Dr. Hodges’ Lesson Plan
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Transcript of Dr. Hodges’ Lesson Plan
![Page 1: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/1.jpg)
04/19/23
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Dr. Hodges’ Lesson Plan
![Page 2: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/2.jpg)
04/19/23
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Band 8
![Page 3: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/3.jpg)
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Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
![Page 4: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/4.jpg)
04/19/23
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Count
Rhythm 49
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
![Page 5: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/5.jpg)
04/19/23
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Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
![Page 6: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/6.jpg)
04/19/23
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Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
![Page 7: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/7.jpg)
04/19/23
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Book Exercises
• 38– Count and Clap– Play
• 39– Count and Clap– Play
• 40– Count and Clap– Play
![Page 8: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/8.jpg)
04/19/23
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General Music 8
![Page 9: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/9.jpg)
04/19/23
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Think
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Count
Rhythm 49
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
![Page 10: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/10.jpg)
04/19/23
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Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
![Page 11: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/11.jpg)
Whole step
• Two half steps
![Page 12: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/12.jpg)
Timbre
• Tone color
![Page 13: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/13.jpg)
Style
• The way it is played
![Page 14: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/14.jpg)
Strings
• Instruments using plucked or bowed strings to create the sound
![Page 15: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/15.jpg)
Woodwinds
• Those originally made of wood or using a reed to create the sound
![Page 16: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/16.jpg)
Score
• The conductor’s copy of the music.
![Page 17: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/17.jpg)
Expression
• Emotion portrayed in music
![Page 18: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/18.jpg)
Resonance
• Vibrations of an instrument’s sound creating the unique sound of that particular instrument
![Page 19: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/19.jpg)
Vertical Music
• Music composed in a chordal manner in which most or all parts move together at the same time
![Page 20: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/20.jpg)
Second ending
• The short ending which will send musicians forward to a new melodic section.
![Page 21: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/21.jpg)
Fugue
• A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody.
![Page 22: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/22.jpg)
First ending
• The short ending which will send musicians back to a particular place to repeat that section.
![Page 23: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/23.jpg)
Dal signo al fine`
• Return to the sign and play to the fine`
![Page 24: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/24.jpg)
Transposition
• To move the position of the tone to adjust for the length of the instrument
![Page 25: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/25.jpg)
Range
• The extreme from lowest to highest tone for each instrument
![Page 26: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/26.jpg)
Homophonic
• Movement in a chordal manner
![Page 27: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/27.jpg)
Cannon
• The simple melodic repetition. It is also called a round.
![Page 28: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/28.jpg)
Slur
• A curved line which adds the duration of the notes into one tone.
![Page 29: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/29.jpg)
Major Second
• Whole Step
![Page 30: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/30.jpg)
Tutti
• Those originally made of wood or using a reed to create the sound
![Page 31: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/31.jpg)
Balance
• To achieve the aural perception of each instrument or section being of the same or equal volume without dominance by any one instrument or section.
![Page 32: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/32.jpg)
Dynamics
• Various degrees of loudness and softness
![Page 33: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/33.jpg)
Piano (p)
• Soft
![Page 34: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/34.jpg)
Mezzo Forte (mf)
• Medium full
![Page 35: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/35.jpg)
Fortissimo (ff)
• Very strong
![Page 36: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/36.jpg)
Pianissimo (pp)
• Very soft
![Page 37: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/37.jpg)
Crescendo (cres.)
• To get louder
![Page 38: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/38.jpg)
Diminuendo (dim)
• To gradually get softer
![Page 39: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/39.jpg)
04/19/23
To
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Needing
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Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
![Page 40: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/40.jpg)
04/19/23
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Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
![Page 41: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/41.jpg)
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Listening 1
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
![Page 42: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/42.jpg)
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Listening Example 2
• Compare and Contrast with example 1
![Page 43: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/43.jpg)
04/19/23
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Listening 2
• Melody:
• Harmony:
• Rhythm:
• Form:
• Instrumentation:
• Historic Period:
![Page 44: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/44.jpg)
04/19/23
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Band 7
![Page 45: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/45.jpg)
04/19/23
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Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
![Page 46: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/46.jpg)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 49
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
![Page 47: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/47.jpg)
04/19/23
To
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Think
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Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
![Page 48: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/48.jpg)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
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Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
![Page 49: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/49.jpg)
04/19/23
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Book Exercises
• 34– Count and Clap– Play– Hear Saxophones
• 35– Count and Clap– Play
• 36– Count and Clap– Play
![Page 50: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/50.jpg)
04/19/23
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General Music 7
![Page 51: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/51.jpg)
04/19/23
To
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Individuals
Needing
Knowledge
Think
Listen
Count
Rhythm 49
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
![Page 52: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/52.jpg)
Whole step
• Two half steps
![Page 53: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/53.jpg)
Timbre
• Tone color
![Page 54: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/54.jpg)
Style
• The way it is played
![Page 55: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/55.jpg)
Strings
• Instruments using plucked or bowed strings to create the sound
![Page 56: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/56.jpg)
Woodwinds
• Those originally made of wood or using a reed to create the sound
![Page 57: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/57.jpg)
Score
• The conductor’s copy of the music.
![Page 58: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/58.jpg)
Expression
• Emotion portrayed in music
![Page 59: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/59.jpg)
Resonance
• Vibrations of an instrument’s sound creating the unique sound of that particular instrument
![Page 60: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/60.jpg)
Vertical Music
• Music composed in a chordal manner in which most or all parts move together at the same time
![Page 61: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/61.jpg)
Second ending
• The short ending which will send musicians forward to a new melodic section.
![Page 62: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/62.jpg)
Fugue
• A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody.
![Page 63: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/63.jpg)
First ending
• The short ending which will send musicians back to a particular place to repeat that section.
![Page 64: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/64.jpg)
Dal signo al fine`
• Return to the sign and play to the fine`
![Page 65: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/65.jpg)
Transposition
• To move the position of the tone to adjust for the length of the instrument
![Page 66: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/66.jpg)
Range
• The extreme from lowest to highest tone for each instrument
![Page 67: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/67.jpg)
Homophonic
• Movement in a chordal manner
![Page 68: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/68.jpg)
Cannon
• The simple melodic repetition. It is also called a round.
![Page 69: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/69.jpg)
Slur
• A curved line which adds the duration of the notes into one tone.
![Page 70: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/70.jpg)
Major Second
• Whole Step
![Page 71: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/71.jpg)
Tutti
• Those originally made of wood or using a reed to create the sound
![Page 72: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/72.jpg)
Balance
• To achieve the aural perception of each instrument or section being of the same or equal volume without dominance by any one instrument or section.
![Page 73: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/73.jpg)
Dynamics
• Various degrees of loudness and softness
![Page 74: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/74.jpg)
Piano (p)
• Soft
![Page 75: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/75.jpg)
Mezzo Forte (mf)
• Medium full
![Page 76: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/76.jpg)
Fortissimo (ff)
• Very strong
![Page 77: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/77.jpg)
Pianissimo (pp)
• Very soft
![Page 78: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/78.jpg)
Crescendo (cres.)
• To get louder
![Page 79: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/79.jpg)
Diminuendo (dim)
• To gradually get softer
![Page 80: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/80.jpg)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
![Page 81: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/81.jpg)
04/19/23
To
Help
Individuals
Needing
Knowledge
Think
Listen
Count
Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
![Page 82: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/82.jpg)
04/19/23
To
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Think
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Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
![Page 83: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/83.jpg)
04/19/23
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Listening Example 2
• Compare and Contrast with example 1
![Page 84: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/84.jpg)
04/19/23
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General Music 6
![Page 85: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/85.jpg)
04/19/23
To
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Knowledge
Think
Listen
Count
Rhythm 49
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
![Page 86: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/86.jpg)
Whole step
• Two half steps
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Timbre
• Tone color
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Style
• The way it is played
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Strings
• Instruments using plucked or bowed strings to create the sound
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Woodwinds
• Those originally made of wood or using a reed to create the sound
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Score
• The conductor’s copy of the music.
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Expression
• Emotion portrayed in music
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Resonance
• Vibrations of an instrument’s sound creating the unique sound of that particular instrument
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Vertical Music
• Music composed in a chordal manner in which most or all parts move together at the same time
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Second ending
• The short ending which will send musicians forward to a new melodic section.
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Fugue
• A melodic presentation using varied melodic and rhythmic alterations to present new interpretations of the melody.
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First ending
• The short ending which will send musicians back to a particular place to repeat that section.
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Dal signo al fine`
• Return to the sign and play to the fine`
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Transposition
• To move the position of the tone to adjust for the length of the instrument
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Range
• The extreme from lowest to highest tone for each instrument
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Homophonic
• Movement in a chordal manner
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Cannon
• The simple melodic repetition. It is also called a round.
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Slur
• A curved line which adds the duration of the notes into one tone.
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Major Second
• Whole Step
![Page 105: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/105.jpg)
Tutti
• Those originally made of wood or using a reed to create the sound
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Balance
• To achieve the aural perception of each instrument or section being of the same or equal volume without dominance by any one instrument or section.
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Dynamics
• Various degrees of loudness and softness
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Piano (p)
• Soft
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Mezzo Forte (mf)
• Medium full
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Fortissimo (ff)
• Very strong
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Pianissimo (pp)
• Very soft
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Crescendo (cres.)
• To get louder
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Diminuendo (dim)
• To gradually get softer
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Count
Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
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Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
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Listening Example 1
• Compare (Tell how they are similar) and Contrast (Tell how they are different) these two examples. Use your list provided in Class.
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Listening Example 2
• Compare and Contrast with example 1
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Band 6
![Page 119: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/119.jpg)
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Grade 8 Band
• BUZZ!!!!!!!!!!!!!!!!!!!!!
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Weekly Goal
• GOAL 6: The learner will listen to, analyze, and describe music. (National Standard 6)
![Page 121: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/121.jpg)
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Today’s Objective
• 6.01 Identify specific music events in a given aural example, using appropriate terminology.
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Tone Review
![Page 123: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/123.jpg)
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
• C_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
• g_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
b1
![Page 129: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/129.jpg)
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
___________________________b_____________________________
_________________________________________________________
![Page 130: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/130.jpg)
Name the tone
• B flat _________________________________________________________
_________________________________________________________
_________________________________________________________
___________________________b_____________________________
_________________________________________________________
![Page 131: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/131.jpg)
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
![Page 132: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/132.jpg)
Name the tone
f1
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
![Page 133: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/133.jpg)
Name the tone
_____________________________#___________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
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Name the tone
f sharp 2
_____________________________#___________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
![Page 135: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/135.jpg)
Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
![Page 136: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/136.jpg)
Name the tone
• Great F _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
![Page 137: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/137.jpg)
Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
![Page 138: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/138.jpg)
Name the toned1
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
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Name the tone
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
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Name the tone
e2
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
________________________________________________________
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Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
______________________#__________________________________
_________________________________________________________
![Page 142: Dr. Hodges’ Lesson Plan](https://reader036.fdocuments.us/reader036/viewer/2022062407/56812ac5550346895d8e98da/html5/thumbnails/142.jpg)
Name the tone
• C sharp _________________________________________________________
_________________________________________________________
_________________________________________________________
______________________#__________________________________
_________________________________________________________
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Name the tone
• _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Name the tone
• B _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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Rhythm 7
• 4____________________________• 4
• Process:• Find the smallest value note or rest• Write a measure of that value with the
counting• Circle equivalents
• Transfer the information to the rhythm.
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Book Exercises
• 18– Count and Clap– Play– Hear Saxophones
• 19– Count and Clap– Play
• 20– Count and Clap– Play