
Rhythm Exercise #2
How to Read Note(s)
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 4: Welcome to 6th grade band
Warm-Up
Rhythm Exercise #2
How to Read Note(s)
Talk with them how to read notes on the staff with the lines and spaces in treble and
bass clef.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Mouthpiece playing (4 counts)
Playing the first note(s) and exercises
FOR STUDENTS
Day 5: Welcome to 6th grade band
Warm-Up
Book Exercises
Note Name Exercise
Get to Know You
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 5: Welcome to 6th grade band
Warm-Up
Book Exercises
Note Name Exercise
We have a sheet in our binders with note naming exercises. There is a space for treble clef and bass clef on each sheet that includes naming notes on the lines and spaces. There are also lines where students write the note names when the notes are given in a random order.
Get to Know You
We have a sheet in our binders that is a Get to Know You questionnaire. I ask students to fill this out for the next lesson. I’ve noticed that if I wait a few days to assign this, that students feel more comfortable sharing their answers. Questions include their favorite foods, activities they like to do after school, if they have taken piano lessons and if their parents play an instrument. The last question asks if there is anything they would like to share with me.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Fill out the Get to Know You sheet
FOR STUDENTS
Day 6: Welcome to 6th grade band
Warm-Up
Book Exercises
Rhythm Exercise #3
Get to Know You
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 6: Welcome to 6th grade band
Warm-Up
Book Exercises
Ask students who would like to play line #7 in their book as a solo. Line #7 also
corresponds to their white karate belt.
Rhythm Exercise #3
Get to Know You
Go over the questions and answers during the lesson. Add in your answers to the
discussion.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
FOR STUDENTS
Day 7: Welcome to 6th grade band
Warm-Up
Book Exercises
Where to Find Your Fingering Chart
Rhythm Exercise #4
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 7: Welcome to 6th grade band
Warm-Up
Book Exercises
Where to Find Your Fingering Chart
Show them where the fingering chart is in the back of the book and explain how to read it. We have an instrument specific sheet that students can fill in fingerings or positions for their Concert Bb scale.
Rhythm Exercise #4
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Fill out the Fingering Chart sheet in binders
FOR STUDENTS
Day 8: Welcome to 6th grade band
Warm-Up
Book Exercises
Fingering Chart Exercise
How to Make a Practice Plan
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 8: Welcome to 6th grade band
Warm-Up
Book Exercises
Fingering Chart Exercise
Go over their fingering charts based on their Concert Bb scale.
How to Make a Practice Plan
Talk with students about their school schedules and how practice time will fit in to that schedule. Talk about how many days and length of time to practice. Review how to practice, including the warm-up.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Write down your practice plan.
FOR STUDENTS
Day 9: Welcome to 6th grade band
10:30-11:30 Brass
11:30-12:30 Woodwinds/Percussion
Name Tags
Introductions/Turn & Talk
Instrument Cases
Stands
Rhythm Exercise #1
Warm-Up
Conducting Pattern
Book Exercise #4
How to Play Your Concert Bb
Book Exercises
Band Room Procedures
Band Room Expectations
What do I need to do for the next practice?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 9: Welcome to 6th grade band
Name Tags
Have markers and name tags on the table when they come into the band room so they can wear a name tag during rehearsal. It will help you remember their names.
Introductions/Turn & Talk
I introduce myself. I then ask students to turn and talk with a partner, introducing themselves and telling something about themselves (if they can’t think of anything, take an answer from the Get to Know You sheet).
Instrument Cases
Talk with students about where to put instrument cases during band rehearsals. Each cubby is labeled with their name, instrument and grade.
Stands
Ask students what they think they should do if they don’t have a stand when they get to band. Talk with students about sharing stands with students who have like instruments. Tell students they can borrow a stand from the percussion area or from the orchestra room.
Rhythm Exercise #1
Warm-Up
Mouthpiece playing
Conducting Pattern
Talk with students about the 4/4 conducting pattern in order to help them keep track of where they are at in their music.
Book Exercise #4
We start with this exercise because it leads into their Concert Bb note.
How to Play Your Concert Bb
Ask students what note they play on their instrument. Ask why the notes are different from everyone. Explain playing a
Concert Bb from a Bb. Ask students to write in Concert Bb on Book Exercise #4.
Book Exercises
Band Room Procedures
Talk with students about our band room procedures sheet.
Band Room Expectations
Talk with students about our band room expectations.
What do I need to do for the next practice?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
FOR STUDENTS
Day 10: Welcome to 6th grade band
10:30-11:30 Brass/Percussion
11:30-12:30 Woodwinds
Introductions/Turn & Talk
Rhythm Exercise #2
Warm-Up
Concert Bb
Book Exercises
Data Folders
Karate Belts
Group Photos
What do I need to do for the next practice?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 10: Welcome to 6th grade band
Introductions/Turn & Talk
I ask students to turn and talk with a partner, introducing themselves and telling something about themselves (if they can’t think of anything, take an answer from the Get to Know You sheet).
Rhythm Exercise #2
Warm-Up
Mouthpiece playing
Concert Bb
Ask students to play their Concert Bb.
Book Exercises
Data Folders
Talk with students about data folders. Each student has a folder that has their name (last name first) in alphabetical order in a crate. Each folder has a list of the Standard of Excellence Book 1 exercises that can be crossed off when played during the lesson.
Karate Belts
Our karate belt system begins with Book Exercise #7 with our white belt and ends with Book Exercise #155 with our black belt. I laminated different colors of paper to match the colors of karate belts. Each exercise is written on top of the paper. Each piece of paper is taped to my office door. Each student has a laminated green or white square with their name typed on it (depending if they are in first hour band or third hour band). Students tape their name on the corresponding belt and move them when they advance to the next belt.
Vocal Sharing
We have vocal sharing in our school, which means students can be in band and vocal music. Band meets every green day – we switch between green and white days. Every Monday, students go to vocal music, whether they have band (green day) or PE (white day). Pass out the sign-up list for interested band students and give to the vocal director.
Group Photos
Take a photo of each group with their instruments. These photos will be used for the school yearbook and the first district music newsletter.
What do I need to do for the next practice?
Keep practicing every day until school starts!
After the first 10 beginning band lessons, students know what to do with their instruments and where to sit when they walk into the band classroom on the first day of school. They understand the procedures and expectations. Students know how to read basic rhythms, identify notes with their names and play with a characteristic sound on their instrument. I talk with students about how band class is different than math class; in math class, most assignments are completed by each student and in band class, everyone works together and supports each other. Early on, I ask students if they would like to play solos for the lesson group. I make it a big deal after they play the line they have chosen. The rest of the students comment on what their best attribute was; playing the correct notes, playing the correct rhythms, holding their instrument correctly, tapping their foot keeping a steady beat or playing with their instrument specific sound. If a student has a question, I ask the lesson group if anyone knows the answer and would be able to help that student out by showing where the answer is, explaining the answer or by demonstrating the answer. Doing these things creates the space for collaboration and makes my job easier the rest of the school year.
Melissa is in her 4th year teaching at Harding Middle School https://sites.google.com/a/crschools.us/beginningbandharding/home.
She is in her 17th year teaching at Melissa’s Music Studio https://www.melissasmusicstudioiowa.com/.
It’s a Marathon…not a Sprint
Teaching Beginning Band Lessons
Melissa Brobston
I teach beginning band to 6th grade students in the Cedar Rapids Community School District and am fortunate to teach in a district that offers summer lessons to these students. The district offers 12 half hour lessons for a minimal amount to students and directors have discretion as to how those 12 half hour lessons are structured. I choose to teach 8 half hour small group lessons, which typically have four students per half hour. For the last four lessons, I split the time into a 1-hour long large group lesson for two consecutive days between the brass and woodwind sections, adding in the percussion to each group on each of one of the days. My top four expectations for students after completing the first 10 lessons are: students create a characteristic sound on their instrument, understand how music is structured, know band procedures and class expectations, and develop a collaborative community. Whether teaching beginners in the summer or in the beginning of the school year, the following 10-day lesson plan has been effective with my beginning band students. Each day is divided into two; one list for students written on the Smart Board and the other for the instructor.
FOR STUDENTS
Day 1: Welcome to 6th grade band
Introductions
Do you have…
- an instrument?
- a book?
- a binder?
- a pencil?
How to Clean Your Instrument
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 1: Welcome to 6th grade band
Introductions
Do you have…
- an instrument?
where to put instrument cases (cubby already labeled with their name/instrument)
- a book?
check out from school library – will need student ID and book ID written down
name inside the front cover
pass out tabs to keep track of the page they are on in the book
- a binder?
name inside
hand out packet
- a pencil?
Hand out reminders about
- summer lesson registrations that need to be turned in/signed/paid
- instrument rental forms that need to be turned in/signed/paid
Breathing
Mouthpiece first (sound!)
Instrument together
How to hold the instrument
How to play the first note (start with green pages)
How to Clean Your Instrument
Swab (woodwinds)
Empty water keys (brass)
Disassemble Instrument
Clarinets: watch out for the keys when assembling clarinet, be careful about the reeds
Saxophones: be careful about the reeds
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Breathing (4 counts)
Mouthpiece playing (4 counts)
Putting your instrument together (3 x’s clarinets)
Playing the first note
Cleaning your instrument
Taking your instrument apart (3 x’s clarinets)
Putting away your instrument
FOR STUDENTS
Day 2: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass – mouthpiece
How to Play Your First Note(s)
How to Oil Your Valves & Grease Your Slides (Brass Only)
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 2: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass – mouthpiece
- summer lesson registrations that need to be turned in/signed/paid
- instrument rental forms that need to be turned in/signed/paid
Find the line where you taught them how to play their first note. Talk with them about a
treble and bass clef, staff, time signature and lines and spaces.
How to Play Your First Note(s)
Play the line with the first note, paying special attention to how the students are holding
the instrument, breathing and playing with the instrument specific embouchure.
How to Oil Your Valves & Grease Your Slides (Brass Only)
Talk with students about how to oil their valves – one valve at a time and how to grease
their slides. Oil valves and grease slides during the lesson.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Breathing (4 counts)
Mouthpiece playing (4 counts)
Playing the first note(s)
FOR STUDENTS
Day 3: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass - mouthpiece
How to Read Rhythm(s)
Rhythm Exercise #1
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 3: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass - mouthpiece
Review the exercises from yesterday. Add 2-4 lines/new notes as needed.
How to Read Rhythm(s)
Review the time signature. Talk with them about whole notes, half notes and quarter
notes.
Rhythm Exercise #1
We have a sheet in our binders with ten rhythm exercises. Each exercise is 8 measures long and uses whole notes, half notes and quarter notes. I start the first exercise by helping them write in the counting for the first two measures and then the students finish it by themselves. We clap and count the exercise out loud together. When school starts, we start with #1 as a group, writing in the counting, clapping and counting out loud together. We do a new exercise every class period. After we finish with the ten exercises, I give students a written assignment to create their own 8 measure clapping and counting exercise, so that we have enough exercises to finish out the year.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Mouthpiece playing (4 counts)
Playing the first note(s) and exercises
FOR STUDENTS
Day 4: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass - mouthpiece
Rhythm Exercise #2
How to Read Note(s)
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 4: Welcome to 6th grade band
Warm-Up
- flute – headjoint
- clarinet – reed/ligature/barrel
- saxophone – reed/ligature/neck
- brass - mouthpiece
Rhythm Exercise #2
How to Read Note(s)
Talk with them how to read notes on the staff with the lines and spaces in treble and
bass clef.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Mouthpiece playing (4 counts)
Playing the first note(s) and exercises
FOR STUDENTS
Day 5: Welcome to 6th grade band
Warm-Up
Book Exercises
Note Name Exercise
Get to Know You
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 5: Welcome to 6th grade band
Warm-Up
Book Exercises
Note Name Exercise
We have a sheet in our binders with note naming exercises. There is a space for treble clef and bass clef on each sheet that includes naming notes on the lines and spaces. There are also lines where students write the note names when the notes are given in a random order.
Get to Know You
We have a sheet in our binders that is a Get to Know You questionnaire. I ask students to fill this out for the next lesson. I’ve noticed that if I wait a few days to assign this, that students feel more comfortable sharing their answers. Questions include their favorite foods, activities they like to do after school, if they have taken piano lessons and if their parents play an instrument. The last question asks if there is anything they would like to share with me.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Fill out the Get to Know You sheet
FOR STUDENTS
Day 6: Welcome to 6th grade band
Warm-Up
Book Exercises
Rhythm Exercise #3
Get to Know You
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 6: Welcome to 6th grade band
Warm-Up
Book Exercises
Ask students who would like to play line #7 in their book as a solo. Line #7 also
corresponds to their white karate belt.
Rhythm Exercise #3
Get to Know You
Go over the questions and answers during the lesson. Add in your answers to the
discussion.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
FOR STUDENTS
Day 7: Welcome to 6th grade band
Warm-Up
Book Exercises
Where to Find Your Fingering Chart
Rhythm Exercise #4
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 7: Welcome to 6th grade band
Warm-Up
Book Exercises
Where to Find Your Fingering Chart
Show them where the fingering chart is in the back of the book and explain how to read it. We have an instrument specific sheet that students can fill in fingerings or positions for their Concert Bb scale.
Rhythm Exercise #4
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Fill out the Fingering Chart sheet in binders
FOR STUDENTS
Day 8: Welcome to 6th grade band
Warm-Up
Book Exercises
Fingering Chart Exercise
How to Make a Practice Plan
What do I need to do for the next lesson?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 8: Welcome to 6th grade band
Warm-Up
Book Exercises
Fingering Chart Exercise
Go over their fingering charts based on their Concert Bb scale.
How to Make a Practice Plan
Talk with students about their school schedules and how practice time will fit in to that schedule. Talk about how many days and length of time to practice. Review how to practice, including the warm-up.
What do I need to do for the next lesson?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
Write down your practice plan.
FOR STUDENTS
Day 9: Welcome to 6th grade band
10:30-11:30 Brass
11:30-12:30 Woodwinds/Percussion
Name Tags
Introductions/Turn & Talk
Instrument Cases
Stands
Rhythm Exercise #1
Warm-Up
Conducting Pattern
Book Exercise #4
How to Play Your Concert Bb
Book Exercises
Band Room Procedures
Band Room Expectations
What do I need to do for the next practice?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 9: Welcome to 6th grade band
Name Tags
Have markers and name tags on the table when they come into the band room so they can wear a name tag during rehearsal. It will help you remember their names.
Introductions/Turn & Talk
I introduce myself. I then ask students to turn and talk with a partner, introducing themselves and telling something about themselves (if they can’t think of anything, take an answer from the Get to Know You sheet).
Instrument Cases
Talk with students about where to put instrument cases during band rehearsals. Each cubby is labeled with their name, instrument and grade.
Stands
Ask students what they think they should do if they don’t have a stand when they get to band. Talk with students about sharing stands with students who have like instruments. Tell students they can borrow a stand from the percussion area or from the orchestra room.
Rhythm Exercise #1
Warm-Up
Mouthpiece playing
Conducting Pattern
Talk with students about the 4/4 conducting pattern in order to help them keep track of where they are at in their music.
Book Exercise #4
We start with this exercise because it leads into their Concert Bb note.
How to Play Your Concert Bb
Ask students what note they play on their instrument. Ask why the notes are different from everyone. Explain playing a
Concert Bb from a Bb. Ask students to write in Concert Bb on Book Exercise #4.
Book Exercises
Band Room Procedures
Talk with students about our band room procedures sheet.
Band Room Expectations
Talk with students about our band room expectations.
What do I need to do for the next practice?
For tomorrow’s assignment, practice:
Warm-Up
Play the exercises
FOR STUDENTS
Day 10: Welcome to 6th grade band
10:30-11:30 Brass/Percussion
11:30-12:30 Woodwinds
Introductions/Turn & Talk
Rhythm Exercise #2
Warm-Up
Concert Bb
Book Exercises
Data Folders
Karate Belts
Group Photos
What do I need to do for the next practice?
FOR THE INSTRUCTOR (Instructions in bold are what they students see on the Smart Board.)
Day 10: Welcome to 6th grade band
Introductions/Turn & Talk
I ask students to turn and talk with a partner, introducing themselves and telling something about themselves (if they can’t think of anything, take an answer from the Get to Know You sheet).
Rhythm Exercise #2
Warm-Up
Mouthpiece playing
Concert Bb
Ask students to play their Concert Bb.
Book Exercises
Data Folders
Talk with students about data folders. Each student has a folder that has their name (last name first) in alphabetical order in a crate. Each folder has a list of the Standard of Excellence Book 1 exercises that can be crossed off when played during the lesson.
Karate Belts
Our karate belt system begins with Book Exercise #7 with our white belt and ends with Book Exercise #155 with our black belt. I laminated different colors of paper to match the colors of karate belts. Each exercise is written on top of the paper. Each piece of paper is taped to my office door. Each student has a laminated green or white square with their name typed on it (depending if they are in first hour band or third hour band). Students tape their name on the corresponding belt and move them when they advance to the next belt.
Vocal Sharing
We have vocal sharing in our school, which means students can be in band and vocal music. Band meets every green day – we switch between green and white days. Every Monday, students go to vocal music, whether they have band (green day) or PE (white day). Pass out the sign-up list for interested band students and give to the vocal director.
Group Photos
Take a photo of each group with their instruments. These photos will be used for the school yearbook and the first district music newsletter.
What do I need to do for the next practice?
Keep practicing every day until school starts!
After the first 10 beginning band lessons, students know what to do with their instruments and where to sit when they walk into the band classroom on the first day of school. They understand the procedures and expectations. Students know how to read basic rhythms, identify notes with their names and play with a characteristic sound on their instrument. I talk with students about how band class is different than math class; in math class, most assignments are completed by each student and in band class, everyone works together and supports each other. Early on, I ask students if they would like to play solos for the lesson group. I make it a big deal after they play the line they have chosen. The rest of the students comment on what their best attribute was; playing the correct notes, playing the correct rhythms, holding their instrument correctly, tapping their foot keeping a steady beat or playing with their instrument specific sound. If a student has a question, I ask the lesson group if anyone knows the answer and would be able to help that student out by showing where the answer is, explaining the answer or by demonstrating the answer. Doing these things creates the space for collaboration and makes my job easier the rest of the school year.
Melissa is in her 4th year teaching at Harding Middle School https://sites.google.com/a/crschools.us/beginningbandharding/home.
She is in her 17th year teaching at Melissa’s Music Studio https://www.melissasmusicstudioiowa.com/.