Teachers and Students
Pre Band Lessons for the Flute
With all wind instruments, posture is first and far most. Sitting up straight must be the primary goal of the student. Start by sitting up straight on the edge of the seat. Position yourself to the corner of the chair. To ensure proper breathing technique, hold both elbows out and away from the body.
Now, sitting is important, but breathing is equally important. Breathing should be dealt with from the diaphragm muscles.
To begin with - standing is the best way to get maximum expansion of the longs. Stand on your tip toes with your back to the wall and your hands pointing straight above you - as if pointing to the ceiling. With your lips perked and your jaws not puffing, take a deep breath of air. Slowly and forcefully, push the air out while cupping the air at the center of the lips.
Think of the air as filling up a jug of water - the water will go to the bottom of the jug. That’s where the muscles pull open the lungs.
To strengthen the diaphragm muscles, push the air out with a long duration. Relax for a moment and repeat the motion. Allow yourself to rest after a short while of doing the exercise.
KEEP THE PAPER ON THE WALL EXERCISE
Tare a piece of paper from the edge of the sheet at about the size of a fifty cent coin. To force the paper on the wall, while blowing against it, hold it on the wall and let it go. While not puffing your jaws and directing the air stream on the center of the paper, keep the paper on the wall with the air. Relax for moment and repeat the exercise.
FLUTE MOUTHPIECE EXERCISE
Take the flute mouthpiece from the case and leave the remaining pieces in the case and close it. Use only the flute mouthpiece for this exercise.
Place the mouthpiece on the edge of your lip. Slide the mouthpiece from the left to the right until the whole is at the center of the lip. To cover the end of the mouthpiece, take the right hand and position it over the end. The sound is formed in the same way a it is when one blows across a Coke bottle. While making sure the jaws are not puffed, blow across the mouthpiece to make a low sound. Make a high sound by removing the right hand from the mouthpiece. Do this exercise by counting to eight and resting for eight. The secret to music is repetition.
1. What is music?
2 What is music written on?
3. What is a staff?
4. Name the lines and spaces of the treble clef.
5. Name the lines and spaces of the bass clef.
6. What is the letter name for the treble clef?
7. What is the letter name for the bass clef?
8. How many letters are there in the music alphabet?
9. Name the letters of the music alphabet.
10. What is a bar line?
11. What is a double bar line?
12. What is a measure?
13. What is ledger line?
14. Name the parts of a note.
15. How many counts does a whole note receive?
16. How many counts does a half note receive?
17. How many counts does a quarter note receive?
18. How many counts does an eighth note receive?
19. What is a rest?
20. How many counts does a whole rest receive?
21. How many counts does a half rest receive?
22. How many counts does a quarter rest receive?
23. How many counts does an eighth rest receive?
24. What is 4/4 time?
25. What is 3/4 time?
26. What is 2/4 time?
27. What is 2/2 time?
28. What is a dotted note?
29. What is a repeat sign?
30. What are sharps, flats and naturals?
Title: JAZZ FAMILY by Batiste Brothers Band L.L.C.
Primary Subject Area: Arts
Grade Level: ALL
This lesson will coincide with the performance of The Batiste Family™. It will inform students about the importance of friends, family and jazz through the use of music and other arts forms.
Featuring: “It’s All About The Family”, “Louisiana” and “New Orleans Music” written by Paul A. Batiste
This activity may be used at any time during the year; but it would especially fit in after introducing the art, music and literature of Louisiana natives. Culture “Coush Coush“was designed to show how to link Louisiana History with American History. This is important because the American History skills (Standards and Benchmarks) must be mastered by the time the students take the LEAP test in Grade 8. An American artist, Georgia O'Keefe, is introduced; which will lead to a discussion and research on contributions of Louisiana natives. The students will create a book of Louisiana artists, painters, musicians and writers.
Approximate Duration: 15 to 20 class periods
Grade-Level Expectations (GLEs):
72. Describe leaders who were influential in Louisiana’s development (H-1D-M1)
73. Describe and explain the importance of major events and ideas in the development of Louisiana (H-1D-M1)
74. Describe the causes and effects of various migrations into Louisiana (H-1D-M1)
75. Describe the contributions of ethnic groups significant in Louisiana history (H-1D-M1)
81. Explain cultural elements that have shaped Louisiana’s heritage (e.g., festivals, music, dance, food, languages) (H-1D-M6)
1. The students will identify Louisiana painters, authors, photographers and musicians.
2. The students will research two Louisianans that have contributed to our culture.
3. The students will create an electronic book or slide show about the lives and work of these Louisiana artists.
Lesson Materials and Resources:
notebooks, pens, texts, encyclopedias, books, periodicals
Technology Tools and Materials:
computer and a scan converter for display on a TV,
computer(s)for students to access the software
KidPix software, Encarta or any other electronic encyclopedia, Internet access
•Louisiana Arts and Culture Gallery
This lesson is a great way to tie in research and writing skills into the Social Studies curriculum.
It also emphasizes teamwork within a group.
Students identify different musical families.
Students will create family “All About The Family” Scrapbooks.
Students will define and/or apply the following terms: family, friends, extended family, family tree, and generation.
Students will compose a poem and/or song about their family.
Students will create a digital biography using PowerPoint.
Students will identify the elements of a family unit.
Students will define the following terms: genealogy, generation, family, family tree, extended family, and friend.
Lesson Materials and Resources:
“Share The Music” – Macmillan/McGraw-Hill
Publishing Company. New York, 1995.
Technology and Materials:
MIDI Keyboard and Cables
*Family Tree Design
Learning about the family unit can be an exciting experience for any student.
The students may not know about some of their family members who are not always accessible. This lesson will assist students in learning about their own family tree by helping them learn more about themselves.
In the insect Kingdom family members have different roles. Some ants clean the nest while others collect the food. The students will compare the roles of insect family member with human family members.
ACTIVITY I – Family and Friends Together
Song: The More We Get Together
ACTIVITY II – Thank You For Being A Friend
Lean On Me
Wind Beneath My Wings
Discuss their responses.
Side 1 – Title Page
Side 2 – An Ideal Friend Would…..
Side 3 – An Ideal Friend Would Not……
Side 4 – I Am A Friend Because….
Students will be assessed by evalution of paragraphs, essays, and PowerPoint Presentations. They will also be assessed by oral response, observation and performances.
1. The teacher will explain the title of the activity: “Coush Coush“is a Cajun French dish in which cornmeal is mixed with water and oil; then, it is fried in an iron skillet. It is served in a bowl with milk, sugar, syrup, coffee or varied combinations of these foodstuffs for a real breakfast treat. Our Louisiana and American cultures are a mixture of various ingredients that came from a variety of people. Some say our mixed cultural heritage is like a “melting pot“, or a “mixed salad“. We could also compare it to the rich “coush coush“dish of the Cajuns. In this lesson we will research writers, artists, musicians and painters who lived in Louisiana and have contributed to its' rich culture. In the end we will create a book of their biographies and samples of their work.
2. The teacher is to print a couple of copies of Georgia O'Keeffe's work from this web site:
Georgia O'Keefe Galleries:
http://webpages.marshall.edu/~smith82/okeef.html. Give the class The Spirit of American Art and Music sheet on Georgia O'Keefe and show them the samples of her art work. Read the text (summary of her life and work) with them. Study the artwork and answer the questions as a group. Explain to the students that they will use a similar summary format to write about the people they research.
3. The class will work in cooperative learning groups. Each group will research two of the following people(each group will have two different people assigned ):
Rebirth Brass Band
Huddie “Leadbelly“ Ledbetter
Harry Connick, Jr.
Batiste Brothers Band
or any other Louisiana artist that the teacher approves.
The collaborative groups will consist of:
Researcher(s) who will look in texts, encyclopedias, magazines , encyclopedia CD ROMS, and the Internet for information on their assigned artists. Have the students use the questions on the Biography of a Louisiana Artist sheet to help them collect information for a KidPix presentation.
Recorder(s) to write down the information gathered. They will also use the Biography of a Louisiana Artist sheet and the format of the short biography about Georgia O'Keefe. Biographical information, a sample of their work (printed and/or musical) should be recorded in KidPix. The group will turn in a six slide show on each of the two artists they researched.
Editor(s) -each group will have one editor to form a group to put all the biographies together into an electronic book called Culture “Coush Coush“ using KidPix.
Presenter(s)- to present the finished Kidpix presentation to the class and explain how the work was divided.
4. The electronic book or slide show will be viewed by the class and teacher; and it will be evaluated.
The teacher will use The Culture “Coush Coush“ Slide Show Rubric to evaluate the work done.
----- written by Patti Satterlee
Teachers must follow special needs student’s Individual Education Plan (IEP) or 504 Modification Plan.
Student with Sensory Impairments-Vision
1. Procedure #1-Teacher can enlarge copies of Georgia O’Keeffe’s work.
2. Procedure #1-The student with limited vision can use the magnifier feature of MS Windows to enhance the text of online documents.
3. Teacher can put visual material at student’s eye level.
4. Teacher can place student away from the glare-not facing a window.
Student with Sensory Impairments-Hearing
1. (Introduction-discussion) A student with limited hearing should be seated in close proximity to the teacher
2. Pair student with non-disabled student to ensure understanding
3. The teacher can use a FM system (Phonic Ear, Phonak)
Students with Attention/Behavior Difficulties
1. Procedure #3-pair the student with a peer during group activity to help keep student on task. Ignore inappropriate behavior and praise and reinforce appropriate behaviors.
2. Procedure #3-Allow student to work in an alternate work area (library, quiet area of the class)
3. Procedure #1-Use predetermined signal to redirect attention and maintain eye-contact during oral directions when researching information
4. Procedures #1,2,3,and 4-To control child’s seating behaviors, use weighted lap/stuffed toy or sensory seat cushion.
5. The teacher can use a FM system (Phonic Ear, Phonak) to help student attend during discussion and directions
6. Procedure #3-Assign student a person research instead of letting them choose from the whole list.
7. Procedure #4-Allow student to advance slide on slide show while the presenter is explaining work
Additional General Classroom Accommodations found in “Helpful Links”
----- written by Cathi McMorris
Explorations and Extensions:
This lesson can be a year-long study of people that have contributed to the cultural heritage of Louisiana. The students could continually add to their “Coush Coush“ Book. Electronic books could also be created about explorers, governors, or specific time periods in Louisiana's history.
Lesson Development Resources:
Check the Louisiana section of your school library, parish library or book stores. These books are useful:
Bush, Robert(Ed.).(1973). Kate Chopin Baton Rouge, LA: Louisiana State University Press.
Campbell, Ann & Marston, Wilson, A. (1999). Louisiana The History of an American State. Montgomery, ALA: Clairmont Press.
Dethloff, Henry C. & Begnaud, Allen E. (1992), Louisiana A Study in Diversity,Austin, TX: Steck-Vaughn Company.
Groves,W.E.(1971).Nineteenth Century Louisiana Painters and Paintings.Gretna, LA: Pelican Publishing Company.
Eakin, Sue L. (1986)Louisiana the Land and Its People. Gretna, LA: Pelican Publishing Company.
Forkner, Ben (Ed.).(1990) Louisiana Stories. Gretna, LA: Pelican Publishing Company.
Kennedy, Richard S. (Ed.).(1992) Essays and Meditations on Louisiana Writers. Baton Rouge and London: Louisiana State University Press.
Lockwood, C.C.(1995) Lockwood's Louisiana Nature Guide. Baton Rouge and London: Louisiana State University Press.
Loggins, Vernon. (1958).Where the World Ends: The Life of Louis Gottschalk. Baton Rouge, LA: Louisiana State University Press.
There are many Louisiana links. These are some links that will be helpful for the students and teachers:
Encyclopedia of Cajun Culture. [Online] Available http://www.cajunculture.com/People/richardzachary.htm, February 14,1999 Description: Biographical information on Cajun artists, musicians and chefs are presented.
Louisiana Division of the Arts.Arts and Cultural Resources.[Online] Available http://www.crt.state.la.us/arts/index.htm, August 18,1998.Description: A cultural resource directory.
Louisiana College. Louisiana Authors' Index. [Online] Available http://www.lib.lsu.edu/la/la.html.
Louisiana-A Travel Journal.History and Culture [Online] Available http://www.louisianatravel.com/history_culture/museums/index.html, 1999. A guide to Louisiana's museums, festivals, local language and cultural events.
On-Line Louisiana Look Smart Reference Desk. Biography. [Online] Available http://www.biography.com/, 1999. Description: Biographies of over 20,000
In loving Memory of Estella C. Batiste
Paul A. Batiste (504) 738-3040 firstname.lastname@example.org
The Batiste Family™
Paul Batiste, Guitar/Band Director
David Batiste, Sr., Keyboards
Michael Batiste, Bass Guitar
Peter Batiste, Keyboards
Russell Batiste, Drums
Damon Batiste, Percussion
Travis Batiste, Drums/Pharmacist
Jamal Batiste, Drums
Jonathan Batiste, Keyboards/Juliard
Arkette Baptiste, Choral Director
Ryan Batiste, Drums
Michael Batiste Jr.
The Batiste Family is what they call us. I named the band Batiste Brothers Band but most newspaper articles call us Batiste Family, Batiste Clan or other Batiste family connotations because we always have more than brothers on stage. It started when we’d bring family members up to the stage to sit-in with the brothers. First, there was 5 and 6 year old Damon and Russ. Next, Jamal (David’s children), Travis (My son), Lil Mike, Jonathan (Michael’s children), Peter Rabbit, Quanna, (Peter’s children), Peter’s grandchildren would join the stage at the Children’s Museum and Kid’s Tent at Jazz Fest. Also, the family is growing and developing in the music world.
One year, we performed with 23 Batiste on stage. That was when we were called “Batiste Clan” by the newspaper. Therefore, when we perform we use both names-“Batiste Brothers Band” and “The Batiste Family”. Finally, the public recognizes us and call us the names interchangeably. We have been recognized by the Mayor of New Orleans, Senator Mary Landrieu and the City council as the Batiste Family.