Beginning Band Instrument Selection
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This document provides an overview of the band instruments taught at Terrace Community Middle School. It describes the four instrument families - woodwind, brass, percussion, and string. For each instrument, it details how the sound is produced, how the instrument is held, and any other instruments the student may learn after studying for a certain number of years. It aims to help students choose which instrument to play by explaining what each instrument entails.
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MAPEH 6 - MUSIC PPT Q3 - Timbre.pptxClaireAcuninTogores
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The document discusses timbre, which is defined as the color of sound produced by voices and instruments that distinguishes one from another. It then classifies voices by range, with tenor being the highest male range and soprano, mezzo soprano, and alto comprising the female ranges from highest to lowest. The document goes on to describe the sections and instruments that make up a full orchestra, including the string, woodwind, brass, and percussion sections. It provides examples such as the violin, flute, trumpet, and bass drum.Music Arts P.E. H 6 MUSIC PPT Q4 - Timbre
Music Arts P.E. H 6 MUSIC PPT Q4 - TimbreRoyRebolado1
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This document discusses timbre and the orchestra. It defines timbre as the color of sound produced by voices and instruments, distinguishing one from another. It describes the classification of voices by range, from the tenor and soprano being the highest male and female voices, to bass and alto being the lowest. The document then discusses the orchestra, describing the sections (strings, woodwinds, brass, and percussion), and provides examples of instruments in each section.Musical instruments.pptx
Musical instruments.pptxJoyAprilDeGuzman2
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This document provides information on different families of musical instruments: string, woodwind, brass, and percussion. It describes various instruments within each family, including their physical characteristics, origins, and tones. Instruments discussed include the violin, flute, oboe, trumpet, trombone, xylophone, snare drum, cymbals, and more. The document aims to educate readers on the wide variety of instruments that make up orchestras and musical groups.musical information
musical informationJayTambe2
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This document provides an overview of different types of musical instruments. It discusses four main categories: string instruments, whose sound is produced by vibrating strings; percussion instruments, which are played by being struck, shaken, or scraped; wind instruments, where sound is produced by blowing across an opening, reed, or reeds; and brass instruments, where the player buzzes their lips to vibrate the instrument's tubing. Examples like guitars, pianos, drums, flutes, trumpets and tubas are described. The document explains the basic mechanics of how different instruments in each category produce their sounds.
Introduction to musical instruments.pptx
Introduction to musical instruments.pptxJericoLazado
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percussion, brass, woodwinds, and string instruments.
percussion, brass, woodwinds, and string instruments.
percussion, brass, woodwinds, and string instruments.
percussion, brass, woodwinds, and string instruments.
percussion, brass, woodwinds, and string instruments.
percussion, brass, woodwinds, and string instruments.Powerpointpresentation in Edtech2
Powerpointpresentation in Edtech2jazzy31
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This document categorizes musical instruments into four families: strings, woodwinds, brass, and percussion. It provides examples of common instruments in each family and describes how they are played. For example, string instruments are played by plucking, bowing or picking, woodwind instruments use reeds or double reeds and require blowing across an opening, brass instruments require blowing through a mouthpiece and changing lip tension or using slides, and percussion instruments make sound through striking or shaking.L Percussion
L Percussionjansonke
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This document discusses different types of percussion instruments and their physics of sound production. It divides percussion instruments into membranophones like drums that use stretched membranes to produce sound, and ideophones like chimes and xylophones that produce sound through vibration without a stretched membrane. It then examines the resonant modes of drum membranes and how factors like tension, mass, and where the drum is struck affect pitch. The document also analyzes how the resonances of a drum's body interact with the resonances of the drumhead to produce different tones.Music 6 lesson #1 the band
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This document defines and describes different types of musical bands and instruments. It discusses the brasswind family which includes tuba, trombone, trumpet, and French horn. The woodwind family is also examined, covering flute, piccolo, clarinet, oboe, bassoon, and saxophone. Finally, it analyzes percussion instruments, distinguishing between tuned instruments like xylophone and glockenspiel, and non-tuned instruments such as cymbals, tambourine, and snare drum.Musical instruments
Musical instrumentsiessanleonardo
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This document provides descriptions of various woodwind, brass, string, and percussion instruments that are commonly found in orchestras and bands. It describes the basic construction and playing technique for instruments in each family such as flute, oboe, clarinet, saxophone, trumpet, trombone, violin, cello, piano, xylophone and drum set.Copy of musical instruments of africa and latin america.pptx
Copy of musical instruments of africa and latin america.pptxjosephine918589
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The document summarizes various traditional musical instruments from Africa organized into categories - idiophones, membranophones, chordophones, and aerophones. Some examples provided are the xylophone, balafon, djembe drum, and mbira lamellophone for idiophones; talking drums for membranophones; musical bows and kora harp for chordophones; and flutes, reed pipes, and kudu horns for aerophones. Body percussion is also mentioned. Each instrument is concisely described in terms of how it is constructed and played.More from Chad Cornwell (11)
MajorAssessment3CCornwell
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This document outlines an educational philosophy drawing on the theories of Dewey, Piaget, and Gardner. It argues that students learn best through active engagement with content over time through a variety of methods that appeal to their multiple intelligences. An experiential model is proposed that allows more class time for in-depth student interaction, guided by teaching teams to integrate content from different disciplines. Student progress would be comprehensively assessed based on mastery of content over time rather than standardized tests.MD8Assign1CCornwell
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This document summarizes and compares the technology plans of three Florida school districts - Hillsborough County, Leon County, and Miami-Dade County. It finds that Leon County's technology plan provides the most thorough guidance for how technology should be integrated into curriculum and instruction. The plans of Hillsborough County and Miami-Dade County fail to provide clear guidance and rationale for the role of technology. The document also examines how the plans address digital citizenship and ethics, finding that Leon County and Hillsborough County plans are vague while Miami-Dade County is the only one to define the teacher's role in teaching digital citizenship.MA2and8CCornwell
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This document discusses using data to drive instruction in Title 1 schools. It emphasizes that data about teacher-student relationships, discipline, attendance, climate and resources can guide administrators and educators. An effective data plan considers factors impacting student learning, collects and analyzes different types of data, and uses the analysis to inform decisions. The document also stresses that schools need resources to properly collect and analyze data, especially behavioral data, and they must implement changes based on the data analysis for it to be effective.MD2AssignCCornwell
MD2AssignCCornwellChad Cornwell
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This document discusses the author's personal learning style as an artistic/intuitive learner and how traditional professional development does not align with his needs. It analyzes adult learning theory and how best practices should consider the intrinsic motivation and life experiences of adult learners. The author argues that professional development needs to be integrated to uphold the goals of learners in order to effectively transfer learning to the classroom. When learners feel valued and that their goals are considered, the learning process will benefit both the attendees and their students.MD6AssignCCornwell
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The document discusses how Newsome High School created an Instructional Leadership Team (ILT) to help support teachers' use of data-driven instruction and literacy standards. It describes how the ILT collects data from departments to identify areas for improvement. The goal is for teachers to evaluate the assessments they use to identify useful data for monitoring student progress in order to better target instruction. At professional development sessions, teachers will learn how to report the appropriate assessment data from their PLCs to the ILT to facilitate campus-wide improvements in literacy.MD6AssignCCornwell PP
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This document outlines the goals and procedures of professional learning communities (PLCs) at Newsome High School for the 2014-2015 and 2015-2016 school years. It discusses how PLCs will be used to monitor literacy trends, increase collaboration between departments, and use assessment data to drive instruction with the goal of improving student achievement on standardized tests. Key aspects include having representatives from each department meet monthly to discuss data and professional development, as well as having instructional teams plan literacy activities and enhance literacy instruction across all subjects.MA4CCornwell
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This document discusses meeting the needs of diverse learners in a high school intensive reading course. It outlines 9 proficiencies for diversity and the author's interpretations of each. The author explains their rationale for using differentiated instructional strategies like varying learning modes, accommodating different abilities, and supporting English language learners. Examples of projects are provided that incorporate choice, cultural exposure, collaboration and accommodations to engage diverse students.MD8AssignCCornwell
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The evaluation plan aims to improve literacy at Newsome High School through data-driven instruction. An Instructional Leadership Team was formed to collect and analyze student achievement data from tests and PLC discussions to inform teacher training. Initial surveys found teachers were unclear on data reporting. Training was provided and surveys will assess effectiveness. Reading and collaboration between departments is a focus. Multi-year evaluation will track impact of professional learning on instruction and student literacy.Lesson Plan Vocabulary 9
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This lesson plan template provides guidance for a 9th grade reading lesson on climate change vocabulary. The lesson objective is for students to define content-specific vocabulary words from a climate change module by matching words to definitions, making flashcards, and assessing their knowledge levels for each word. A variety of activities are outlined, including matching vocabulary words to definitions in groups, creating individual flashcards, and a three-part vocabulary test. Student feedback and potential adjustments are also discussed.Lesson Plan Closed Reading Grade 9
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1) This lesson plan template provides instructions for a close reading lesson on globalization. Students will read an article on globalization multiple times and complete a worksheet where they define the term at different levels using evidence from the text.
2) The lesson involves students doing individual work, partner work, and group work. They will read the text independently and with partners, discussing the text and completing the worksheet together.
3) The teacher reflected that having students read the same passage multiple times was boring and distracted students from deeper understanding. The teacher would modify future lessons to address this issue.Lesson Plan Oral Language Grade 1112.2
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This lesson plan template provides guidance for a high school lesson on analyzing speeches. Students will select a speech to learn from a website, analyze how the speaker uses language and builds credibility, and present it to the class. Peers will ask content-based questions which the presenter must answer using evidence from the speech. The plan outlines selecting speeches at different reading levels, modeling how to prepare a speech, providing practice and feedback opportunities, and assessing speeches and question/answer sessions through rubrics and teacher/peer evaluations. The closing asks students to reflect on what they learned and how the lesson could be improved.Beginning Band Instrument Selection
- 1. Terrace Community Middle School Beginning Band Introduction to Band Instruments Mr. Cornwell Revised: June 2010
- 2. The Four Instrument Families Woodwind. Originally made of wood, played by blowing air over a wooden reed or over a tone hole. Brass. Made of brass, played by blowing air through the lips causing them to buzz in a cup shaped mouthpiece.
- 3. The Four Instrument Families Percussion. Made of all sorts of materials, played by hitting, striking, or shaking. String. Made of wood, played by bowing or plucking strings.
- 4. Instrumentation It is important to have a variety of instruments in band. The Pyramid of Sound The lower the pitch of the instrument the more players of that instrument are needed.
- 5. Woodwinds Flute Made of metal. Sound produced by blowing air over a tone hole (like a soda pop bottle.). Held horizontally to the right.
- 6. Woodwinds Flute Small case size. May also play the piccolo after three years of study.
- 7. Woodwinds Clarinet Made of plastic or wood with metal keys. Sound produced by blowing air over a wooden reed. Held vertically in front between the legs.
- 8. Woodwinds Clarinet Medium case size. May also play the bass clarinet after two years of study.
- 9. Woodwinds Alto & Tenor Saxophone Made of metal. Sound produced by blowing air over a wooden reed. Held with the aid of a neck strap while resting on right thigh.
- 10. Woodwinds Alto & Tenor Saxophone Large case size. May also play the baritone saxophone after two years of study.
- 11. Woodwinds Not Taught At SCMS: Piccolo. Oboe. Double reed instrument. Transfer to oboe from clarinet in high school. Bassoon. Double reed instrument. Transfer to bassoon from tenor saxophone in high school.
- 12. Woodwinds Not Taught At SCMS: Soprano saxophone. Used as a solo instrument in high school jazz band. Sopranino clarinet. Used as a solo instrument in college concert band. Alto clarinet. Becoming extinct. Used in clarinet choir ensembles. English horn. Usually played by oboists as a solo instrument in college orchestras.
- 13. Brass Trumpet Made of metal and uses valves to change the pitch. Played by buzzing lips into a cup shaped mouthpiece.
- 14. Brass Trumpet Large case size. May also play euphonium, French horn, or tuba after two years of study.
- 15. Brass Trombone Made of metal and uses a slide to change the pitch. Played by buzzing lips into a cup shaped mouthpiece.
- 16. Brass Trombone Large case size. May also play bass trombone in high school jazz band.
- 17. Brass French Horn Made of metal and uses valves to change the pitch. Played by buzzing the lips into a cup shaped mouthpiece.
- 18. Brass French Horn Play trumpet for one year and then switch to French horn. Large case size. Player needs to have a good ear for pitch.
- 19. Brass Euphonium Made of metal and uses valves to change the pitch. Played by buzzing the lips into a cup shaped mouthpiece.
- 20. Brass Euphonium Large case size. Trumpet players can usually switch to this instrument easily. SCMS has one euphonium that may be checked out.
- 21. Brass Tuba Made of metal and uses valves to change the pitch. Played by buzzing the lips into a cup shaped mouthpiece.
- 22. Brass Tuba Large case size. Trumpets players can usually switch to this instrument easily. SCMS has one tuba that may be checked out.
- 23. Percussion Students learn on a bell kit which contains a set of bells, a practice pad, mallets, and sticks. Large case size.
- 24. Percussion Each page of the method book is learned first on bells and then on snare drum (practice pad).
- 25. Percussion Students will also learn snare drum, bass drum, cymbals, and other miscellaneous instruments.
- 26. Strings Electric Bass While not a traditional band instrument, it is still taught in band at SCMS. Students need to purchase a bass, an amplifier, and a cable.
- 27. Strings Electric Bass Many students find this instrument difficult to transport since there is a large case for the bass as well as the amplifier.
- 28. Which Instrument Should I Play? We need a variety of instruments. However