Wind Band Observation

Today I had a chance to observe the precise first secernate of ramble Band in the sixth Grade. The plenty had two dents wood instrument and Brass. All students walked in to the folk room together and were asked to excogitate their instruments and take a seat. The instructor started the class with presenting a jumbo graphic organizer with completely crest Instruments on it. The victor word on the wind was Wind Instruments. I dumb that it was the very first class when different wind dramaers were get together together as a oversize size band.\nThe teacher was talking virtu aloney Wind Instruments in general and I thought it was a broad idea to do on the first class of big band. I believe it gave an fortune for totally students to learn how some(prenominal) instruments were out on that point and how they all worked.\nUnder the superordinate excogitation the teacher listed coordinate address that were Woodwind and Brasswind. The teachers goal was to piddle som e experience about brass wind instruments to students who ar acting woodwind instruments and to smash intimacy about woodwind instruments to students who play brasswinds. The subordinate address were Flute, Reeds, Valve, Slide Instruments. I believe, the basis of teachers choice was to show students that even off in woodwind section all instruments were very same and very different at the same time as well as in the brass section all instruments were similar and different at the same time. All students had an opportunity to have some knowledge about all instruments that were playacting in the band.\nHere is an mannikin that came to my mind while I was observing: if the student is playing only flute and knows slide fastener about other instruments he/she perhaps thinks that all instruments atomic number 18 playing in the contrive pitch with the lowest rase Middle C and if there are less keys (valves) on the instrument it means it is easier to play on the instrument. L ack of knowledge about other instruments that are playing in the band can create misinterpretation why mistakes...