Hello and welcome.
Since we have been focused on using Edline I have not updated the blog. I didn't want to make you nervous by having you check the blog AND Edline. I will update the blog as needed but Edline should be the first place you check. A special "Thank you" to all of my students who checked the blog after checking Edline. Thank you for telling me that the assignments were not visible on Edline - it should be fixed by now.
Mr. Gordon
Summer Fun!
Happy _____day!!!
Here are some sites to GREAT music camps that you should consider for the summer. They are in no particular order. :-D
www.wcsu.edu/summermusic
www.syap.org
www.litchfieldjazzcamp.com
www.EasternUSMusicCamp.com
www.campjam.com
www.masongross.rutgers.edu/extension
http://www.fairfield.edu/arts/sc_jazz.html
http://www.waldenschool.org/summer/index.shtml
Here are some sites to GREAT music camps that you should consider for the summer. They are in no particular order. :-D
www.wcsu.edu/summermusic
www.syap.org
www.litchfieldjazzcamp.com
www.EasternUSMusicCamp.com
www.campjam.com
www.masongross.rutgers.edu/extension
http://www.fairfield.edu/arts/sc_jazz.html
http://www.waldenschool.org/summer/index.shtml
GREAT JOB!!!!
Happy ____________day!
All of the concerts are finished and I would like to say GREAT JOB! Everyone performed well and we appreciate the work you have been doing on your own. :-D
Keep playing - discover what new sounds and rhythms you can make on your instrument. See how long you can hold a single pitch.
Brass players (trumpets and French Horns) keep buzzing with your lips (How many songs can YOU buzz?). :-O
Saxophones - how fast can you say "tea time", then add to it - "tea time took", then "tea time took two" etc. Keeping expanding the silly sentence, beginning each word with the letter "t". Do the same with letter "d". This will develop your articulation. (Brass players should also do this). ;-)
Grade 8 Band - You are doing a fine job with the Memorial Day music. Please focus on the sections we discussed in class (you should have circled them on your music), particularly when there are accidentals. Be aware of the key and when the key changes.
All of the concerts are finished and I would like to say GREAT JOB! Everyone performed well and we appreciate the work you have been doing on your own. :-D
Keep playing - discover what new sounds and rhythms you can make on your instrument. See how long you can hold a single pitch.
Brass players (trumpets and French Horns) keep buzzing with your lips (How many songs can YOU buzz?). :-O
Saxophones - how fast can you say "tea time", then add to it - "tea time took", then "tea time took two" etc. Keeping expanding the silly sentence, beginning each word with the letter "t". Do the same with letter "d". This will develop your articulation. (Brass players should also do this). ;-)
Grade 8 Band - You are doing a fine job with the Memorial Day music. Please focus on the sections we discussed in class (you should have circled them on your music), particularly when there are accidentals. Be aware of the key and when the key changes.
CONGRATULATIONS!
To the 6th Grade students who participated in the Westport Community Band Concert last night.
There are no new playing assignments.
Happy ___________day!
In response to some questions I've been getting, there will be no NEW playing assignments (yes, you must still play the required scales) due to the upcoming concerts. You are playing well but please remember to make notes on your music regarding difficult parts you need to practice while home.
In response to some questions I've been getting, there will be no NEW playing assignments (yes, you must still play the required scales) due to the upcoming concerts. You are playing well but please remember to make notes on your music regarding difficult parts you need to practice while home.
Problems With the Voicemail???
Hi Everyone-
There have been issues, particularly during heavy rain, when the phone answering system has not been working. Thank you for trying to call and letting me know when this has happened.
However, due to the number of students who call on Saturday, some of you have not been able to leave your scale assignments. Let me repeat what I've said in class - Please do not wait until Saturday to call with your scales. Try to make time during the week to call/email at least one of them.
There have been issues, particularly during heavy rain, when the phone answering system has not been working. Thank you for trying to call and letting me know when this has happened.
However, due to the number of students who call on Saturday, some of you have not been able to leave your scale assignments. Let me repeat what I've said in class - Please do not wait until Saturday to call with your scales. Try to make time during the week to call/email at least one of them.
Performance Repertoire Requirement
In addition to the weekly scale requirement, you have until midnight Saturday, March 27, 2010 to receive credit.
You will be assessed according to the Lesson Sheet we use in class. (See the copy in the blog archive - 2007)
Although the use of a metronome is not required, I STRONGLY recommended using one (there is one in the iPas software). Remember - Speed is NOT important, this activity is to develop and enhance your muscle memory. Be aware of which key you are playing in the song.
When calling state your name and instrument. Call (203) 762-8388 X5017.
As an alternative, you may record your performance of the song and email it to me using your computer. This may be done using the iPas software that comes with your Standard of Excellence Book OR using any recording software that is installed on your computer OR using a separate recording device then transferring it to the computer. Attach each scale as a separate sound file, attach them to an email and send it to gordonm@wilton.k12.ct.us.
Grade 6 Saxes: "To the Pied Piper"
Grade 6 Trumpets: "Phantom Regiment"
Grade 7 Saxes: "Music For A Celebration"
Grade 7 Brass: "Festiva Espana"
You will be assessed according to the Lesson Sheet we use in class. (See the copy in the blog archive - 2007)
Although the use of a metronome is not required, I STRONGLY recommended using one (there is one in the iPas software). Remember - Speed is NOT important, this activity is to develop and enhance your muscle memory. Be aware of which key you are playing in the song.
When calling state your name and instrument. Call (203) 762-8388 X5017.
As an alternative, you may record your performance of the song and email it to me using your computer. This may be done using the iPas software that comes with your Standard of Excellence Book OR using any recording software that is installed on your computer OR using a separate recording device then transferring it to the computer. Attach each scale as a separate sound file, attach them to an email and send it to gordonm@wilton.k12.ct.us.
Grade 6 Saxes: "To the Pied Piper"
Grade 6 Trumpets: "Phantom Regiment"
Grade 7 Saxes: "Music For A Celebration"
Grade 7 Brass: "Festiva Espana"
BAND 3rd Quarter Scale Requirements
You have 1 full week to submit your best performance for each of the scale patterns listed below. Final submission must be made by midnight Saturday for each week to receive credit. Each pattern is worth a maximum of 3 points (1 point = all pitches performed correctly, 1 point = the correct rhythmic pattern was performed, 1 point = the scale pattern was performed at a consistent tempo). Although the use of a metronome is not required, I STRONGLY recommended using one (there is one in the iPas software). Remember - Speed is NOT important, this activity is to develop and enhance your muscle memory.
When calling state your name, instrument and the scale(s) you will be playing. Call (203) 762-8388 X5017.
As an alternative, you may record your performance of the scales and email them to me using your computer. This may be done using the iPas software that comes with your Standard of Excellence Book OR using any recording software that is installed on your computer OR using a separate recording device then transferring it to the computer. Attach each scale as a separate sound file, attach them to an email and send it to gordonm@wilton.k12.ct.us.
Grade 6: C Major F Major G Major Bb Major D Major
Grade 7: C Major F Major G Major Bb Major D Major Eb Major
A Major
When calling state your name, instrument and the scale(s) you will be playing. Call (203) 762-8388 X5017.
As an alternative, you may record your performance of the scales and email them to me using your computer. This may be done using the iPas software that comes with your Standard of Excellence Book OR using any recording software that is installed on your computer OR using a separate recording device then transferring it to the computer. Attach each scale as a separate sound file, attach them to an email and send it to gordonm@wilton.k12.ct.us.
Grade 6: C Major F Major G Major Bb Major D Major
Grade 7: C Major F Major G Major Bb Major D Major Eb Major
A Major
S.T.R.I.D.E. Team Expectations
Students are also assessed according to the following
STRIDE Team Expectations:
1. Arrive on time and prepared for class
2. Be respectful and supportive
3. Participate fully
4. Exhibit a positive attitude and sense of cooperation
5. Use all materials and equipment responsibly
STRIDE Active Listening Expectations:
1. Be silent
2. Be still
3. Maintain eye contact with the source (performer, speaker etc.)
4. Be responsive (as appropriate)
Grade 6 - Band
As part of the S.T.R.I.D.E Team expectation of arriving on time and prepared for class, students are expected to have a pencil at each rehearsal to make relevant rehearsal notes/marks on the music.
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 1 utilizing the iPas assessment software.
I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time. The purpose of the rubric is to showcase each students' individual performance strength(s) while highlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 21 points each quarter for:
1. Having the appropriate music at each rehearsal (in their music folder)
2. Having a pencil at each rehearsal
3. Having the Standard of Excellence book (book #1 with the purple stripe) at each rehearsal.
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 1 utilizing the iPas assessment software.
I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time. The purpose of the rubric is to showcase each students' individual performance strength(s) while highlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 21 points each quarter for:
1. Having the appropriate music at each rehearsal (in their music folder)
2. Having a pencil at each rehearsal
3. Having the Standard of Excellence book (book #1 with the purple stripe) at each rehearsal.
General Music Theory
In the beginning of each year, I have each student identify a specific musical learning goal. Some examples of the goals written by students are: to read music better, to perform at a consistent tempo, to recognize and perform rhythm patterns, to identify pitch by sight and/or sound. I also prompt students to identify one learning strength (which the student will utilize during our class activities) and one learning weakness (which we will improve upon by working together to develop strategies specific to each student). Students also write a grade they desire and a grade they predict.
Most students strive for perfection. I reinforce my expectation of improvement (academic and behavioral) over time rather than perfection. Although every student may not be able to demonstrate a "perfect" performance, each student can demonstrate improvement in some way over time, since each student has a specific learning style and instructional need. At least, that's my philosophy.
Students are engaged in a musical learning activity during each class session and are expected to successfully perform a maximum of 3 tasks.
Each assessment activity focuses on a specific Music concept, with the learner objective outlined and the specific tasks to be assessed are listed. Students are encouraged to assess their successful completion of each task prior to my assessment. As part of my assessment I give verbal and written feedback to students, encouraging students and offering suggestions towards improving any tasks they may not have successfully demonstrated. Improvement, in any area, is what matters most. Finally, I prompt the students to reflect and respond to questions, relating to the Music concept and the learner objective.
The maximum number of points a student should have at the end of the 4 assessments is 12 points. The translation of points into grades is as follows:
Points/Grade
Most students strive for perfection. I reinforce my expectation of improvement (academic and behavioral) over time rather than perfection. Although every student may not be able to demonstrate a "perfect" performance, each student can demonstrate improvement in some way over time, since each student has a specific learning style and instructional need. At least, that's my philosophy.
Students are engaged in a musical learning activity during each class session and are expected to successfully perform a maximum of 3 tasks.
Each assessment activity focuses on a specific Music concept, with the learner objective outlined and the specific tasks to be assessed are listed. Students are encouraged to assess their successful completion of each task prior to my assessment. As part of my assessment I give verbal and written feedback to students, encouraging students and offering suggestions towards improving any tasks they may not have successfully demonstrated. Improvement, in any area, is what matters most. Finally, I prompt the students to reflect and respond to questions, relating to the Music concept and the learner objective.
The maximum number of points a student should have at the end of the 4 assessments is 12 points. The translation of points into grades is as follows:
Points/Grade
11-12 ___A
8-10 ____B
4-7 ____C
2-3 ____D
0-1 ____F
Grade 8 - General Music (using Guitars)
Eighth grade students who take guitar lessons outside of school are grouped together. This class studies the history of American music as it pertains to the guitar.
1st Quarter we focus on reading music notation by performing 3 American Folk songs and 3 Spirituals. Students are encouraged to select their own songs, based on their learning style, musical experience, and levels of proficiency on the guitar. The students are encouraged to collaborate with each other during our rehearsal and performance times. For each song selected by the student, the melody and the harmony (chords) must be played. Students are encouraged to use whichever notation method works best for them (standard notation, guitar tab etc.)
2nd Quarter we continue our focus on reading music notation by performing 6 songs in the style of 12-Bar Blues. Students will learn and demonstrate their knowledge of Major scale patterns by writing them, writing the 12-Bar Blues Chord progressions for those modes, then selecting 4 of them for performance and assessment. Most students of guitar are familiar with the blues scale.
3rd Quarter we focus on listening to professional recordings. Students will select 6 songs in any Rock style (soft, classic, hard, punk etc.) for performance. Students are expected to listen to the recordings then imitate the playing style of the lead guitar. If there are any solo portions, I encourage each student to play as much of the solo as probable (remember- these are paid professionals so I do not expect the student performances to be exactly the same. Do your best and have fun with the solos!!!)
4th Quarter we focus on composition and improvisation. You will utilize the knowledge and skills developed in the previous three Quarters to compose and original song and improvise original melodies. This is when you perform using your unique "voice", demonstrating your musical "personality" through your guitar playing.
Grade 8 - Band
As part of the S.T.R.I.D.E Team expectation of arriving on time and prepared for class, students are expected to have a pencil at each rehearsal to make relevant rehearsal notes/marks on the music.
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 2 utilizing the iPas assessment software.
I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time. The purpose of the rubric is to showcase each students' individual performance strength(s) while highlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 20 points each quarter for:
1. Having the appropriate music at each rehearsal
2. Having a pencil at each rehearsal
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 2 utilizing the iPas assessment software.
I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time. The purpose of the rubric is to showcase each students' individual performance strength(s) while highlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 20 points each quarter for:
1. Having the appropriate music at each rehearsal
2. Having a pencil at each rehearsal
Grade 7 - Band
As part of the S.T.R.I.D.E Team expectation of arriving on time and prepared for class, students are expected to have a pencil at each rehearsal to make relevant rehearsal notes/marks on the music.
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 2 utilizing the iPas assessment software. I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time.
The purpose of the rubric is to showcase each students' individual performance strength(s) while higlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 21 points each quarter for:
1. Having the appropriate music at each rehearsal (in their music folder)
2. Having a pencil at each rehearsal
3. Having the Standard of Excellence book (book #2 with the purple stripe) at each rehearsal.
Band students are expected to practice each evening. Students should be practicing the assigned music selections, in addition to excerpts from the Standard of Excellence, Book 2 utilizing the iPas assessment software. I also utilize a grading rubric (click on the image posted below), as part of my assessment of each students' improvement over time.
The purpose of the rubric is to showcase each students' individual performance strength(s) while higlighting the area(s) in need of improvement. This rubric helps me develop improvement strategies specific to each student. This rubric was designed after discussing acceptable performance criteria with my Music colleagues and the students.
In addition to the points assigned in the grading rubric, students are able to earn an additional 21 points each quarter for:
1. Having the appropriate music at each rehearsal (in their music folder)
2. Having a pencil at each rehearsal
3. Having the Standard of Excellence book (book #2 with the purple stripe) at each rehearsal.
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