Transcript How to Plan and Stay Sane?

How to Plan
and
Stay Sane?
Paul Woodin
Paul Woodin - CPD 7/8:01:13
1
HERTFORDSHIRE
MUSIC
SERVICE
Pupil
information
Names/s: Doris Day
D.O.B. 16/03/2001
email:
Phone: 01582 444444
Length of time learning:
years 2 terms
School:
Roundwood Park
Term:
Autumn 2012
Instrument: Saxophone
Lesson Length:
30
Ensemble or Group:
Levels
Levels and
Objectives
Exam Grade:
Pre
1/2/3
4/5
6/7/8
Nat.Curric/
County
CLASS
7DBZ
PETS: Rabbit d.o.p. 12/10/10
P.d.d: 2013
Targets and Achievements this term/year:
1. Produce controlled tone and sound – on a range of notes.
Beginner 2. The mouthshape and general posture
1/2/3 -1
4/5
-2 3. Establishing a good home practice routine
6/7/8 -3
Overview
Level:
Date:
Learning
Grid
You and the
Instrument
Playing/Singing
and Composing
by ear
Musical
Vocabulary
Embouchure:
Ab on
mouthpiece
Tonguing:
'Tu,Ta,Du,Dah'
Play/Sing back
a memorised
tune
Dynamics:
p to f
Posture:
Standing/
sitting
Play/Sing back
four note
sequence
Tempo:
Andante to
Allegro
Expression:
p-f
Phrasing:
Legato or
staccato
Tempo:
slow/medium
Fingering:
Curved,bridged,
fingertips to
buttons
Pentatonic
Scale
Musical
Performance
Playing/Singing
and Composing
with notation
Beyond The
Lesson
Communication: Music reading:
mood, style,
Low D -Middle
engagement
D
Practice:
10-15 mins
per session
Notation:
Semibreve, minim
crotchet
Articulation:
Tongued or
slurred
Inhale/Exhale:
'Low breath'
Weekly Linking
Weekly
linking
17/09
Tune from memory
Bb and Eb
24/09
LEGATO TONGUING = DARR DAR DAR
ONE OUT BREATH PER PHRASE
1/10
have lent a jupiter mouthpiece
Paul Woodin - CPD 7/8:01:13
2
Curriculam
links:
Raps
CHECK OCTAVES AND MOUTHPIECE
8/10
good sound overall
15/10
control of octaves
22/10
G's WITHOUT SQUEAKS.Stillerratic tonguing and squeaks on GWorking hard though
B'S AND G'S TUNE
SAXOPHONE BELLS
DAH ARTICULATION
05/11
Revise all tunes
12/11
No 22 and 23
Made up tunes
One out breath and 'dah' articulation
19/11
No 24/25
2 more compositions
upper octave notes D and E - Dynamics
26/11
Upper register
New tunes/compositions – breathing and posture
Instinct brain and music brain
one out-breath per phrase
upper register – without note cracking
MUSIC LIST FOR THIS TERM/YEAR
ABCAB
17
18
SAXOPHONE
BELLS
GRADES: SCALES, PIECES & STUDIES
I
I
Paul Woodin - CPD 7/8:01:13
3
The Learning Grid
Level:
1/2
You and the
Instrument
Playing/Singing
and Composing
by ear
Play/Sing back
a memorised
tune
Musical
Vocabulary
Posture:
Standing/
sitting
Play/Sing back
four note
sequence
Tempo:
Andante to
Allegro
Expression:
p-f
Fingering:
Curved,bridged,
fingertips to
buttons
Pentatonic
Scale
Phrasing:
Legato or
staccato
Tempo:
slow/medium
Embouchure:
Ab on
mouthpiece
Tonguing:
'Tu,Ta,Du,Dah'
Dynamics:
p to f
Musical
Performance
Playing/Singing
and Composing
with notation
Communication: Music reading:
mood, style,
Low D -Middle
engagement
D
Notation:
Semibreve,
minim
crotchet/quaver
Articulation:
Tongued or
slurred
Inhale/Exhale:
'Low breath'
Paul Woodin - CPD 7/8:01:13
5
Beyond The
Lesson
Practice:
10-15 mins
per session
Curriculum
links:
Raps