Concert Band Fundamentals Teacher Guide Concert Band Unit • Day 1 TEKS §117.208 (Middle School 1)
Acoustic Families: Woodwinds & Brass
Lesson Overview (70 Minutes)
Students will investigate sound production in Woodwind (reeds/split air) and Brass (vibrating lips) families. They will identify instruments by appearance and acoustic characteristics, aligning with TEKS §117.208.c.1 (Foundations) and §117.208.c.2 (Creative Expression).
ENGAGE Acoustic Hook & Mystery Sound (10 Mins)
Script: "Welcome to band! Close your eyes and listen. (Play a solo clarinet sample, then a solo trumpet). What did you hear? How did the air move differently to create those sounds? Write down your thoughts."
Teacher Action: Demonstrate buzzing on a mouthpiece versus blowing across a flute headjoint or vibrating a reed. Highlight physical vibration.
EXPLORE Mouthpiece Laboratory (15 Mins)
Script: "You are acoustic scientists today. Grab your Woodwind & Brass Handout. Look at the mouthpieces on the table. Without playing yet, examine their structures. How does air enter? Why does the brass mouthpiece have a cup, while the woodwind has a flat surface or a wooden reed?"
Activity: Students handle sterilizable test mouthpieces or reed-style simulators, sketching air flow on Page 1 of their worksheets.
EXPLAIN Sound Production Mechanics (15 Mins)
Key Teaching Points:
Woodwind: Produces sound through a split air column (flute) or vibrating reed (single: clarinet/sax; double: oboe/bassoon). Not necessarily made of wood!Brass: Produces sound through the player's lips buzzing inside a cup-shaped mouthpiece. Controlled by valves/slides (trumpet, horn, trombone, euphonium, tuba).
ELABORATE Instrument Matching Live (20 Mins)
Game: "I will play a musical line. On your handout, match the sound profile to the instrument. If you hear a warm, reedy tone, is it woodwind or brass? What if it's bright and brassy?"
Differentiated Prompts: Guide struggling students to feel the vibrations on their own throats or mouthpieces to distinguish pitched buzzes from airy woodwind tones.
EVALUATE Exit Ticket Day 1 (10 Mins)
Distribute Day 1 Exit Ticket . Students must identify the core differences in sound generation mechanism and place 4 target instruments in their correct families.
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Concert Band Unit • Day 2 TEKS §117.208 (Middle School 1)
Rhythm Roots: Percussion & Note Values
Lesson Overview (70 Minutes)
Introduce the Percussion family (pitched vs. unpitched) and baseline rhythm notations: Whole, Half, Quarter, and Eighth notes/rests. Students connect mechanical percussion strikes to rhythmic durations, aligning to TEKS §117.208.c.2.
ENGAGE The Heartbeat Game (10 Mins)
Script: "Tap your chest to your heartbeat. Every sound in music is born from silence, held for a specific amount of time, and then dies. Today, we control time! Percussion instruments are the heartbeat of the band."
Demonstration: Strike a bass drum (unpitched sustain) and a bell/glockenspiel (pitched ringing). Ask: "Why does the drum thud, while the bell sings?"
EXPLORE Striking and Silence Experiment (15 Mins)
Script: "Look at the Percussion family worksheet. We have membranes (snare drums) and metallic plates (cymbals). If I strike a cymbal and let it ring, how long does it take to fade? What if I grab the cymbal to stop it? That stopping is a rest!"
Activity: Students use unpitched sticks/pads to count a continuous steady beat of 4 beats. They experience physical silence (rests) by freezing their hands on the designated silent beats.
EXPLAIN Rhythmic Anatomy & Symbols (15 Mins)
Key Teaching Points:
Whole Note/Rest: 4 Beats of full sound / 4 Beats of absolute silence.Half Note/Rest: 2 Beats. "The hat is on the head" (half rest sits on line 3).Quarter Note/Rest: 1 Beat. Lightning bolt symbol for rest.Eighth Note/Rest: 0.5 Beat. Always grouped in pairs with a beam or written with a flag.
ELABORATE Pitched vs. Unpitched Classification (20 Mins)
Script: "Percussion has two secret empires: Pitched (can play a scale, like Xylophone or Timpani) and Unpitched (only rhythm, like Snare or Triangle). Let's classify them on our organizer!"
Ensemble Practice: Divide class into Snare group (unpitched tap) and Flute group (woodwind hum) to experience pitch vs. noise distinction.
EVALUATE Exit Ticket Day 2 (10 Mins)
Distribute Day 2 Exit Ticket . Students draw the rhythmic symbols and identify if a Marimba is pitched or unpitched.
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Concert Band Unit • Day 3 TEKS §117.208 (Middle School 1)
Clef Chronicles: Reading Treble & Bass
Lesson Overview (70 Minutes)
Demystify the musical staff. Students identify notes in Treble (G Clef) and Bass (F Clef) based on lines and spaces. Align to TEKS §117.208.c.2 by teaching notation translation to their actual band instruments.
ENGAGE The High-Low Show (10 Mins)
Script: "Why do flutes read different notes than tubas? High sounds and low sounds live on different floors of the staff. The clef is the house key that tells you which door is which!"
Demonstration: Play a high C on flute, and a low C on trombone. Draw attention to clef shapes as symbols pointing to G (Treble clef wraps G4) and F (Bass clef dots flank F3).
EXPLORE The 5-Finger Hand Staff (15 Mins)
Script: "Hold your hand up horizontally with fingers spread. Your fingers are lines, and the spaces in between are spaces! Let's touch finger 1 (bottom line). In treble, that's E. In bass, that's G. Let's trace it together!"
Activity: Physical tracing game. Teacher shouts "Treble Space 2" and students touch the space between their ring and middle fingers, calling out "A!".
EXPLAIN Staff Anatomy & Mnemonics (15 Mins)
Key Teaching Points:
Treble Lines: E very G ood B oy D oes F ine (E-G-B-D-F).Treble Spaces: F - A - C - E (Spells FACE!).Bass Lines: G ood B urritos D on't F all A part (G-B-D-F-A).Bass Spaces: A ll C ows E at G rass (A-C-E-G).
ELABORATE Clef Assignment Worksheet (20 Mins)
Script: "Now, open your Clef Chronicles practice sheet. Look at your specific instrument. If you play trumpet or clarinet, you are on the Treble team. If you play trombone or tuba, you are Bass team! Complete your staff spelling challenges."
Teacher Action: Circulate to check noteheads to make sure they are centered on lines or sitting cleanly inside spaces.
EVALUATE Exit Ticket Day 3 (10 Mins)
Distribute Day 3 Exit Ticket . Students must name 4 notes on both Treble and Bass staves and spell out the mnemonics.
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Concert Band Unit • Day 4 TEKS §117.208 (Middle School 1)
Rhythm Masters: The Rhythm Pyramid
Lesson Overview (70 Minutes)
Focus on mathematical subdivision, visual structural maps (Rhythm Pyramid), and vocal-physical synchronization. Align to TEKS §117.208.c.2 by executing precise counting in common time.
ENGAGE The Human Metronome (10 Mins)
Script: "I will tap this steady beat. When I call 'Quarter!', I want you to clap on every beat. When I say 'Half!', clap only on beats 1 and 3. Let's see if we can do it without slowing down or speeding up!"
Teacher Action: Use an acoustic woodblock or physical metronome set to Quarter Note = 80 BPM. Focus on a clean, unified sound.
EXPLORE Pyramid Architecture (15 Mins)
Script: "Look at your Rhythm Masters handout. Why is it a pyramid? Because one single giant whole note breaks apart at each level below, doubling in numbers just like building blocks. How many eighth notes fit in a whole note?"
Activity: Students write numbers (1, 2, 4, 8) inside the blocks of the Rhythm Pyramid on their worksheets to show mathematical relationships.
EXPLAIN The Concert Band Counting System (15 Mins)
Key Teaching Rules:
Whole Note: Say "1-2-3-4" holding the hand out (no extra claps).Half Notes: Say "1... 3..." (Clap on 1 and 3 only).Quarter Notes: Say "1 - 2 - 3 - 4" with crisp, clean verbalization.Eighth Notes: Say "1 - & - 2 - & - 3 - & - 4 - &" (Pronounced: "one and two and...").
ELABORATE The Rhythm Duel Game (20 Mins)
Game Rules: Divide the band room into Side A (Brass) and Side B (Woodwinds). Tap a pulse. Side A claps a quarter note measure; Side B immediately counters with eighth notes. No hesitation allowed!
Modification: Introduce simple rests to challenge advanced students while maintaining steady physical foot-tapping.
EVALUATE Exit Ticket Day 4 (10 Mins)
Distribute Day 4 Exit Ticket . Students write the counts ("1 + 2 +") underneath rhythmic patterns in common time.
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Concert Band Unit • Day 5 TEKS §117.208 & §117.210
Band Showdown: Unit Synthesis & Evaluation
Lesson Overview (70 Minutes)
The culmination of the 5-day unit. Students integrate instrument classification, clef note reading, and rhythm counting in a high-energy group game followed by an individual written unit assessment, aligning with TEKS §117.210 (Evaluation).
ENGAGE Warm-up Integration (10 Mins)
Script: "Welcome to Day 5! This is the Grand Concert Band Showdown. Look at the board. I have written a four-beat pattern. We're going to read the clef notes, count the beats, and name the instrument family that would play this low melody."
Ensemble Practice: Play a simple three-note baseline, asking students to hum it back, then identify if it lives on the Bass or Treble staff.
EXPLORE Showdown Arena Prep (15 Mins)
Script: "In your teams (Woodwinds, Brass, Percussion), review your worksheets from the week. You have 5 minutes to coach each other on notes, values, and instrument families. A team's score depends on EVERY member knowing their material!"
Grouping: Arrange chairs into three semi-circles representing the classical orchestra/band floor setup. This reinforces physical community identity.
EXPLAIN Game Rules & Expectations (10 Mins)
Rule Script: "I will display a question on the board. One player from each team will stand. The first to buzz in gets to answer. If correct, your team earns a point. You may pass to a teammate for half points. Perfect silence is required during questions!"
ELABORATE The Showdown Game (20 Mins)
Showdown Rounds:
Round 1: Instrument Classification. "Which woodwind instrument doesn't use a reed?" (Flute).Round 2: Clef Clues. "Spell the word created by the treble spaces from bottom to top." (FACE).Round 3: Rhythm Math. "How many quarter notes equal one whole note?" (4).
EVALUATE Written Assessment & Exit Ticket 5 (15 Mins)
Administer the Band Basics Written Quiz and final Day 5 Exit Ticket . Collect all folders to evaluate individual student mastery of TEKS objectives.
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Concert Band Unit • Assessment Reference Teacher Reference Sheet
Master Answer Keys & Rubrics
Days 1 & 2 Answers
Woodwind vs. Brass Worksheet:
Reeds: Clarinet (single), Oboe (double), Saxophone (single).
Brass Cup: Trumpet, Trombone, French Horn, Tuba.
No Reed: Flute (split air stream).
Percussion & Note Values:
Pitched: Marimba, Xylophone, Timpani, Glockenspiel.
Unpitched: Snare Drum, Bass Drum, Cymbals, Triangle.
Rhythm Math: Whole (4) = 2 Halves = 4 Quarters = 8 Eighths.
Days 3 & 4 Answers
Clef Reading Handout:
Treble Lines (E-G-B-D-F), Spaces (F-A-C-E).
Bass Lines (G-B-D-F-A), Spaces (A-C-E-G).
Spelled Words: C-A-G-E, B-A-G-G-A-G-E, F-E-E-D.
Rhythm counting notation:
Quarter notes: "1 2 3 4"
Eighth pairs: "1 & 2 & 3 & 4 &"
Half notes: "1 (2) 3 (4)"
Texas TEKS Ensemble Performance Rubric (§117.208.c.2)
Criteria Proficient (4) Developing (2) Incomplete (0-1) Steady Pulse Maintains constant tempo without rushing/dragging. Minor speed fluctuations; recovers quickly. Cannot find or maintain a steady physical tempo. Rhythm Reading Correctly translates symbols to sound (100% accuracy). 1-2 errors in duration or rest execution. Fails to distinguish quarters from halves/eighths. Verbal Counting Uses standard system ("1 & 2 &") consistently loud. Inconsistent verbalization; drops out occasionally. Does not use the standard system aloud.
Differentiated Learning Strategies
Support: Use color-coded notation for staff lines (red lines, green spaces) and physical touch on the hand-staff. Allow clapping/tapping on percussion pads for students with writing fine-motor challenges.
Extension: Introduce basic dotted half notes (3 beats) and simple syncopated rhythmic patterns (eighth-quarter-eighth) on Day 4.
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Concert Band Fundamentals Slides Middle School Band Curriculum Unit Introduction
Concert Band Fundamentals
Mastering Instrument Families, Reading Treble & Bass Clefs, and Controlling Time with Note Values.
Texas TEKS Aligned Unit Slide 1 of 10
Day 1: Acoustic Families Woodwinds & Brass
WW
Woodwind Empire
Sound is produced by splitting air columns or vibrating a wooden reed.
No Reed: Flute / Piccolo
Single Reed: Clarinet / Saxophone
Double Reed: Oboe / Bassoon
BR
Brass Territory
Sound is produced by the player's lips buzzing inside a cup-shaped metal mouthpiece.
Valve Systems: Trumpet / French Horn
Slide Systems: Trombone
Low Brass: Euphonium / Tuba
Core Concept: Vibrating Air Columns Slide 2 of 10
Day 1: Science of Sound How Instrument Bodies Amplify Sound
Which is Which? Sound Analysis
Acoustic Scenario A
A small wooden blade is moistened and fastened to a plastic table-like structure. When blown, it vibrates rapidly like a buzzing bee.
Answer: SINGLE REED (Clarinet)
Acoustic Scenario B
Air is compressed through pinched lips, creating a vibrating "raspberry" sound into a metal funnel. The sound is amplified by brass pipes.
Answer: LIP BUZZ (Trumpet/Trombone)
Discussion Question: Why isn't a Saxophone in the Brass family? Slide 3 of 10
Day 2: Rhythm Roots The Percussion Family
Pitched Percussion
Instruments that can play distinct musical pitches. They can perform melodies, scales, and chords!
Xylophone Marimba Timpani Chimes
Unpitched Percussion
Instruments that produce unpitched sounds (noise frequencies) primarily used to define the tempo and pulse.
Snare Drum Bass Drum Cymbals Triangle
Classification: Is a piano a string or a percussion instrument? Slide 4 of 10
Day 2: Note & Rest Values Symbols of Sound & Silence
Every musical length has a corresponding symbol for physical silence (Rests).
◯
Whole Note
4 Beats
Rest: Hanging Hat (𝄾)
𝅗𝅥
Half Note
2 Beats
Rest: Sitting Hat (𝄽)
♩
Quarter Note
1 Beat
Rest: Lightning (𝄾)
𝅘𝅥𝅮𝅘𝅥𝅮
Woodwinds and Brass Handout Day 1 Activity Sheet
Woodwinds & Brass Discovery
TEKS §117.208 • Creative Expression
Student Name
Date
Instrument / Clef
Part 1: The Mouthpiece Lab (Acoustic Mechanics)
Look at the physical mouthpieces demonstrated. Sketch the path of air, showing how air vibrates to make a sound.
A. Woodwind (Reed / Split Air)
Draw air splitting on a lip or vibrating against a reed:
Write how it works in 1 sentence:
B. Brass (Lip Buzzing Cup)
Draw lips vibrating inside the cup-shaped mouthpiece:
Write how it works in 1 sentence:
Part 2: Instrument Sorting ChallengeChallenge
Sort these instruments into their correct families: Flute, Trumpet, Clarinet, French Horn, Saxophone, Trombone, Tuba, Bassoon.
Woodwinds (4 Instruments)
Brass (4 Instruments)
Part 3: Acoustic Analysis Challenge
A saxophone is made completely out of brass metal, yet musicians classify it as a Woodwind. Explain using the sound production method you learned today.
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Day 1 Exit Ticket Exit Ticket • Day 1 (Woodwinds & Brass)
Acoustic Checkup
TEKS §117.208
Name:
Date:
1. Explain the single biggest physical difference in how a Woodwind instrument and a Brass instrument produce sound.
2. Draw a line to connect each instrument to its acoustic family:
Trombone
Clarinet
French Horn
Woodwind
Brass
Hand in to teacher before leaving the band hall!
CUT HERE FOR 2 INDIVIDUAL TICKETS
Exit Ticket • Day 1 (Woodwinds & Brass)
Acoustic Checkup
TEKS §117.208
Name:
Date:
1. Explain the single biggest physical difference in how a Woodwind instrument and a Brass instrument produce sound.
2. Draw a line to connect each instrument to its acoustic family:
Trombone
Clarinet
French Horn
Woodwind
Brass
Hand in to teacher before leaving the band hall!
Band Basics Word Wall Concert Band Classroom Resource Print • Cut • Post on Wall
Unit Vocabulary Word Wall (Page 1)
INSTRUMENT FAMILY
Woodwind
An instrument family that makes sound by splitting air columns or vibrating a single or double wooden reed .
Examples: Flute, Clarinet, Oboe, Saxophone
INSTRUMENT FAMILY
Brass
An instrument family that makes sound by the player buzzing their lips inside a cup-shaped metal mouthpiece.
Examples: Trumpet, Trombone, Horn, Tuba
INSTRUMENT FAMILY
Percussion
An instrument family that makes sound by being struck, shaken, or scraped . This is the oldest musical family!
Examples: Snare Drum, Marimba, Cymbals
ACOUSTIC CONCEPT
Pitched
An instrument that plays specific frequency notes . They can play scales, melodies, and chords.
Examples: Glockenspiel, Marimba, Timpani
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Concert Band Classroom Resource Print • Cut • Post on Wall
Unit Vocabulary Word Wall (Page 2)
ACOUSTIC CONCEPT
Unpitched
An instrument that produces noise frequencies rather than singing pitches. They are the baseline groove creators.
Examples: Snare Drum, Bass Drum, Triangle
MUSIC NOTATION
Staff
The foundation of musical writing, consisting of exactly five horizontal lines and four spaces .
Rule: Read alphabetically going UP the lines!
MUSIC NOTATION
Clef
A visual symbol written at the beginning of a staff that acts as a key to decode note names .
Examples: Treble Clef (High), Bass Clef (Low)
RHYTHM CONCEPT
Subdivide
The process of mathematically breaking down large beat durations into smaller, faster, equal parts.
Example: Dividing 1 quarter note into 2 eighths.
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Concert Band Classroom Resource Print • Cut • Post on Wall
Unit Vocabulary Word Wall (Page 3)
RHYTHM CONCEPT
Tempo
The physical speed or pace of the steady background pulse in a piece of music. Measured in beats per minute (BPM).
Percussion and Note Values Handout Day 2 Activity Sheet
Percussion & Rhythmic Roots
TEKS §117.208 • Rhythm & Notation
Student Name
Date
Instrument / Clef
Part 1: The Percussion Divide (Pitched vs. Unpitched)
Sort the following instruments by writing their names in the correct box: Snare Drum, Marimba, Glockenspiel, Triangle, Timpani, Bass Drum, Cymbals, Xylophone.
Pitched (Can play a scale/melody)
Unpitched (Only plays a single rhythm)
Part 2: Drawing the Beats (Sound and Silence)
Draw the correct musical symbol inside each box based on the note or rest description and beats.
Whole Note (4 Beats)
Draw Note
Whole Rest (4 Beats)
Draw Rest
Half Note (2 Beats)
Draw Note
Half Rest (2 Beats)
Draw Rest
Quarter Note (1 Beat)
Draw Note
Quarter Rest (1 Beat)
Draw Rest
Eighth Note (0.5 Beat)
Draw Note
Eighth Rest (0.5 Beat)
Draw Rest
Part 3: Rhythm Math Equations
Convert the notes to their beat values and solve the rhythm equations below. The first one is completed as an example!
A. 𝅗𝅥 (Half) + ♩ (Quarter) = 3 Beats
B. ◯ (Whole) + 𝅗𝅥 (Half) =
C. ♩ (Quarter) + 𝅘𝅥𝅮 (Eighth) =
D. 𝅗𝅥 (Half) + 𝅗𝅥 (Half) =
E. 𝅘𝅥𝅮𝅘𝅥𝅮 (Pair) + 𝅗𝅥 (Half) =
F. 𝄾 (Whole Rest) + 𝄽 (Half Rest) =
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Day 2 Exit Ticket Exit Ticket • Day 2 (Percussion & Rhythms)
Rhythm & Impact Check
TEKS §117.208
Name:
Date:
1. A Marimba can play melodies, while a Snare Drum only plays clicking sounds. Classify these into the correct percussion groups:
Marimba is:
Snare Drum is:
2. Draw the exact symbol for each note and rest length listed below:
Quarter Note
Quarter Rest
Half Rest
Hand in to teacher before leaving the band hall!
CUT HERE FOR 2 INDIVIDUAL TICKETS
Exit Ticket • Day 2 (Percussion & Rhythms)
Rhythm & Impact Check
TEKS §117.208
Name:
Date:
1. A Marimba can play melodies, while a Snare Drum only plays clicking sounds. Classify these into the correct percussion groups:
Marimba is:
Snare Drum is:
2. Draw the exact symbol for each note and rest length listed below:
Quarter Note
Quarter Rest
Half Rest
Hand in to teacher before leaving the band hall!
Clef Reading Challenge Handout Day 3 Activity Sheet
Clef Chronicles Note Reading
TEKS §117.208 • Music Literacy
Student Name
Date
Instrument / Clef Team
Part 1: The Staff Codes (Mnemonic Fill-In)
Write out the standard words used to remember the lines and spaces for each clef. This is your decoder key!
𝄞 Treble Clef (G Clef)
Lines (E - G - B - D - F):
Spaces (F - A - C - E):
𝄢 Bass Clef (F Clef)
Lines (G - B - D - F - A):
Spaces (A - C - E - G):
Part 2: Staff Translation (Name that Note!)
Look at the notes on the staves. Use your decoder key from Part 1 to identify the correct letter name (A, B, C, D, E, F, or G).
Treble Team Questions
𝄞
Note:
𝄞
Note:
𝄞
Note:
Bass Team Questions
𝄢
Note:
𝄢
Note:
𝄢
Note:
Part 3: Musical Word Speller Puzzle
Decode the letters on the staff to spell out real English words! Note values do not affect letters, only position on the staff does.
Treble Staff
Bass Staff
Word Spell Challenge
In treble, spell the word "B A G" on your own hand staff or on paper. Show your teacher!
Ready to Check!
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Day 3 Exit Ticket Exit Ticket • Day 3 (Clef chronicles)
Pitch Decoding Check
TEKS §117.208
Name:
Date:
1. What specific notes do the lines in the Treble and Bass Clef represent?
Treble Lines (bottom to top):
Bass Lines (bottom to top):
2. Identify the note name for each of the following notes on the staff:
𝄞
Note:
𝄢
Note:
Hand in to teacher before leaving the band hall!
CUT HERE FOR 2 INDIVIDUAL TICKETS
Exit Ticket • Day 3 (Clef chronicles)
Pitch Decoding Check
TEKS §117.208
Name:
Date:
1. What specific notes do the lines in the Treble and Bass Clef represent?
Treble Lines (bottom to top):
Bass Lines (bottom to top):
2. Identify the note name for each of the following notes on the staff:
𝄞
Note:
𝄢
Note:
Hand in to teacher before leaving the band hall!
Rhythm Pyramid Worksheet Day 4 Activity Sheet
The Rhythm Pyramid Challenge
TEKS §117.208 • Subdivision & Rhythm
Student Name
Date
Class Instrument
Part 1: The Rhythm Pyramid Architecture
Fill in the blank boxes in the pyramid below. At each level, write the note name and the number of beats it represents. The top box is filled out to get you started!
WHOLE NOTE 4 BEATS
HALF NOTE
HALF NOTE
QUARTER
QUARTER
QUARTER
QUARTER
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
EIGHTH (0.5)
Part 2: Rhythm Count Write-In
For each of the rhythmic patterns in common time (\(4/4\)), write the standard concert band vocal counts ("1 2 3 4" or "1 & 2 &" ) in the blank spaces directly below the notes.
Line A:
♩♩𝅗𝅥
Line B:
𝅘𝅥𝅮𝅘𝅥𝅮♩𝅘𝅥𝅮𝅘𝅥𝅮♩
Part 3: Peer Clapping Lab
Find a stand partner. Practice clapping and counting Line A and Line B aloud together. Assess your partner using the scale below: 3 = Excellent, 2 = Small Errors, 1 = Needs Practice.
Partner Assessment of ME:
Maintained steady pulse:[ 1 ] [ 2 ] [ 3 ]
Counted out loud using "&":[ 1 ] [ 2 ] [ 3 ]
Rests executed silently:[ 1 ] [ 2 ] [ 3 ]
My Assessment of PARTNER:
Maintained steady pulse:[ 1 ] [ 2 ] [ 3 ]
Counted out loud using "&":[ 1 ] [ 2 ] [ 3 ]
Rests executed silently:[ 1 ] [ 2 ] [ 3 ]
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Day 4 Exit Ticket Exit Ticket • Day 4 (Rhythm subdivision)
Subdivision Check
TEKS §117.208
Name:
Date:
1. Write the standard concert band counts underneath the notes below:
♩𝅘𝅥𝅮𝅘𝅥𝅮♩♩
2. Fill in the blanks with the correct numbers:
There are
half notes in a whole note.
There are
eighth notes in a half note.
Hand in to teacher before leaving the band hall!
CUT HERE FOR 2 INDIVIDUAL TICKETS
Exit Ticket • Day 4 (Rhythm subdivision)
Subdivision Check
TEKS §117.208
Name:
Date:
1. Write the standard concert band counts underneath the notes below:
♩𝅘𝅥𝅮𝅘𝅥𝅮♩♩
2. Fill in the blanks with the correct numbers:
There are
half notes in a whole note.
There are
eighth notes in a half note.
Hand in to teacher before leaving the band hall!
Band Basics Assessment Day 5 Unit Assessment
Concert Band Basics Exam
TEKS §117.208 & §117.210
Musician Name
Date
My Clef (Treble / Bass)
Section A: Instrument Family Matching
Draw a clear straight line connecting each classroom band instrument to its exact family classification.
Trombone
Clarinet
Marimba
Flute
Woodwind Brass Pitched Percussion Unpitched Percussion
Section B: Staff Reading & Note Identification
Identify the letter name of each absolute pitch shown on the treble or bass staff below.
𝄞
Treble note
𝄞
Treble note
𝄢
Bass note
𝄢
Bass note
Section C: Rhythm & Subdivision Math
Solve the musical rhythm arithmetic equations below. Write the total beats of sound or silence.
A. 𝅗𝅥 (Half) + ♩ (Quarter) + 𝅘𝅥𝅮𝅘𝅥𝅮 (Pair) =
B. 𝄾 (Whole Rest) + 𝄽 (Half Rest) =
C. ♩ (Quarter) + 𝅘𝅥𝅮 (Single Eighth Note) =
D. How many quarter notes are in one whole note?
Section D: Sound Production Concept
You are listening to an instrument and notice the player has to moisten a small piece of wood (reed) and blow air across it to make a sound. Which instrument family are you listening to, and how is the sound generated?
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Day 5 Exit Ticket Exit Ticket • Day 5 (Unit reflection)
Grand Finale Reflection
TEKS §117.210
Name:
Date:
1. Which of the three main components of this unit (Instrument Families, Clef Note Reading, or Note/Rest Values) did you find most challenging, and what is one rule that helped you master it?
2. Based on the instrument you play (or want to play) in band:
My Instrument is:
It reads on the:
[ ] Treble Clef [ ] Bass Clef
Congratulations on completing your Concert Band Fundamentals Unit!
CUT HERE FOR 2 INDIVIDUAL TICKETS
Exit Ticket • Day 5 (Unit reflection)
Grand Finale Reflection
TEKS §117.210
Name:
Date:
1. Which of the three main components of this unit (Instrument Families, Clef Note Reading, or Note/Rest Values) did you find most challenging, and what is one rule that helped you master it?
2. Based on the instrument you play (or want to play) in band:
My Instrument is:
It reads on the:
[ ] Treble Clef [ ] Bass Clef
Congratulations on completing your Concert Band Fundamentals Unit!
