Instrumental Music Band Resources

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United States - Georgia - Douglasville
Instrumental Music Band Resources
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It seemed to me that the, "What note is that?" question was never ending in middle school band. After years of teaching, I had not come up with an effective way to help students solidify in their mind the rules, process, and interaction of the key
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Students tracking of their own learning is vital to long-term student growth and motivation. Researchers have shown this for years (contact me if you want the research). So, I developed this meta-cognition rubric for students to track their
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Several years ago, a colleague was taking their first band to concert festival (a.k.a. "Large Group Performance Evaluation") and wanted some advice. I responded to the e-mail by typing up what I did, and they did great. Recently, another colleague
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Alphabetically numbered list of instructional strategies to guide lesson planning, implementation, and documentation of appropriate instructional strategies for all grade levels, all subject matters, and all students. This list was used to plan,
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I list the 7 effective strategies to teach rhythm, notes, articulations, playing in time, counting, dynamics, and fingerings, their purpose, the method for using each one, and the concept behind each one. Each strategy typically accomplishes one
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This 11 measure worksheet of half notes for different instrument groups (flute/mallets, clarinets, saxophone, trumpet/tenor saxophone, trombone/baritone bc, tuba) can be used by instrumental music teachers as a tool to review, refine, extend, and
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A full enharmonic table that includes all 7 sharp/flat note name combinations. Table is divided left for sharp note names to flat names and right for flat note names to sharp names. Includes: (on the left) A#/Bb, B#/C, C#/Db, etc. and ends (on the
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I have used this "Articulation Graphic" for years to give a "non-linguistic representation" for how long notes should be tongued for tonguing, staccato, accent, marcato, tenuto, slur, half note, and dotted half notes. I cut each paper in 1/2 and
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The use of the mnemonic "STARS" has helped countless music students remember the important elements to review before sight reading. I have used this poster, handout, or verbal element for years in class, during sight reading at concert festival,
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When introducing, or trying to perfect students’ mastery of a concept or skill, I employ on a regular basis a series of five (grouped into three) research-based instructional strategies to aid in the understanding of the concept(s) and/or the
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Here is a trumpet valve combination poster I created for my wall to help the valve players remember the valve combinations from the next higher partial. This poster/handout was beneficial in helping students understand the relationship of the
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This is a great wall poster (or handout) that includes the most often used middle school instrumental music terms (but would serve as a good reminder for high school students). It includes: Key signatures, Tempos (Allegro, Moderato, and Andante),
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I created this handout for students to put in their instrument case, take home, and use to remind them, guide them, and prepare them for establishing a good warm up routine at home. It is one that I generally follow during class, and there is prior
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I generated this two-page pre-test/post-test to assess what my middle school instrumental music students knew. For teachers who have to show student growth through a non-performance assessment, this assessment would be easy to use. I used this
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I love this grading scale. I had it posted and used it for years. Instead of telling a student, "You made a 98," you get to tell them, "That was GREAT!" Instead of, "That's a 85," you can say, "That was OK." The students liked the scale and it
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I really like students using syllables to sing rhythms; it helps clarify, connect, and sort out how rhythms are different from each other and put them into time/space. Over the years, I developed some of my own to help out my students. I use these
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TEACHING EXPERIENCE

20+ years teaching instrumental music, which included high school and middle school bands, jazz bands, violin, guitar, music theory, in public and private schools; adjudicator; clinician; and teacher mentor.

MY TEACHING STYLE

My teaching is a standards-based, teacher-directed, student-focused, performance-oriented, interactive and engaging exploratory instructional lesson where students of diverse populations are able to interact with the lesson concepts and skills on a daily basis, maximize their individual growth, and create differentiated summative products. While the lesson is structured in scope and sequence so that students demonstrate mastery of each standard, it is flexible so that individual students have the time to construct their own meaning from the content. As it is well documented that students’ background affects their learning, I activate students’ prior knowledge before proceeding with the main learning goal and use various formative assessments to gauge student learning. As detailed in my doctoral study, students’ prior knowledge and ongoing formative assessments should guide teachers’ lessons. My classroom is: A safe learning environment where students are free to make mistakes, correct them, learn from them, and move on; an encouraging learning environment where using good manners, respect for each other, and positive comments are regularly used; a unique learning environment where students are special, worthy of contributing to their own learning, and involved in the overall learning process, and a structured learning environment where students and I are accountable to each other, their parents, and the school for their learning to the very best of their ability.

HONORS/AWARDS/SHINING TEACHER MOMENT

Presidential Alumni Research Dissemination Award, Walden University 2013 – 2014; Sudler Silver Scroll, John Philip Sousa Foundation 2009; Performer, Georgia Music Educators Association In-Service Conference 2005, 2007, 2010, 2015; Performer, College Band Director’s National Association/National Band Association Southeast Convention 2006, 2008; Performer, Midwest International Band and Orchestra Clinic 2003, 2011; President George H. W. Bush performance, Republican National Party 1992; Senator Paul Coverdale performance, Republican National Party 1992; Chairman 10-year study music subcommittee, Southern Association & Accreditation of Schools 1991 – 1992; Service Excellence Award (five times), Herschel Jones Middle School 2003 – 2007; EPCOT Center Grand Opening Celebrations and Dedication Ceremony Musician, Walt Disney World 1982

MY OWN EDUCATIONAL HISTORY

Walden University Doctor of Education Area of Concentration: Teacher Leadership Doctoral Study: “Activating Prior Knowledge with Ques and Questions as a Key Instructional Strategy to Increase Student Achievement in Low Socioeconomic Middle Schools” Honors: GPA: 4.0, Kappa Delta Pi, Phi Delta Kappa; Northwestern University Master of Music Area of Concentration: Saxophone Performance Finalist for Doctorate of Musical Arts in Instrumental Conducting; University of South Carolina Bachelor of Music Education Area of Concentration: Instrumental Music Education Honors: cum laude, President’s Honor List, Honor’s College, Dean’s List; Clinton High School High School Diploma Area of Concentration: College preparatory Honors: High Honor Graduate, National Honor Society, International Thespian Society, Honor Thespian

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