First Blasts Slides
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MCCRAY & WALLACE BAND
LET'S BLAST OFF!
FIRST BLASTS &
CLEF CLUES
Your journey begins today: mouthpieces, first tones, reading note/rest values, and unlocking the staff roadmap!
THE "BLAST OFF" FANFARE First Mouthpiece Buzz
Buzz this pattern together when Ms. McCray or Ms. Wallace counts down!
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1
2
3-4
Whole
Tempo: Moderato ♩=90 Count: 4 - 3 - 2 - 1 - BUZZ!
Your Instructors
Ms. McCray & Ms. Wallace
Lesson Phase
01 / ENGAGE
MISSION CONTROL
TEKS & ELPS Alignment
TEKS
Music Standards
- ★ §117.208 (Foundations 1A-B): Identify, read, and define standard clef symbols, line/space notes, and basic rhythm patterns.
- ★ (Creative Expression 2A): Produce characteristic tone on instrument mouthpiece with correct embouchure and air support.
ELPS
Language Support
1A, 2I: Express opinions, share predictions, and use active listening to follow complex instrument-assembly directives.
TARGET OF MASTERY
80% Class Proficiency
Correctly identify clef lines/spaces and note values on our exit ticket assessment.
Ms. McCray & Ms. Wallace
ENGAGE
DECONSTRUCTED DICTIONARY
Academic Vocabulary
01
Embouchure
The way a player applies and shapes their mouth, lips, and tongue to an instrument's mouthpiece.
02
Clef
A visual symbol placed at the start of a musical staff indicating the pitch and range of the notes written.
03
Note Value
The duration or length of time that a musical sound is held, represented by different note shapes.
04
Rest Value
The precise length of measured silence in music, dictating exactly when a player must stop making sound.
Let's build strong professional music terms!
ENGAGE
ESSENTIAL QUESTIONS
The Big Four
Tone Production
How does a simple mouthpiece buzz turn into a beautiful musical instrument tone?
Musical Navigation
Why are treble and bass clefs essential roadmaps for different band instruments?
Rhythmic Math
How do note values and rests organize sound and silence inside a musical composition?
Ensemble Citizenship
What physical habits must we establish to care for our gear and maintain class focus?
Think about these as we explore today!
ENGAGE
ICEBREAKER #1: RHYTHM ECHOES
Let's Warm Up!
Can you match the pulse of the room?
Ms. McCray and Ms. Wallace will clap, tap, or buzz a mystery rhythmic pattern. Your mission is to copy it back instantly—but only when you get the double-hand cue!
1 Phase 1: Silent Focus. Listen and trace the beat in your mind.
2 Phase 2: Echo Response. Match the dynamics (loud vs. soft!).
3 Phase 3: The Speed Trap. We accelerate until the beat breaks!
TEAM COHESION
A great band doesn't just listen to themselves. They listen to the whole room! Let's lock in together.
Ready your ears and hands...
ENGAGE
FOUR CORNERS: SONIC PERSONALITIES
Active Game
When instructed, safely stand up and walk to the corner of the room that best describes your personality. Be ready to defend your choice with your teammates!
1
BRASS CORNER
Bold, loud, energetic, and loves to lead the parade!
2
WOODWIND CORNER
Agile, expressive, expressive, and detailed!
3
PERCUSSION CORNER
Steady, high-energy, drives the beat of the class!
4
COMPOSER CORNER
Curious, mysterious, imaginative, and deep-thinking!
Move carefully—no running in the band room!
ENGAGE
EXPLORE: MOUTHPIECE ASSEMBLY
Handling & Care
01
Sanitize Hands
Before taking out any gear, ensure your hands are dry and free of oil or dirt. Hygiene keeps your instrument in top condition!
02
The Safe Handshake
Hold woodwind mouthpieces by the thick barrel section. Hold brass mouthpieces firmly by the rim. Never pinch or squeeze!
03
Secure Mount
Gently insert/slide mouthpiece with a small twisting motion. Stop when secure—do not jam, hammer, or over-torque!
Teacher Check: Wait for Ms. McCray or Ms. Wallace to inspect your setup before attempting any sound!
Safeguard your gear first!
EXPLORE
EXPLORE: THE FIRST BLAST
Sound Production
Embouchure & Buzzing Foundations
✔
Keep Corners Firm: Pull the corners of your mouth tight like a small, flat smile. Do not let air puff your cheeks!
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Steady Stream of Air: Inhale deeply from your core, then blow a fast, cold stream of air through the center opening.
✔
Listen & Match: Listen closely to the pitch of your neighbors. Try to match the frequency of the room buzz!
THINK-PAIR-SHARE
The Sound Sensation Check
Take turn buzzing a steady 4-count tone with your partner.
"Where do you feel the vibration the most—lips, throat, or instrument?"
Share your observations with the class when called!
Keep those corners tight!
EXPLORE
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EXPLAIN: TREBLE CLEF ROADMAP
Higher Pitches
The G-Clef Roadmap
Used by: Flutes, Oboes, Clarinets, Saxophones, Trumpets, Horns, Mallets.
F (Line 5)
D (Line 4)
B (Line 3)
G (Line 2 - Clef center!)
E (Line 1)
Note: The clef circles the G line (Line 2)!
LINES (Bottom to Top)
E - G - B - D - F
"Every Good Boy Does Fine"
SPACES (Bottom to Top)
F - A - C - E
"Spells the word F - A - C - E!"
Lines and spaces are counted from the bottom up!
EXPLAIN
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EXPLAIN: BASS CLEF ROADMAP
Lower Pitches
The F-Clef Roadmap
Used by: Trombones, Euphoniums, Tubas, Bassoons, Baritone Sax.
A (Line 5)
F (Line 4 - Clef dots!)
D (Line 3)
B (Line 2)
G (Line 1)
Note: The dots bracket the F line (Line 4)!
LINES (Bottom to Top)
G - B - D - F - A
"Good Boys Do Fine Always"
SPACES (Bottom to Top)
A - C - E - G
"All Cows Eat Grass"
Low brass masters, this is your roadmap!
EXPLAIN
EXPLAIN: SOUND VS. SILENCE
Note & Rest Values
WHOLE
4 Full Beats
SOUND
𝅗𝅥
SILENCE
𝄻
HALF
2 Full Beats
SOUND
𝅘𝅥
SILENCE
𝄼
QUARTER
1 Full Beat
SOUND
𝅘𝅥
SILENCE
𝄽
EIGHTH
0.5 Beat
SOUND
𝅘𝅥𝅮
SILENCE
𝄾
Every rest matches a note value in time!
EXPLAIN
ELABORATE: CHOOSE YOUR QUEST
Open Writing Prompt
OPTION A
Clef Acronym Inventor
Create your own original, memorable sentence acronym for either the Treble Clef lines (EGBDF) or Bass Clef spaces (ACEG).
Be as creative and funny as possible so it sticks in your brain forever!
Write on your response sheet
OPTION B
The Rhythm Designer
Design a custom 4-beat rhythm pattern combining half notes, quarter notes, and quarter rests.
Add up the value of your pattern. Explain in writing: How many beats are spent making sound versus holding complete silence?
Sketch and explain in writing
Ms. McCray and Ms. Wallace will collect these shortly!
ELABORATE
EVALUATE: EXIT TICKET
Time to Shine
Show What You Know!
1
What note sits on the second line of the Treble Clef staff? (Hint: Look at the G-Clef shape!)
2
How many beats of active sound does a Half Note receive?
3
Briefly define the term Embouchure. What happens if your mouth corners are too loose?
Submission Goal
Record your quick answers on your ticket slip. Turn them in at the door as you leave!
Target: 80% class mastery on clef and rhythm mechanics. You got this!
Think quietly and write with confidence!
EVALUATE
REHEARSAL WRAP-UP
Class Clean-Up
YOU DID AN AMAZING JOB TODAY!
The first blasts were loud, proud, and structured! Ms. McCray and Ms. Wallace are thrilled with your energy and focus.
Pack & Clean Steps
- ✔ Gently pack up and store mouthpieces.
- ✔ Straighten music stands and chairs.
- ✔ Make sure the floor is free of any trash or paper.
- ✔ Prepare yourself silently for your next class.
See you at our next rehearsal!
READY TO DISMISS
Mouthpiece Missions Worksheet
McCray & Wallace Band
MOUTHPIECE MISSIONS
Lesson Companion & Clef Roadmap
Student Name _____________________
Date __________
Instrument / Mouthpiece _____________________
1 FIRST SOUND EMBOUCHURE CHECKLIST
Perform a mouthpiece buzzing trial. Check off each step below with your partner to confirm your posture and shape are perfect!
Firm Lip Corners
Mouth corners pulled flat like a firm smile. Cheeks do not puff out.
Fast Air Column
Deep abdominal breath pushing a cold, rapid stream through the opening.
Lip/Reed Vibration
Continuous vibration (buzz) occurs without choking off airflow.
Rigid Base Setup
Mouthpiece securely set; woodwind reed aligned with ligature.
2 CLEF DECODERS (THE ROADMAPS)
Fill in the letter names of the lines and spaces for both clefs. Remember to label from bottom to top!
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TREBLE CLEF LINES
Line 5 (Top): F (Every Good Boy Does ____)
Line 4: D (Every Good Boy ____)
Line 3: B (Every Good ____)
Line 2: G (Every ____)
Line 1 (Bottom): E (____)
Write Out the SPACES (Bottom to Top):
Space 1
Space 2
Space 3
Space 4
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BASS CLEF LINES
Line 5 (Top): A (Good Boys Do Fine ____)
Line 4: F (Good Boys Do ____)
Line 3: D (Good Boys ____)
Line 2: B (Good ____)
Line 1 (Bottom): G (____)
Write Out the SPACES (Bottom to Top):
Space 1
Space 2
Space 3
Space 4
80% Class Mastery Target | Read from Bottom to Top! Page 1 of 2
McCray & Wallace Band
RHYTHM & REFLECTION
Lesson Companion & Clef Roadmap
Class / Period _____
3 RHYTHM MATH CHALLENGE
Combine your knowledge of notes and rests! Calculate the total number of beats for each equation.
A: Sound values
Quarter (𝅘𝅥) + Half (𝅘𝅥) =
B: Silence values
Half Rest (𝄼) + Quarter Rest =
C: Mixed values
Whole Note (𝅗𝅥) + Quarter Rest =
D: Subdivision
Eighth (𝅘𝅥𝅮) + Eighth (𝅘𝅥𝅮) =