australian band method - saxophone music€¦ · tip of your reed with your tongue tenor saxophone...

Band written bySam Seabrookcla� 1Australian Band Method

✔ A 3-year band method in 3 volumes – Band Class 1, 2 & 3.✔ Written for Australian education systems.✔ All instruments begin in a comfortable range (flutes & oboes begin on Bb & A).✔ Unison & harmony used throughout for comprehensive musical development.✔ Australian compositions, traditional folk-tunes and relevant unison exercises.✔ Engages & motivates students with catchy tunes and well paced progressive learning.✔ Already used by 1000’s of students across Australia & New Zealand.✔ Concert pieces that can be played with piano accompaniment.✔ Standard music terminology used in Australia (crotchets, quavers).✔ Free play-along tracks with 3 speeds for all 123 tunes in a range of contemporary styles.✔ Duets for mixed instruments included.✔ Full-length band arrangements.

✔ 3 theory revision pages.✔ VELS compliant for Victorian schools.

✔ Competitively priced from $17.95.✔ Printed in Australia.

This sample PDF file includes tunes 1-26 from Band Class 1 (the first 4 pages).Please print out the set of parts and score and try them with your existing groups.You may also download the free mp3 play-along tracks from reedmusic.com

If you have further questions, please contact [email protected]

Special pricingavailabledirect fromReed Music

http://www.reedmusic.com/bandclass/downloads.htmlmailto:[email protected]

scor

e 1

Score 1 ......................................................................................................................... 2

Flute .............................................................................................................................. 44Oboe ............................................................................................................................. 49Clarinet ......................................................................................................................... 54Bassoon ........................................................................................................................ 59Alto saxophone .......................................................................................................... 64Tenor saxophone ....................................................................................................... 69

Trumpet ........................................................................................................................ 74French horn ................................................................................................................. 79Trombone .................................................................................................................... 84Euphonium ................................................................................................................... 89Tuba ............................................................................................................................... 94

Mallet percussion ....................................................................................................... 99Snare drum & bass drum .......................................................................................... 104Auxiliary percussion & timpani ............................................................................... 109

Piano ............................................................................................................................. 114Bass guitar .................................................................................................................... 121Concert piano accompaniment .............................................................................. 126

click on the page number to take you directly to the instrument part

RM417www.reedmusic.com

36

semibreve rest4 beat or

whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime

signature4 beats in a bar

treble clef

flat signthe note

sounds half a step lower

flute

presseddown

‰i ‰ œœ22

Bb

open

clarinet

open

pressed down‰

C

a small line that the notesoutside the staff are on

ledger line

pressed down

Bb

openalto saxophone tenor saxophone

open

pressed down

C

flat signthe note


oboe

pressed down

Bb

open

French horn

Fingerings for F horn have been given in this book. A reference of Bb fingerings can be found on the fingering chart inside the back cover.

listen carefully to the rest of the band and

match the pitch of their notes

open

presseddown

1 2 3

Ftrumpet

open

C

V% V% V%

mallet percussion

Bb

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C

student book page 4


37

bass clef

Bb

openthumbs

presseddown

bassoon

trombone

1

Bb

slide position

bass guitar

Bb

nutposition of finger

1

flat signthe note


euphonium

Bb

V% V% V%

opentuba

Bb

V% V% V%

open

bass clef

piano

treble clef

Grand Staffposition of middle C marked in both treble and bass clef

your first two notes for tune 1. are indicated below

middle Cthe middle C of the keyboard

Bb Bb


38

percussion clef

snare drum & bass drum auxiliary percussion

snare drum

bass drum

S.D.

B.D.

right

left

R

L

R

L

it is important to alternatesticking unless indicated

percussion clef

hit the cymbal half way between the bell and the rim with a drum stick

rim bell

S. Cym.suspended cymbal

breathing

1. Discuss posture and the importance of keeping the shoulders relaxed to assist in getting a deep breath to create a great sound.

2. Students to team up in pairs. One student to stand behind the other and have their hands on the others shoulders. Student to practice breathing with a deep breath while keeping their shoulders relaxed. Swap roles. Find and discuss the diaphragm.

3. While standing students to take a deep breath while raising their arms above their head in a sweeping arc. Students to identify all the different muscles and structures that are involved with deep breathing.

4. While sitting students to take a deep breath and then 2 more short intakes on top of this breath to assist in breathing capacity awareness.

3


39

1.q = 80

2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

S. Cym.

f

f

2

3

f

rhythm 1

fingering - usethe second finger

student book page 4


40

trumpet


ledger line

mallet percussion

flat signthe note


embouchure

1. Introduce the word embouchure to all the wind students as being the mouth shape that is formed in order for them to play their instrument. Refer to the embouchure during subsequent weeks to familiarise them with this term.

2. Check each section for the correct embouchure outlined in their set up information. Reinforce the importance of a good embouchure for a good sound. Demonstrate how a poorly formed embouchure results in a different and less desirable sound. Complement good tone!

3. Embouchures for each instrument should look natural and relaxed without unnecessary tension in the cheeks or corners of the mouth.

4. Regular checks are needed in these early weeks to ensure that embouchures develop correctly.

4


41

q = 80

2.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

S. Cym.

f

f

f

rhythm 2

the flat lasts forthe whole bar

also Bb

student book page 4


42

q = 80

3.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

S. Cym.

f

f

f

student book page 4


43

flute oboe clarinet

C

‰ ‰ œœ22b

C

D

‰

bassoon

C

alto saxophone

A

tenor saxophone

D

†

trumpet

presseddown

V% V% V%31

D

French horn

G

1 2 3

trombone

6

C

euphonium

C

V% V% V%31

pressed

down

tuba

C

V% V% V%31

presseddown

mallet percussion

C

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C

piano

C

C

bass guitar

3

C


44

q = 80

4.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

S. Cym.

f

f

f

student book page 4


45

tuba


ledger line

malletpercussion

use both mallets

hand position

1. For wind instruments the fingers should be naturally curved and relaxed. This places them in a good position above the keys.

2. For flutes ensure that their first finger on the left hand is curved

comfortably around the flute and that if possible all the fingers on that hand are in the centre of the keys. This will ensure the most correct hand position.

3. Percussionists need to keep a relaxed yet comfortably firm grip on the sticks at the fulcrum point and curl the rest of their fingers loosely around the sticks.

4. Pianists need to keep their hands in a naturally curved position like they are holding a ball.

5


46

q = 80

5.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

S. Cym.

f

f

f

student book page 4


47

articulation and technique

begin each note using the tongueit is like saying ‘too’ while you blow

flute

oboe

begin each note by lightly touching the tip of your reed with your tongue

clarinet


bassoon


alto saxophone


tenor saxophone


trumpet

begin each note using the tongueit is like saying ‘doo’ while you buzz

French horn


trombone


euphonium


tuba


mallet percussion

strike the bars just off centreand quickly lift away your mallet

allow the stick to rebound naturally when you strike the drum

keep your wrist and fingers relaxed

snare drum & bass drum

piano

play with your fingers curvedlike you are holding a ball

bass guitar

pluck from the top of each string, not from the underneath


48

q = 80

6.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

S. Cym.

f

f

f

student book page 4


49

staff5 lines and 4 spaces that

music is written on

auxiliarypercussion

allinstruments

percussion staff

1 line that music is

written on

extension exercises for tune 10

1. Ask students to individually find some other more unusual sounds on their instrument using different blowing or fingering techniques, and then in their workbook devise different ways of notating each sound using graphic notation forms. Give an example.

2. Percussionists, piano and bass player can explore different body percussion sounds and

ways of notating these sounds.

3. Students to then team up in small groups that include one of the players from point 2. and devise a way to organise and present their sounds in a short piece. Spread this task over 2 classes to allow for reflection, refinement and discussion.

4. Set a time for the performance of each short work and a discussion on the decisions made along the way in the development of the piece. Encourage good performance etiquette.

6


50

q = 80

7.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

S. Cym.

f

f

f

big breath

student book page 5


51

q = 80

8.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

S. Cym.

f

f

f

student book page 5


52

q = 80

9.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

S. Cym.

f

f

f

rhythm 3clear tonguingfor each note

student book page 5crotchetone beat


53

head joint onlypalm of hand over the end

flute

oboe

crow on the reed only

clarinet

piano

play using only the mouthpiece and barrel

bassooncrow on reed only

alto saxophone

blow using the mouthpiece and neck only

tenor saxophone


trumpet

buzz only on the mouthpiece

French hornbuzz only on the mouthpiece

trombonebuzz only on the mouthpiece

euphoniumbuzz only on the mouthpiece


tuba

mallet percussionpat stomach pat thighs

pat stomach pat thighs

you can have different noteheadswithin percussion music

snare drum & bass drum

auxiliary percussionAndante

Percussion

5 line percussion

staff


cantabile



bass guitarpat stomach pat thighs

instructions for tune 10


54student book page 5

q = 80

10.2 3 4 5 6 7 8 9

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Perc.

Pno.

Bass G

B f

B f

B f

C

f

Cf

Cf

Af

Af

A

f

A

f

f

f

f

f

f

rhythm 4e see guidelines on the previous pagee written pitches are approximate - students should not concern themselves with the written pitch of the notes,just the length


55

q = 80

11.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

S.D.

B.D. f

S. Cym.

f

f

f

rhythm 5student book page 5


56

q = 80

12.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

S. Cym.

f

f

f

student book page 5

e check the sticking in the snare drum- maybe they could say the L and R


57

q = 80

13.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

S. Cym.

f

f

f

student book page 5


58

easy walking pace

Andante

bar

barline final barlineend of the piece

alto saxophone

key signatureG major

play Fthroughout the piece

sharp signthe note soundshalf a step higher

tenor saxophone

key signatureC major

clarinet trumpet


key signatureBb major

play Bb and Eb throughout the piece

flute oboe

mallet percussion

piano

student book page 6


59

trombone



euphonium tuba

auxiliary percussion

Tri.triangle

hold the triangle by the string

and play without touching the metal part

hit the triangle with a trianglebeater in the middle of the base

bass guitar

French horn

flat signthe notesounds

half a steplower

play Bb throughoutthe piece

key signatureF major

bassoon


60

q = 88

14.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

Tri.

f

f

f

remember to play Bb

student book page 6


61

clarinet

‰

E

alto saxophone

B

trumpet

E

V% V% V%1 2

D

4

trombone

euphonium

D

V% V% V%1 2

tuba

D

V% V% V%1 2

piano

bass guitar

D

open string

D


62

q = 88

15.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

A

f

A

f

Bf

Af

B

f

Af

Bf

Af

Bf

B

f

A

f

f

Tri.

f

f

42

Bf

melody 1st part

harmony 2nd part

AB

student book page 6


63

q = 88

16.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

B

f

B

f

Af

Bf

A

f

Bf

Af

Bf

Af

A

f

B

f

f

Tri.

f

f

Af

student book page 6


64

q = 88

17.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

A

f

A

f

Bf

Af

B

f

Af

Bf

Af

Bf

B

f

A

f

f

S. Cym.

f

f

Bf

clap and count first

student book page 6


65

mallet percussion

D

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C

performance time

1. Focus on posture first as being a major part of presentation. Each instrumentalist should look comfortable and attentive sitting on the front of their chairs.

2. Discuss resting position and playing position for their instruments and work on a

smooth transition between the two upon the conductors cue.

3. Work on that little bit of magic after the works final note where no one moves or makes a sound until directed.

4. Ask the students what are some important factors to consider when presenting a performance. Does the venue or type of audience make a difference to the presentation? Also discuss how the audience should behave in a concert. This will encourage an expectation to develop and direct their own behaviour when they are audience members.

7


66

q = 88

18.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

B

f

B

f

Af

Bf

A

f

Bf

Af

Bf

Af

A

f

A

f

f

S. Cym.

f

f

Af

student book page 6


67

folk songAndante19. Hot Cross Buns

q = 882 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

B

f

B

f

Af

Bf

A

f

Bf

Af

Bf

Af

A

f

Af

f

S. Cym.

f

f

Af

student book page 6


68

q = 88

20.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

Tri.

f

f

f

student book page 7

e focus on tonguing in the winds and even strokes in the percussion using both hands


69

q = 88

21.2 3 4 5 6 7 8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

f

f

f

f

f

f

f

f

f

f

f

f

Tri.

f

f

f

student book page 7


70

repeatrepeat from the beginning

A

‰i ‰ œœ22

flute oboe

A

bassoon

A

tenorsaxophone

B

French horn

1 2 3

E

piano

D

A

bass guitar

A


71

Andante22. Kelpie

q = 882 3 4 5 6 7

8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

A

f

A

f

Bf

Af

B

f

Af

B

f

Af

Bf

B

f

B

f

f

S. Cym.

f

f

2

31

42

Af

student book page 7

e this is the first time the bass guitar splits away from the trombone part


72

Andante23. Mary Had a Little Lamb

folk songq = 882 3 4 5 6 7

8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

B

f

B

f

Af

Bf

A

f

Bf

Af

Bf

Af

A

f

A

f

f

Tri.

f

f

Bf

remember to repeat

student book page 7


73

Andante24. Wallaby Wiggle

q = 882 3 4 5 6 7

8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

A

f

A

f

Bf

Af

B

f

Af

Bf

Af

Bf

B

f

B

f

f

S. Cym.

f

f

Af

student book page 7

e cymbal solo


74

phrase a musicalsentence

pianoall instruments

A

rhythm and structure

1. Clap or play on one note a rhythm of 2 bar duration. Students to imitate and clap or play the same pattern in return while keeping time. Any rhythm and note duration can be used and the focus is on developing a group beat and memory skills. This can form part of a warm up routine to help focus their ears.

2. Clap or play on one note a rhythm of 2 bar duration that one student at a time responds to with a different rhythm that they create of equal length. Discuss call and answer within music and the musical phrase.

3. Extend the exercise to include using a limited amount of notes with their rhythms. Begin with two notes, and then maybe three.

4. Extend the rhythm length to 4 bars.

8


75

Andante25. Sunny Arvo

q = 882 3 4 5 6 7

8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

Tri.

Pno.

Bass G

A

f

A

f

Bf

Af

B

f

Af

Bf

Af

Bf

B

f

B

f

f

Tri.

f

f

Af

a phrase is often 4 bars

student book page 7


76

Andante26. Au Clair de la Lune

folk songq = 882 3 4 5 6 7

8

Fl.

Ob.

Cl.B.Cl.

Bsn.

A. Sax.B. Sax.

T. Sax.

Tpt.

Hn.

Tbn. Euph.

Tba.

Mallets

S.DB.D

S. Cym.

Pno.

Bass G

B

f

B

f

A

f

Bf

A

f

Bf

A

f

Bf

Af

A

f

A

f

f

S. Cym.

f

f

Bf

student book page 7


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

C

‰ ‰ œœ22b

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note


time signature

4 beats in a bar

presseddown

‰i ‰ œœ22

Bb

open


also Bb

begin each note using the tongueit is like saying ‘too’ while you blow

Band Class 1 - Flute


5

7.

f

8.

f

9.

f

10.

B f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

head joint onlypalm of hand over the end

big breath

clear tonguing for each note



6

14.

f

15.

A

f

16.

B

f

17.

A

f

18.

B

f


B

f

remember to play Bb



easy walking pace

Andante

melody1st part

harmony2nd part

bar





7

20.

f

21.

f

Andante22. Kelpie

A

f


folk song

B

f


A

f


A

f


folk song

B

f

A

‰i ‰ œœ22repeat

repeat from the beginning

remember to repeat

phrase a musicalsentence a phrase is often 4 bars



4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

time signature

4 beats in a bar

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note



also Bb

pressed down

Bb

open

C


Band Class 1 - Oboe


5

7.

f

8.

f

9.

f

10.

B f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

crow on the reed only

big breath


Band Class 1 - Oboe


6

14.

f

15.

A

f

16.

B

f

17.

A

f

18.

B

f


B

f

remember to play Bb



easy walking pace

Andante

melody1st part

harmony2nd part

bar



Band Class 1 - Oboe


7

20.

f

21.

f

Andante22. Kelpie

A

f


folk song

B

f


A

f


A

f


folk song

B

f


remember to repeat


A

Band Class 1 - Oboe

clar

inet


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime



open

pressed down‰

C

D

‰


ledger line

Band Class 1 - Clarinet


5

7.

f

8.

f

9.

f

10.

B f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

play using only the mouthpiece and barrel

big breath




6

14.

f

15.

Bf

16.

Af

17.

Bf

18.

Af


Af

easy walking pace

Andante

melody1st part

harmony2nd part

bar




‰

E



7

20.

f

21.

f

Andante22. Kelpie

B

f


folk song

Af


Bf


Bf


folk song

A

f


remember to repeat



bass

oon


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f


whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note


time signature

4 beats in a bar


also Bb

bass clef


Bb

openthumbs

presseddown

C

Band Class 1 - Bassoon


5

7.

f

8.

f

9.

f

10.

C

f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

big breath


crow on reed only



6

14.

f

15.

Af

16.

Bf

17.

Af

18.

Bf


Bf

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

bar







7

20.

f

21.

f

Andante22. Kelpie

Af


folk song

Bf


Af


Af


folk song

Bf


remember to repeat


a musicalsentence

phrase

A


alto

sax

opho

ne


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime


A

G

pressed down

open


Band Class 1 - Alto saxophone


5

7.

f

8.

f

9.

f

10.

Cf

11.

f

12.

f

13.

f

crotchetone beat


music is written on


big breath




6

14.

f

15.

B

f

16.

A

f

17.

B

f

18.

A

f


A

f

easy walking pace

Andante

melody1st part

harmony2nd part

bar



B

key signatureG major

play Fthroughout the piece

sharp signthe note soundshalf a step higher



7

20.

f

21.

f

Andante22. Kelpie

B

f


folk song

A

f


B

f


B

f


folk song

A

f


remember to repeat



teno

r sax

opho

ne


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime



open

pressed down

C

D

†

Band Class 1 - Tenor saxophone


5

7.

f

8.

f

9.

f

10.

Cf

11.

f

12.

f

13.

f

crotchetone beat


music is written on

big breath





6

14.

f

15.

Af

16.

Bf

17.

Af

18.

Bf


Bf

easy walking pace

Andante

melody1st part

harmony2nd part

bar






7

20.

f

21.

f

Andante22. Kelpie

Af


folk song

Bf


Af


Af


folk song

Bf


remember to repeat


B


trum

pet


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime



open

C

V% V% V%

presseddown

V% V% V%31

D

a small line

that the notesoutside the staff are on

ledger line

Band Class 1 - Trumpet


5

7.

f

8.

f

9.

f

10.

A

f

11.

f

12.

f

13.

f

crotchetone beat


music is written on


big breath




6

14.

f

15.

Bf

16.

Af

17.

Bf

18.

Af


Af

easy walking pace

Andante

melody1st part

harmony2nd part

bar



E

V% V% V%1 2




7

20.

f

21.

f

Andante22. Kelpie

B

f


folk song

Af


Bf


Bf


folk song

A

f


remember to repeat



Fren

ch h

orn


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime


listen carefully to therest of the band andmatch the pitch of

their notes

open

presseddown

1 2 3

F

G

1 2 3


Fingerings for F horn have been given in this book. A reference of Bb fingerings can be found on the fingering chart inside the back cover.

Band Class 1 - French horn


5

7.

f

8.

f

9.

f

10.

Af

11.

f

12.

f

13.

f

crotchetone beat


music is written on

big breath





6

14.

f

15.

Af

16.

Bf

17.

Af

18.

Bf


Bf

easy walking pace

Andante

melody1st part

harmony2nd part

bar



flat signthe notesounds

half a steplower

play Bb throughoutthe piece

key signatureF major



7

20.

f

21.

f

Andante22. Kelpie

Af


folk song

Bf


Af


Af


folk song

Bf


remember to repeat


1 2 3

E


trom

bone


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

bass clef semibreve rest4 beat or

whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note


time signature

4 beats in a bar


also Bb

6

C

1

Bb

slide position


Band Class 1 - Trombone


5

7.

f

8.

f

9.

f

10.

A

f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

big breath





6

14.

f

15.

Bf

16.

Af

17.

Bf

18.

Af


Af

remember to play Bb

easy walking pace

Andante

melody1st part

harmony2nd part

bar



D

4





7

20.

f

21.

f

Andante22. Kelpie

Bf


folk song

Af


Bf


Bf


folk song

Af


remember to repeat

a musicalsentence a phrase is often 4 bars

phrase


euph

oniu

m


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f


whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note


time signature

4 beats in a bar


also Bb

Bb

C


V% V% V%31

V% V% V%

open

presseddown

Band Class 1 - Euphonium


5

7.

f

8.

f

9.

f

10.

A

f

11.

f

12.

f

13.

f

crotchetone beat


music is written on

big breath





6

14.

f

15.

Bf

16.

Af

17.

Bf

18.

Af


Af

remember to play Bb



easy walking pace

Andante

melody1st part

harmony2nd part

bar



D

V% V% V%1 2



7

20.

f

21.

f

Andante22. Kelpie

Bf


folk song

Af


Bf


Bf


folk song

Af


remember to repeat


a musicalsentence

phrase



4


1.

f

2.

f

3.

f

4.

f

5.

f

6.

f


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime


also Bb

C


V% V% V%31

flat signthe note


Bb

V% V% V%

open

presseddown


ledger line

Band Class 1 - Tuba


5

crotchetone beat


music is written on

big breath



7.

f

8.

f

9.

f

10.

A

f

11.

f

12.

f

13.

f

Band Class 1 - Tuba


6

14.

f

15.

B

f

16.

A

f

17.

B

f

18.

A

f


A

f

remember to play Bb



easy walking pace

Andante

melody1st part

harmony2nd part

bar



D

V% V% V%1 2

Band Class 1 - Tuba


7

20.

f

21.

f

Andante22. Kelpie

B

f


folk song

A

f


B

f


B

f


folk song

A

f


remember to repeat


a musicalsentence

phrase

Band Class 1 - Tuba

mal

let p

ercu

ssio

n


4

1.

f

2.

f

3.

f

4.

f

5.

f

6.

f

Bb

treble clef


whole bar rest

semibreve4 beats

minim2 beats

forteloud

f

flat signthe note


time signature

4 beats in a bar


also Bb

strike the bars just off centreand quickly lift away your mallet

use both mallets

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C

C

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C

Band Class 1 - Mallet Percussion


5

7.

f

8.

f

9.

f

10.

f

11.

f

12.

f

13.

f

crotchetone beat


music is written on




6

remember to play Bb



easy walking pace

Andante

melody1st part

harmony2nd part

bar



14.

f

15.

A

f

16.

B

f

17.

A

f

18.

A

f


A

f

D

GA

AB

CD

DE

FG

GA G

A

AB A

BCD

DE

FG

A B C D E F G

G A B C D

E F G A B C



7

20.

f

21.

f

Andante22. Kelpie

B

f


folk song

A

f


B

f


B

f


folk song

A

f


remember to repeat



snar

e du

rm &

bas

s dr

um


4

1.

S.D. R

B.D. f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

2.

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

3.

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

4.

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

5.

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

L

R

6.

R

f

L

R

L

R

L

R

L

R

L

R

L

R

L

R

sticking

snare drum

bass drum

S.D.

B.D.


whole bar rest

semibreve4 beats

forteloud

ftime


it is important to alternatesticking unless indicated

percussion clef

fminim2 beats

right

left

R

L

R

L

allow the stick to rebound naturally when you strike

the drum

keep your wrist and fingers

relaxed

crotchetone beat

Band Class 1 - Snare drum & Bass drum


5

7.

f

8.

f

9.

f

10.

f

11.

S.D.

B.D. f

12.

f

13.

f




music is written on



6

14.

S.D.

B.D. f

15.

f

16.

f

17.

f

18.

f


f

easy walking pace

Andante


bar




7

20.

f

21.

f

Andante22. Kelpie

f


folk song

f


f


f


folk song

f

remember to repeat

phrase a musicalsentence

listen to the melody within

the band




auxi

liary

per

cuss

ion

& tim

pani


4

1.

S. Cym.

f

2.

S. Cym.

f

3.

S. Cym.

f

4.

S. Cym.

f

5.

S. Cym.

f

6.

S. Cym.

f

rim bell

S. Cym.suspended cymbal


whole bar rest

semibreve4 beats

minim2 beats

forteloud

ftime


hit the cymbal half way between the bell and the rim with a drum stick

percussion clef

Band Class 1 - Percussion


5

7.

S. Cym.

f

8.

S. Cym.

f

9.

S. Cym.

f

10.

f

11.

S. Cym.

f

12.

S. Cym.

f

13.

S. Cym.

f

crotchetone beat

percussion staff

1 line that music is

written on

pat stomach pat thighsAndante

Percussion

5 line percussion

staff


cantabile

Band Class 1 - Percussion


6

barline

14.

Tri.

f

15.

Tri.

f

16.

Tri.

f

17.

S. Cym.

f

18.

australian band method - saxophone music€¦ · tip of your reed with your tongue tenor saxophone...

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