This book has been many years in the making. As a public school music educator, I had become increasingly frustrated by the commercially produced method books that were available to beginning band students. I found that available method books were confusing, visually cluttered, and introduced too many concepts at once without ever really developing them in order to provide students the opportunity to really learn to read music and perfect their skills. Not to mention that I was a victim of these books myself. I could not properly read music until I was well into my high school years. Young students should not be held back from learning to read music by confusing and poorly written material. The material presented in this book is based on what I am coining as the “Mary Had a Little Lamb” approach. You will notice that this song appears many times in the book. The idea behind that is to introduce a new concept like key signatures or rhythms using material that students have “under their fingers” already. I could never understand why method books would introduce a complicated skill to beginners using complicated notes and rhythms…that should come AFTER the new skill has been practiced and internalized. This book has been put together with the upmost thought given to the sequence of skills and concepts. Concepts are not simply introduced and forgotten, but rather introduced, developed, and then added to the skills previously taught. Students should master each new skill before attempting to move on. The other theory behind my book is that kids love to play music! I am not talking about dry etudes, though they do serve a purpose and need to be worked on from time to time. I am referring to fun, recognizable songs that they know from singing childhood songs with their friends or family, or some of the beautiful and catchy melodies from the classical repertoire. My beginning band students couldn’t wait to play “Mary Had a Little Lamb”! That’s another way the “Mary Had a Little Lamb approach comes into play. After each new skill and development, you will find fun and recognizable songs that are not only fun to play, but also reinforce new and “old” concepts. It is my sincere hope that you enjoy learning from this book as much as I enjoyed writing it and that it puts you and your students on a path to solid music literacy skills. Happy learning!
For my wife Karen, and my son Jack. I love you. This book is dedicated to Steve Frank, the greatest beginning band teacher there ever was, and the person who taught me everything I know about the subject.
1
UNDERSTANDING MUSIC NOTATION The staff: Definition:
Draw the staff:
Clef: What does a clef do? What clef does my instrument play? Draw the clef that your instrument plays
2 Bar Line: Definition:
Draw a bar line: Measure: Definition:
Separate the staff below into 4 measures: ______________________________________________________
Double Bar Line: Definition:
Draw a double bar line:
3 Time Signature: Definition
Add the following items to the staff below: Clef Bar lines (create three measures) 4/4 Time Signature Double Bar line
4 How to correctly hold drum sticks: 1. Grip with thumb and index finger. 2. Wrap other fingers around sticks. 3. Make sure the back of the hand faces upward. 4. Keep sticks close to drum head. 5. Strike drum using only the wrist
5
UNDERSTANDING MUSIC NOTATION Quarter Note and Quarter Rest: Definition:
6
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7 Answer the following questions about page 6. 1. How many counts do quarter notes last for?
2. How many counts do quarter rests last for?
3. How many counts are in each measure in exercise three?
4. Circle and label the time signature in number six.
5. Circle and label the drum clef in exercise number two
6. Circle and label the repeat sign in number five.
7. Circle and label the double bar line in exercise number two
8
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5 ã 44 Œ
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8 ã 44 œ
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9
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4 ã 44 Œ
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5 ã 44 Œ
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6 ã 44 œ
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8 ã 44 œ
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10
UNDERSTANDING MUSIC NOTATION Half Note and Half Rest: Definition:
Whole Note and Whole Rest: Definition:
11
1 ã 44 ˙
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..
2 ã 44 ˙
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..
3 ã 44 w
∑
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5 ã 44 œ
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6 ã 44 œ
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7 ã 44 ˙ 8 ã 44 œ
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12
1 ã 44 ˙ 2 ã 44 œ
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13 Complete each measure below, making sure to add the correct number of counts to complete each measure. You may use either notes or rests.
4 1 &4 ˙ 4 2 &4 œ
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3 & 44 œ
Œ
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4 & 44 Ó 5 & 44 ˙ 6 & 44 Œ 7 & 44 8 & 44 œ
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14
Rhythm Assessment
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15
UNDERSTANDING MUSIC NOTATION Eighth Note: Definition:
