MUSIC THEORY

BEGINNING FLUTE LESSONS

Teachers and Students

Pre Band Lessons for the Flute

Objectives

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.

DIAPHRAGM EXERCISES

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.

MUSIC THEORY

1. What is music?

Music is the universal language.

2 What is music written on?

Music is written on a staff.

3. What is a staff?

A staff has 5 lines and 4 spaces..

4. Name the lines and spaces of the treble clef.

The lines and spaces of the treble clef are: EGBDF and FACE.

5. Name the lines and spaces of the bass clef.

The lines and spaces of the bass clef are: GBDFA and ACEG.

6. What is the letter name for the treble clef?

The letter name for the treble clef is G.

7. What is the letter name for the bass clef?

The letter name for the bass clef is F.

8. How many letters are there in the music alphabet?

There are 7 letters in the music alphabet.

9. Name the letters of the music alphabet.

The letters of the music alphabet are ABCDEFG.

10. What is a bar line?

Bar lines divide the staff into measures.

11. What is a double bar line?

Double bar lines end the music or a section of the music.

12. What is a measure?

A measure is the space between two bars.

13. What is ledger line?

Ledger lines extend above and below the staff.

14. Name the parts of a note.

The parts of a note are the head, stem, flag, and the beam.

15. How many counts does a whole note receive?

A whole note receives 4 beats.

16. How many counts does a half note receive?

A half note receives 2 beats.

17. How many counts does a quarter note receive?

A quarter note receives 1 beat.

18. How many counts does an eighth note receive?

An eighth note receives ½ beat.

19. What is a rest?

A rest denotes silence.

20. How many counts does a whole rest receive?

A whole rest receives 4 beats.

21. How many counts does a half rest receive?

A half rest receives 2 beats.

22. How many counts does a quarter rest receive?

A quarter rest receives 1 beat.

23. How many counts does an eighth rest receive?

An eighth rest receives ½ beat.

24. What is 4/4 time?

4/4 is common time or 4 beats to the measure and the quarter note receives the beat.

25. What is 3/4 time?

3/4 time is 3 beats to the measure and the quarter note receives the beat.

26. What is 2/4 time?

2/4 time is 2 beats to the measure and the quarter note receives the beat.

27. What is 2/2 time?

2/2 time is cut time or 2 beats to the measure and the half note receives the beat.

28. What is a dotted note?

A dot increases the value of a note by ½ of its value.

29. What is a repeat sign?

A repeat sign means play between the sign twice.

30. What are sharps, flats and naturals?

Sharps, flats and naturals are accidentals.

Title: JAZZ FAMILY by Batiste Brothers Band L.L.C.

Primary Subject Area: Arts

Grade Level: ALL

Overview:

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

Content Standards:

History: Time, Continuity, and Change
Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

Benchmarks:

H-1B-M15
describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century; (1,3,4)
H-1C-M18
identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world; (1,3,4,5)
H-1D-M1
describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana; (1,3,4)
H-1D-M6
examining folklore and describing how cultural elements have shaped our state and local heritage. (1,3,4)

Grade-Level Expectations (GLEs):

Grade K-8

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)

Interdisciplinary Connections:

Arts : Historical and Cultural Perception
Students develop historical perspective and cultural perception by recognizing and understanding that the arts throughout history are a record of human experience with a past, present, and future.

Objectives:
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:

Hardware:
computer and a scan converter for display on a TV,
computer(s)for students to access the software

Software:
KidPix software, Encarta or any other electronic encyclopedia, Internet access

Websites:
•Louisiana Arts and Culture Gallery
dir.lycos.com/Regional/US/Louisiana/Arts_and_Culture/Galleries_and_Museums/

Other:

Background Information:
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.

Lesson Procedures:
Objectives:

(Grades K-5)

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.

(Grades 6-8)

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:

Hardware:

Computer

Printer

MIDI Keyboard and Cables

Software:

Finale’

Websites:

*Genealogy Website

www.rootweb.com

*Family Tree Design

www.familytreemaker.com

Other:

Background Information:

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.

Ask each student to draw a picture of what they enjoy doing with their family. (K-2)
Ask each student to write a paragraph about their family. (3-5)
Ask each student to write an essay about what an ideal day with their family would include. (6-8)

Lesson Procedures:

ACTIVITY I – Family and Friends Together

Song: The More We Get Together

Ask the students to describe their idea of a family. Allow time for discussion.
Encourage the students to talk about the roles and responsibilities of family members.
Read “Families by Aylette Jenness. Discuss the book with the students.
Talk about other family members. (Ex. Aunts, cousins, etc.)

ACTIVITY II – Thank You For Being A Friend

Songs: Louisiana

Lean On Me

Wind Beneath My Wings

Ask the students to describe the characteristics of a friend. Discuss their descriptions.
Ask the students to write an essay that describes their best friend. (The students do not have to name the friend.)
Questions: Are friends important? Why? Why not?
Introduce the song “Louisiana”. After the students have read the lyrics, ask them to discuss what the song is about.
Ask the students to sing the song. Encourage them to change the style of the song. (Ex. Jazz, Hip Hop, etc.)
Ask the students to write their own lyrics using the melodic line from “Louisiana”.
Introduce the songs “Lean On Me” and “Wind Beneath My Wings”.
Questions: How are the songs similar? How are the songs different? What is each song about? Which song do you like best? Why?
Play both songs. Ask the students to sing each song.
Ask the students to complete the Responding to the Music Activity Sheet.

Discuss their responses.

Using PowerPoint, ask the students to describe the ideal friend.

Side 1 – Title Page

Side 2 – An Ideal Friend Would…..

Side 3 – An Ideal Friend Would Not……

Side 4 – I Am A Friend Because….

Assessment Procedures:

Students will be assessed by evalution of paragraphs, essays, and PowerPoint Presentations. They will also be assessed by oral response, observation and performances.

Procedures:

Discuss the use of the blues as a means of communication and self-expression.
Explain to the students the origin and meaning of the word Jazz.
Talk to the students about of the characteristics of Jazz. (Ex. 1. Usually reflects the personal response of its creator; 2. Utilizes the blues scale; 3. Usually has a three line stanza and 4. Flatted thirds and sevenths.
Discuss the “New Orleans Music” with the class.
Play “Louis Armstrong” and ask the students to listen to phrasing. Also, ask them to listen for same and different lines.

Lesson Procedure:

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 ):
Louis Armstrong
Pete Fountain

Al Hirt

Rebirth Brass Band

Kermit Ruffins

Lillian Hellman
Judi Mason-Williams
Clifton Chenier
George Rodrigue
Truman Capote
Huddie “Leadbelly“ Ledbetter
Mahalia Jackson
Bel Abbey
Van Cliburn
Harry Connick, Jr.
Fats Domino
Mickey Gilley
Clementine Hunter
Branford Marsalis
Batiste Brothers Band

Neville Brothers
Grace King
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.

Assessment Procedures:
The teacher will use The Culture “Coush Coush“ Slide Show Rubric to evaluate the work done.

Accommodations/Modifications:

----- 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

Reproducible Materials:

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
personalities.

Reflections:

In loving Memory of Estella C. Batiste

Contact Information:
Paul A. Batiste (504) 738-3040 paulbatiste@aol.com

www.paulbatisteconservatory.com
www.batistebrohersband.net
www.thebatistefamily.com

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

Kristopher Batiste

Quanna Batiste

Michael Batiste Jr.

Andrew Joseph

John Sims

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.

MUSIC THEORY

BEGINNING FLUTE LESSONS

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