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Part I: The Beginning Program Chapter 3 – Planning For Success

Part I: The Beginning Program Chapter 3 – Planning For Success. Materials: Evaluating a method book. 1. What is the educational philosophy that guides the series? 2. Are the choices of first pitches and note value appropriate?

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Part I: The Beginning Program Chapter 3 – Planning For Success

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  1. Part I: The Beginning ProgramChapter 3 – Planning For Success Materials: Evaluating a method book. 1. What is the educational philosophy that guides the series? 2. Are the choices of first pitches and note value appropriate? 3. Does the text use the real tune and not a “simplified” version (which actually makes the learning process more difficult because the students may already know the real tune)? 4. Are the words for all song material included to encourage the use of singing? 5. Does the material include both major and minor songs, and material in other modes? 6. Does the text include rounds, duets, trios, etc. to develop ensemble playing? 7. Can your students relate to the pictures, or are they dated? 8. Are the fingering charts visually clear, and east to read and understand?

  2. Part I: The Beginning ProgramChapter 3 – Planning For Success Materials: Evaluating a method book. 9. Are musical signs, symbols, and terms explained clearly, and are they found in a musical glossary so that students can look the up themselves? 10. Is the sequence of instruction pedagogically sound? 11. Are allowances made for the individualization of instruction? 12. Is the teacher’s book easy to use, and does it include piano accompaniments, helpful hints for the teacher, or other teaching aids? 13. Is the book part of a complete series covering several grade levels, and with a variety of supplementary books? Etc. Etc. Etc. pg 42 for the rest!

  3. Part I: The Beginning ProgramChapter 3 – Planning For Success Materials: Evaluating a method book. Band Class Books -Accent on Achievement, John O’Reilly and Mark Williams – Alfred Publishing Co. -Belwin 21st Century Band Method, Jack Bullock and Anthony Maiello – Warner Bros. Pub. -Best in Class, Bruce Pearson, Kjos West Pub. -The Comprehensive Music Instructor, James Froseth, GIA Pub. -Ed Sueta Band Method, Ed Sueta Music Publ. -Essential Elements, Tom Rhodes, Donald Bierschendk, and Tim Lautzenheiser, Hal Leonard Corp. -Standard of Excellence, Bruce Pearson, KJOS Music Co. -Yamaha Band Student, Sandy Feldstein and John O’Reilly, Alfred Publ.

  4. Part I: The Beginning ProgramChapter 3 – Planning For Success Materials: Evaluating a method book. -All for Strings, Gerald E. Anderson and Robert S. Frost, KJOS Music Co. -Essential Elements for Strings, Michael Allen, Robert Gillespie, and Pamela Tellejohn Hayes, Hal Leonard Corp. -Essentials for Strings, Gerald Anderson, KJOS Music Co.

  5. Part I: The Beginning ProgramChapter 3 – Planning For Success The First Lesson -It cannot be overemphasized enough the importance of the first few lessons. They can greatly affect future musical endeavors of a student. -Give your very best effort in preparation for these crucial lessons. -Meet all students on time, do not allow any other responsibilities to detract you. -Establish an atmosphere of successful and enjoyable learning in class. -To introduce songs, you might present short melodic patterns from the selected tunes. Imitation or using echoes works best. -Use singing, clapping, movement, imitation, and modeling to reinforce lessons. -Don’t be wordy or to in to explanations. “Do as I say!”

  6. Part I: The Beginning ProgramChapter 3 – Planning For Success The First Lesson Lesson #1 -Entire Group: get students into their assigned seats. All cases on floor, closed! -Entire Group: discuss correct posture and breath support, including percussionists. -Clarinet and Saxophone: discuss handling of the reed and have students moisten the reed. Have them get the mouthpiece and cap, ligature, and barrel out of the case. -Cornets, Trombones, Euphoniums: Teach the embouchure and mouthpiece placement. Buzz without and then with the mouthpiece) and make “siren” sounds, glissandi while buzzing. -Flutes: teach the embouchure and allow them to play on the headjoint, brass review embouchure, do not play. -Percussionists: Teach correct hand and body position, followed bi the first rudimentary strokes.

  7. Part I: The Beginning ProgramChapter 3 – Planning For Success The First Lesson, cont. -Clarinets and Saxes: Teach mounting the reed. Teach the correct embouchure and have them okaty a sound on the mouthpiece and barrel or neck. Teach instrument assembly. Teach correct hand and body position. Have students play their first note. -Flute: Teach instrument assembly, then hand and body positions. Play first note. -Cornets, trombones, and euphoniums: Teach instrument assembly then hand and body positions. All play first note. -Percussion: set up instrument (bell kit, drum pad, or snare drum) and play a brief pattern by rote. -If time permits, teach the second note and do two note echoes. -Teach instrument disassembly and give important care reminders -Give assignment: Practice good posture and good breath support. Check embouchure formation and hand and body positions in mirror. Play your best tone. NEXT………LESSON PLANS!!!!!!!!

  8. Part I: The Beginning ProgramChapter 3 – Planning For Success Lesson Plans Why? -Discipline problems in the beginning instrumental class sometimes cam be traced to the teacher being unprepared for class or not having established a basic routine for students to follow each day. -Routine is best for students to get used to in creating a more productive classroom. Thorough preparation and planning will pave the way for a class that flows smoothly from activity to activity, and in which active learning is taking place. -For those who teach beginning instrumental lessons, it may mean 10-13 groups with 5-10 students. It may mean keeping track of student progress and developing a well reasoned plan of instruction for each student. -Lesson plans must be written plans. Good lesson plans provide a means to evaluate your effectiveness. Take some time at the end of the day to reflect. -Many districts require teachers to complete lesson plans and indicate how the lesson meets any state or national standards or objectives that have been adopted by the school district.

  9. Part I: The Beginning ProgramChapter 3 – Planning For Success Lesson Plans I. Objectives -Students will………………….. -Students will………………….. Standards to support objectives 1. 2. II. Materials -Instrument -Stands -Stereo and CD -Play money III. Procedure -Warmup – using…………… -Reminding students of correct hand position - Reminding students of correct counting -etc, etc, III. Assessment -Students did…………………………. -Students did not………………………….

  10. Part I: The Beginning ProgramChapter 3 – Planning For Success Student Assessment -Should be available for parent and student to see. -Gives paper documentation of progress. -Pg. 56 Teacher Self-Evaluation -How did you do? -What do you need to improve on -Invite experienced teachers to evaluate your teaching -Videotape yourself -Reflect and act!!!

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