Page 31 - Op weg naar een succesvolle Yamaha Blazersklas

De opbouw van een succesvolle Class Band

4a. The students practise together all lines (unison)
4b. The teacher divides class into 3 groups, each group play 1 line (that can alternate
per time)
4c. The students choose which line they play.

5 step:
th
5a. Teacher creates new rhythm (using material they know and are able to play)e.g.

5b. Class repeats by clapping, singing (da da da) and playing. First unison then
homophonic.
(Note: only use the notes they learned)
(Note: be careful of A and Ab (A is 7 and Ab is 7 )

5c. After some exercise, the children can play without the rests:

5d. To make it more challenging for the students let them switch from line to line. Or
stay on the same line if that is hard enough.
If necessary the chords can be changed by the teacher every lesson. (Depending on the
development of the class)

6 step:
th
6a. After this easy start with whole notes, the teacher can ask a student to create a
rhythm for one bar. In addition, let another student explain the rhythm. A third
student can create a rhythm for the next bar and so on. The teacher will write it
down. (This is a notation exercise at the same time).
Class repeats by clapping, singing (da da da) and playing

6b. After some time and depending on the development of the group they can try to
play without rests:

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