Name: Tabbatha Brooks Ensemble: High School Marching Band Primary Goal: Creating an engaging learning environment.

Secondary Goal: Developing independent musicians. TEKS to be addressed in this lesson: define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology; and exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles. Materials or Resources: The Standard of Excellence Book, Zydeco Cajun Crawdad Dance, and the Tonal Energy Application. Overall Time: 45 Minutes Warm-Up Time Needed: 10 Minutes 1.) 1A and/or Chorale 1 a.) Objectives: The students will listen to each other for balance and tuning. Tuning and balance will be focused on during the rehearsal today. This will be a great warm-up for the students ears. b.) Assessment (Informal): I will listen to the students in a group and in smaller sections while explaining the balance triangle. 2.) Page 3 Note Length Exercise a.) Objectives: The students will practice appropriate note lengths for Tenuto, Mercado, and Staccato notes. The piece we will be playing has a variety of different note lengths. This will help the students understand the appropriate style and exactly how each note should be played. b.) Assessment (Informal): I will listen to the students note lengths and evaluate their comprehension. 3.) Concert F and Concert A Tuning with the Tonal Energy Application a.) Objectives: The students will use their listening skills to tune their instruments and adjust to each other. b.) Assessment (Informal): I will listen to the students for tuning issues. If there are waves, I will listen to small groups and have the students adjust until they are in tune.

Rehearsal Time Needed: 25 Minutes Title of Piece: Zydeco Cajun Crawdad Dance Composer: Roland Barrett Objective: The students will play the right rhythms 1.) Activities/ strategies/ review: We will sing/count the rhythms. 2.) Items to Anticipate: Students will be timid while counting. The bass clarinets will possibly play their melody part the same as the trumpets do and not the way its written on the page. 3.) Assessment (Informal): I will listen intently to the rhythms being played. If there is a problem we will count the rhythm then play it on concert f. Objective: The students will play with the appropriate style. 4.) Activities/ strategies/ review: We will discuss what the appropriate style is. We will also play the rhythms on concert F with accents. 5.) Items to Anticipate: The students will not play the accents. They will also play too heavily. 6.) Assessment (Informal): I will listen to the students in large and small groups to make sure theyre matching note lengths and accents. Objective: The students will listen to each other for balance. 7.) Activities/ strategies/ review: I will explain the balance triangle and ask the students questions about balance during the piece. 8.) Items to Anticipate: The saxophones will be too loud, clarinets will be too soft, and flutes will be out of tune. 9.) Assessment (Informal) I will assess based on the students answers to my questions about balance and by the way they fix the balance problem. Closure Time Needed: 5 1. Summarize the Objectives of the Lesson. Today we worked on the beginning and end sections of the piece. 2. Communicate Objectives for the next rehearsal: Next time we will be playing through the entire piece. We will work on transitions and any problem areas. Reflection on Lesson: Weve learned about rhythm, balance, and style. These three concepts are always important no matter what piece youre playing. Modifications for ELL, gifted and talented, or SPED: I would use visual aids. I would also use a lot of hands on activities such as clapping and singing rhythms