Sixth Grade Band

Objectives
By the end of class students will be able to...

Accurately count/play a dotted half note

Breathe and enter together/ cut off together
Articulate notes differently depending how they are marked, ie:
accent notes vs. non accented notes.
Counts rests and enter correctly
Play the dynamics written in the music (focus on percussion
section)

[March 30, 2015 ]

[10:23-11:11]

Materials

My score

My baton

Wipe board marker

Extra copies for students

Extra reeds. valve oil, slide

grease.

Self Assessment
Standards

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Students will be gaining experience with the following standards:

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A. Disciplinary Literacy: notation and terminology, listening and

describing, music difficulty
B. Creation, Performance, and Expression: Style

Outcomes
By the end of class students will be able to...

Learn to LISTEN! What is happening around you? Who has the

melody?
Understand the difference in articulation markings how to apply
that to music
See dynamic markings, understand what they mean, and produce a
sound accordingly (in this piece accented quarter notes)
Counts rests and enter correctly
Play through the piece with a better understanding of their part and
what is going on around them.

Procedure
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Play a Bb concert scale

Review #103 in Standard of Excellence (dotted half note three from
the end)
Teach #105 in Standard of Excellence
Draw a repeat sign on the board-ask if anyone knows what is it
Ask if anyone knows what D.C. al Fine means
Remind them that when they go back to the beginning they will
NOT repeat the second time.

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Remind them that a dotted half note is three beats. (measure 4 will
probably be an issue-dotted half note followed by a quarter
rest-may have them whisper count that measure before we start)
Play through exercise- run through twice before I fix mistakes
Take out Fanfare Heroica!
Ask percussionists if they remember what we talked about last week
(DYNAMICS)
Remind low brass/bari sax that they can really play out!
Do a run through of the piece to see how much they remember
from last class.
Measure 16: have the flutes play and have everyone listen and try to
match their dynamics!
Again, m 20. have quarter note people play and have them match
the dynamics!
Listen for dynamics, specifically in the percussion section
Listen for tone and balance and adjust accordingly, specifically low
brass and winds..
Listen for appropriate articulation.
Listen for entrances, cut offs, and lengths of notes-are they all the
same and happening together.
Have just percussion play and listen for instrument balance
Have students play and then ask who is playing the melody-get
students to open up their ears and hear what is happening around
them.
Leave enough time for Krystle to finish up her lesson plan.

Assessment
We will know students understand the concepts by...

Hearing students breathe together and enter together without

being reminded every rehearsal..
Hearing students count rests and enter in the correct spot multiple
times.
Hearing students play the dynamics written in the music
Hearing students play articulations written in their exercises or
concert music

Follow Up

Will Students remember what we worked on and be able to apply it

every time we rehearse this piece.
Will students be able to apply these concepts in their other music
and the exercises in their Red Standard of Excellence Book.