Saxophone
First Songs for Band Workbook Chapter 1 This companion manual is designed to help track student progress and give pointers on sequential development. Student is Eligible for the 1 st Concert after achieving the Cadet level Award at the end of the first Chapter Preliminary Pages Points of Learning Levels of understanding 1 2 3 4 Read Pages 1 + 2 Page 3 Making your first sound (Mouthpiece and Goose neck only) Mouthpiece Assembly on the Clarinet Use of Cork Grease Placement of ligature Install reed without chipping (tighten screws) Pointed, flattened Chin Lower lip over lower teeth Upper teeth on the mouthpiece (don t bite) Head up, Sax mouthpiece comes straight out from mouth Does Not understand Does not have the muscle coordination yet Understands but is not consistently Starting to do this but has not practiced it enough yet Understands and usually does this on their own Has the coordination and is progressing Understands and can teach someone else Can control this and demonstrated for the Page 3 continued Magic Spot Cheeks not puffed Mouthpiece pitch G# Does not have the muscle coordination yet Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the Page 4 Learning to Hold the Saxophone -Left thumb on thumb rest -fingers to the front keys (missing the side keys or Poison Keys ) -Rounded hand shape Does not have the muscle coordination yet Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the
Preliminary Pages Points of Learning Levels of understanding 1 2 3 4 Read Page 5 Line 1 Page 5 Line 2 Whole Note B Thumb on thumb rest Rounded hand (missing the poison keys) Finds Magic Spot on the reed ( Magic Spot is the place that allows the reed to produce a pleasing tone) Whole Note A Finds Magic Spot on the reed Covers the keys and plays without hitting side keys (poison keys) Cannot produce simple tone (gets either no sound or a squeaking or Honking sound) Hits poison Keys Does not have the muscle coordination yet Getting somewhat of a tone but needs more practice (Sometimes hits poison keys) Starting to do this but has not practiced it enough yet Producing a reasonable sound that will improve in time (Starting to form left hand ly) Has the coordination and is progressing produces a Characteristic tone and is ready for more notes Can control this and demonstrated for the Page 5 Line 3 Whole Note G Finds Magic Spot on the reed Covers the keys and plays without hitting side keys (poison keys) Cannot produce basic Tone sound (possibly squeezing lips too tight) Getting basic Tone but needs more practice Producing a reasonable Tone sound that will improve in time Producing Characteristic tone and is ready for beginning trumpet songs Combine all lines into one song Plays all 3 lines in a row without break Does not have the muscle coordination yet and cannot press valves properly Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the Rain Rain using Quarter notes and Half notes (Begin to use the tongue to begin each note) Using G and B, play Rain Rain while counting Half Note and Quarter Note patterns (Note: Listen to your Tone and keep the sound Steady) Does not have the muscle coordination yet Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the
Color in the keys you will press for each note
Preliminary Songs Points of Learning Levels of understanding The basics of Legato 1 2 3 4 Read Page 6 Inch Worm (G + A) Build up to playing the 1 st 7 notes in one breath (called a Phrase) Play the 2 nd 6 note phrase in one breath Recognize Note names and Half vs. Whole Notes (and their counting values) Vitamin A Quarter Note Tonging on A Quarter Note Rest Use Tonguing while Changing Notes Does not understand proper lip placement / Key Combinations / Breath control Does not have the muscle coordination yet Can play proper notes but tone needs improvement / needs help counting the beat Starting to do this but has not practiced it enough yet Beginning to play proper notes at proper counting and will improve in time Has the coordination and is progressing Able to play proper notes with proper counting with beginning characteristic tone Can control this and demonstrated for the Inch Worm 2 Same techniques as Inch Worm Uses A B and G Does not understand proper lip placement / Key Combinations / Breath control Can play proper notes but tone needs improvement / needs help counting the beat Beginning to play proper notes at proper counting and will improve in time Able to play proper notes with proper counting with beginning characteristic tone Basic Techniques learned to Date: Produce basic tone on saxophone Flattened / Pointed Chin No Chipmunk Cheeks Steady Tone Finds Magic Spot Understands Keys and shape of left hand Uses Legato Style and can Use Tongue Technique Basic Music reading Recognizes B / A / G on the Music Staff Recognizes Quarter, Half and Whole Notes Counts as you play Check List: Flat Chin No Chipmunk Cheeks Can pick out B,A,G on the Staff Plays with Steady Tone Presses keys properly with left hand Can Pick out Quarter, Half, Whole Notes on Staff Knows Quarter Rest Understands Key Combinations for B A G Demonstrates ability to keep a steady counting as they play Plays with Legato Style Uses Tonguing in a Legato Style Ready to Learn Songs in the B A G Song Section
G A B Song Section: This Section is devoted to limiting the note choices of songs to 3 notes. Students should then be able to continue mastering: Note recognition, Proper Valve Combinations, Counting using Whole Note, Half Note, Quarter Note and Their corresponding Rests. The single most important feature of this section is Proper Breath Control and the use of Legato Style Playing (Smooth and Connected playing with a Conversational Tone ) Levels of understanding Hot Cross Buns 1 2 3 4 Teacher Initial and notes s s Apache Warrior s s French Song s s
Christmas Chimes s s Mary had a Little lamb s s Down By The Station s s Gotcha Cha Cha s s 1 st Award: Cadet Level You are now eligible to play in your 1 st Concert. Congratulations!!!
C D E F Song Section: At this point, Legato Style Tonguing should be improving. You will be adding 1 new note (1 st Valve F) that will require slightly faster buzzing. The Style of these songs are more defined Tonguing style called Marcato and will also have songs that are faster (Allegro) As always - The single most important feature of this section is Proper Breath Control and the use of Smooth and Connected playing with a Conversational Tone Levels of understanding March 1 2 3 4 Teacher Initial and Notes s s Indian Song / Half Scale s s Rockin s s
Whose on First (at a normal speed then Allegro) s s Peter Piper (at a normal speed then Allegro) s s Ladders s s Looney Tunes/Circular Motion s s 2nd Award: Cadet Level Advanced You are now a Lead Player in the Cadet Band!! Congratulations!!!
G A B C D Song Section This section brings together all the elements learned to date. To be successful, a student needs to recognize 5 notes and added rhythms. You will need to be able to use proper breath control for longer phrasing and use several musical styles. As always - The single most important feature of this section is Proper Breath Control and the use of Smooth and Connected playing with a Conversational Tone
Levels of understanding Oats Peas and Beans 1 2 3 4 Teacher Initial and Notes s s Rain Rain s s Joyful Joyful s s Notes higher than D Use the Octave Key To
Jingle Bells (add 1 st and 2 nd endings) s s Dreydle Dreydle s s Old English Song s s Small World (Cut Time) s s
Sweetly Sings the Donkey s s Good King Wenceslas s s 5/8 Scale s s Cuckoo s s 3rd Award: Intermediate Band You are now a Intermediate and Advanced Band!! Congratulations!!!
Habits of Musicianship (A Supplementary Book for 1 st Songs and Intermediate Books) These pieces are meant to be played for a 'higher level' of musicianship than the first songs book - long legato phrases predominate the selections. Given that they are in a limited range, you can concentrate on breath control, beauty of tone, timing and expression. Since this book stays on a limited range of notes, students can learn to sight reading and use better note recognition. Lesson 1: Preliminary Pages - A review of preliminary points given in the First Songs Book Points of Learning (Generally started after the E,D,C song section) Levels of understanding Lesson 1 1 2 3 4 Read Pages 1 + 2 Embouchure Formation Mouthpiece Assembly on the Saxophone Curl Bottom Lip, form cushion for teeth Top teeth on mouthpiece Corners of mouth slightly downward Magic Spot Warm slow air Does Not understand Does not have the muscle coordination yet Understands but is not consistent Starting to do this but has not practiced it enough yet Understands and usually does this on their own Has the coordination and is progressing Understands and can teach someone else Can control this and demonstrated for the Read paragraph on Articulation Tongue starts each note Sounds such as Don, Dawn, Done Try Dada several times in a row Does not have the muscle coordination yet Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the Use Basic Sound in call and response rhythms Holds steady tone (Mouthpiece and Goose Neck play G#) Does not squeak often (Uses Magic Spot) Holds steady beat on call and responses Does not have the muscle coordination yet Starting to do this but has not practiced it enough yet Has the coordination and is progressing Can control this and demonstrated for the
Lesson: Objectives - Reinforce legato style playing and musical control using two-note songs Breath control & musicianship Enhance Note Reading Skills Songs can be learned using this process: 1. The first time you read through the song don t play but say each note as Line note or Space Note 2. The next time Say the letter names of each note (then play the excerpt) 3. Now identify each note as long short or very long (2 beats, 1 beat, or 4 beats) say these words keeping each word the same length as the sound it identifies. 4. Say each note identifying how many fingers each note takes. 5. You should practice this series of notes until you can play it at a comfortable speaking speed perhaps you can think of a sentence that matches the speed of the written rhythm such as I play the Flute and it s really cool (works with the 1 st phrase of Breathin Easy ) Levels of understanding Breathin Easy 1 2 3 4 Teacher Initial and Notes *Recognizes the notes 4 but needs this smooth and musical bar phrases more practice making the phrases 4 bars each *Plays one note at a time (Takes a breath in recognizing note names Either Or *Plays one note at a time (Takes a breath in recognizing note names *Recognizes the notes but needs more practice making the phrases 4 bars each this smooth and musical 4 bar phrases
Give it up for Two Notes Movin On Up Fun B 1 2 3 4 Teacher Initial and Notes *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 4 bars each this smooth and musical The next set of songs use G, A and B *Recognizes the notes but needs more practice making the phrases 2-4 bars each *Recognizes the notes but needs more practice making the phrases 2-4 bars each this smooth and musical this smooth and musical 4 bar phrases 2-4 bar phrases 2-4 bar phrases In addition to Whole note, Half Note and Quarter notes, the following songs use eighth notes eeee Eighth Notes = 2 sounds for every 1 Beat eeee (play the 1st note when you tap your foot down and the 2nd when your foot is up...)
Doo Bah Doo Bah Movin Along Spinning (Dotted Half Note) h + dot = 3 beats Wiggle Room (Tied Notes) A "tie" attaches 2 notes together to form 1 longer sound. 1 2 3 4 Teacher Initial and Notes *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 2-4 bars each *Recognizes the notes but needs more practice making the phrases 2-4 bars each *Recognizes the notes but needs more practice making the phrases 4 bars each *Recognizes the notes but needs more practice making the phrases 4 bars each this smooth and musical this smooth and musical this smooth and musical this smooth and musical 2-4 bar phrases 2-4 bar phrases 4 bar phrases 4 bar phrases
1 2 3 4 Teacher Initial and Notes These songs use the note F# = 3 + Middle ¾ March Mirror Snappy Neighbors (Dotted Quarter Note) ¾ = 3 beats per measure this is played with a pulse of 1 beat per measure in a Skipping style (Long-short, Long-short, Long-short, Long-short, LONG LONG LONG ) *Recognizes the notes but needs this smooth and musical 8 bar phrases more practice making the phrases 8 bars each *Plays one note at a time (Takes a breath in *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 2-4 bars each this smooth and musical 2-4 bar phrases This song uses Dotted Quarter Notes counted by tapping your foot down/up down for the quarter the eighth is then played on the next UP of your foot *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 2-4 bars each this smooth and musical 2-4 bar phrases
Movin on down to F Breathin Easy with F 1 2 3 4 Teacher Initial and Notes *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 2-4 bars each this smooth and musical 2-4 bar phrases Salt and pepper is NOT Legato use a crisper tonguing style to clearly articulate each eighth note Salt and Pepper Smooth Waves Starts on beat 3 This is a Legato Song *Does not understand how to use the tongue to start each note *Plays one note at a time (Takes a breath in *Is beginning to use the tongue to start notes but needs more practice *Recognizes the notes but needs more practice making the phrases 8 bars each this crisp and clear this smooth and musical 3 bar phrases crisp and clear 8 bar phrases
Groovin Fingers Crisp, Clear Tongue Style More Neighbors (Dotted Quarter Note) *Does not understand how to use the tongue to start each note *Plays one note at a time (Takes a breath in *Is beginning to use the tongue to start notes but needs more practice *Recognizes the notes but needs more practice making the phrases 2-4 bars each this crisp and clear this smooth and musical 4 bar phrases crisp and clear 2-4 bar phrases The next two songs bring the playing range to D and E Movin Up Movin Up Higher using the A Key with good tone cannot play G / A *Is beginning to play G / A - but tone needs work Getting better at higher notes higher notes with clear tone Plays with good phrasing Notes higher than D Use the Octave Key
1 2 3 4 Teacher Initial and Notes The last 3 Songs are clearly the most advanced Higher Range, More advanced timing Fax Transmission Failed? - Redial Swingin on E *Plays one note at a time (Takes a breath in, rhythms and rests *Does not understand how to use the tongue to start each note *Does not understand syncopated style *Cannot keep a steady *Recognizes the notes, rhythms and rests but needs more practice making the phrases 2-4 bars each this crisp and clear Syncopated Rhythm Eighth Note / Quarter / Eighth Note Patterns *Is beginning to use the tongue to start notes but needs more practice *beginning to play the rhythm Tempo this crisp and clear Playing with a better rhythmic style 4 bar phrases rhythm and phrases crisp and clear Give it up for two Notes one more time *Plays one note at a time (Takes a breath in *Recognizes the notes but needs more practice making the phrases 2 4 bars each this smooth and musical 4 bar phrases