Daniel Gruber

**Update 9/12/25** Added Tenor Sax; fixed some tuba fingerings diagrams **NOW included** Audio backing tracks are now included, both in standard WAV and in iRealPro file formats (my preferred app for accompaniment). The video shows exercise "S" played alongside the iRealPro app (app sold separately). These warmups are an essential supplement to many current method books. They are sequentially designed to provide support for the pivotal notes, fingerings, scales, rhythms, and techniques all you

This resource deals with transition between 4 brass instruments: Trumpet (or Baritone T.C.), Trombone, Baritone (B.C.), and TubaWhen teaching students of brass instruments, the need to move from one instrument to another is bound to happen. Whether out of necessity, ability, or simple curiosity, learning an additional/alternate brass instrument is not uncommon. The challenge in that process has two steps: 1.) Take the current knowledge and skills from the instrument in-hand 2.) Find points

"The right note, at the wrong time, is the wrong note." Understanding of rhythms and counting is vital for student success, but teaching time is limited. "Rhythm of the Day" answers the challenge of efficiently teaching rhythm. This is accomplished through: 1. Delivering rhythms and counting using a categorized, organized format 2. Providing excellent, time-saving navigation 3. Flexible format (as much or as little as time allows) 4. Providing group assessment opportunities throughout Covers

This is a ready-to-use collections of QR code links to note-reading exercises located at musictheory.net. Please note that these are only links to another existing website, conveniently organized and cataloged in the following way: Level 1: Sheets are grouped into 3 sets: 5 notes 7 notes 8 notes Each sheet has 7 QR codes for different instruments. Level 2: Sheets are organized by instrument (1 instrument per sheet). Codes include: Review (8 notes) Pages 21, 23 (adds A-flat concert notes)

My first and second year students sometimes have trouble remembering to bring instruments to school. One key component of fostering positive habits and building personal accountability is the "I Forgot My Instrument" form. These forms live in a binder in a designated place in the classroom, preferably near a phone. Students who forget have to check in with me, and fill out this form, adding the days they forget on the same form. After the second "miss," they have to make a call to parents,