This level in the Power Book is a big deal for our students.  It defines our programs and performance goals for each grade level and ensemble performance standard. 

I started using this level as the “carrot” for my students.  When they complete every pass off on this level, their accomplishments took them places.  They earn a place in the Focus Band, the core ensemble for Performance Evaluations.  They are members of the Honors Clubs and Leadership Team we have within the Band program.  You can make it what you want.  But this is the level that really defines the student as far as work ethic, perseverance, and determination.

Allow the student to take the time they need to complete these pass offs.  Some students will be done with every pass off by the first semester they began playing an instrument.  These are usually students who have studied music before entering the Band or Orchestra program.  Some students will take three years, that is why we differentiate!, because those students will be valuable members of any ensemble for years to come.

Beginner Level

The Seven Essentials of Tone Production

Submitted CLKraemer (Cousins Middle School)-

Differentiation opportunity:

Students can write these definitions in their own words.  Suggest they start expanding the definitions based on what you are telling them in class.  You can also award bonus pass offs for better pass off performances.  If they go above and beyond, give that student the recognition they deserve.

Sustain a Long Tone / Sustain a Four/Eight Beat Pitch

Submitted CLKraemer (Cousins Middle School)-

Orchestra Specific:

Again you can pulse the bow to the beat.  This focuses on slowing the bow to a controlled sound.

Submitted CLKraemer (Cousins Middle School)-

Band Specific:

Work on slower breathing in a set tempo and address playing at softer dynamic levels.  For example, set the metronome to Quarter = 60 and readdress the idea of expanding the intercostal muscles around the ribs to allow for more air to enter.  Set the embouchure and play a softer, solid, and sustained tone.

Lower notes work better for most winds and you can address the idea of warm air for softer dynamic levels.

Rhythm Writing

Submitted CLKraemer (Cousins Middle School)-

Students can also perform their rhythms for the class.  Clap, Count and or play.

Compound verses Simple time signatures relate to Factor Trees, and Lowest Common Denominators in the 6th grade Math classes.

The Rubank method books also address 6/8 time after lesson 12.  This is essential for the next level of Concert March Literature.

Welcome the opportunity to teach across other curriculums!

Major Scales

Submitted CLKraemer (Cousins Middle School)-

Specify mallet choice to reinforce the idea of articulation on the percussion instruments with the articulation of wind players.

Begin addressing the whole step and half step ideas with major scales and chromatic scales.  Students will reference fingering charts when working through these exercises.

The Octaves on the Tuba have been doubled to show students what is soon to come.  They may also be able to hit the higher ranges while still trying to play lower, or vise versa. 

Explain the idea of Concert pitch with the scale titles for Clarinet, Saxophones, Trumpet, and Horn.

Orchestra Specific:

Submitted CLKraemer (Cousins Middle School)-

Ask questions about extended 3rd finger positions.  The student can show the fingerings for early pass offs if they are not ready for the extended fingerings.  When they are ready for the extended fingers, then they can replay those scales for extra/bonus credit.

Enharmonic Page

Submitted CLKraemer (Cousins Middle School)-

This page is there to reference the keyboard and see how or why the enharmonic spellings do exist. 

Chromatic Scale

Submitted CLKraemer (Cousins Middle School)-

The examples in the book are for reference only.  The Director makes the final decision on range, articulation, etc.  Also the Band book has a Treble, Tenor and Bass clef.  The Orchestra Book has Treble, Alto and Bass clef.  Take the opportunity to show this to all students.  Eventually the Trombones will be playing in tenor clef. And, the String players need to see what their colleagues in the Viola section are doing.

Orchestra Specific:

Submitted CLKraemer (Cousins Middle School)-

Address Pentatonic scales or have students do a series of pentatonic exercises in class before working on the chromatic.  Use the pentatonic exercises on every string with every instrument.

Band Specific:

Submitted CLKraemer (Cousins Middle School)-

Start with one Octave and have the student reference a fingering chart.  This is also a great chance to explain the alternate fingering choices and establish the rules for little finger rotations (Clarinet/Saxophone).

Highlight the ranges in the Band book so students can look up fingerings.   For beginners only try one octave.

Musical Terms and Definitions

Submitted CLKraemer (Cousins Middle School)-

Make this pass off work for you and your program.  Time is of the essence.  You determine the resource for the definitions.  It may be the later pages of a method book for your beginners.  It may be the pages in the Power book found in the Intermediate section page 98 - 102. 

You may have time to quiz the students orally in class or you may need them to write them down in their own words.  Online resources are also available.  I found this link when doing a search for Power in the Progress System - (Power Book) Power in the Progress System - Quizlet

http://quizlet.com/52623100/power-in-the-progress-system-jump-start-vocabulary-flash-cards/

Major Key Signatures

Submitted CLKraemer (Cousins Middle School)-

Have students write a sentence helping them memorize the order of flats and sharps.  Fat Cats Get Dinner After Eating Breakfast.  Big Elephants Are Darn Good Cheerful Friends.

For a better challenge make the sentence a palindrome!

This idea was submitted by Mrs. Zeigner during our summer conversations about the String Book.

Dynamic Levels

Submitted CLKraemer (Cousins Middle School)-

Take time in classes to reinforce the dynamic levels while students are playing. 

Different instruments have different ranges of dynamic levels.  A Flute piano versus a forte in the higher range of the instrument is not going to sound much different.  However, the Trumpets have a better chance of showing an ability of a wider range.  Pointing this out in class can lead to discussions and an awareness of the Balance pyramid.

Paula Crider would have the ensemble say the numbers 1 – 8 and establish eight different dynamic levels for each number verbally.  Then we would have to count backwards 8 – 1 while performing a decrescendo.  This was much harder to do without having a huge gap in the dynamic levels.  Her great point was that we had to associate the higher or lower number with a physical change in our air stream.  Also, her point every time I heard an ensemble do this exercise, was that there is usually an inconsistency with the decrescendo. 

Care and Maintenance Essay

Submitted CLKraemer (Cousins Middle School)-

Allow this project to work for you.  The assignment can be accomplished by a student creating a pamphlet or tri fold, creating a power point or multi media show, and by simply reinforcing writing skills with a pen/pencil and paper.  Old fashioned I know but, are we really going to move away from needing to know how to write on paper and organize our thoughts in written form?

This pass off can easily reinforce Writing across the Curriculum.

Taking chances is what we are encouraging our students to do on a daily basis. Not all teachers in our profession believe students (especially in Middle School) can learn all 12 Major Scales.  The fact of the matter is, these students can do anything you challenge them to do.  Once they have made it into the Big Pond, they are only going to grow and become some of the strongest Musicians they can possible be. 

Happy Teaching and allowing your students to Grow!

Next........Chapter 4 - Intermediate Level Pass Offs

Coming soon!