Sydney Hawkins

12/1/15
Brass Methods 1

BEGINNING TRUMPET
a three-day lesson plan intended to start 6th grade students on trumpet with good habits
pertaining to embouchure, posture, tone, and discipline; enforce musical knowledge gained in
general music classes years prior, and generate genuine interest in instrumental music.

After this week, students should be able to:

play at least five notes with good tone
have good posture and embouchure
be able to describe how to buzz and play notes
able to dictate notes to the staff
play with varied articulation and dynamics
practice concepts discussed in class in the home

EDUCATIONAL STANDARDS
MU:Pr4.2.E.5a
Demonstrate, using music reading skills where appropriate, how knowledge
of formal aspects in musical works inform prepared or improvised performances.

MU:Cr1.1.2a
Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose.
MU:Pr4.2.Ka
With guidance, explore and demonstrate awareness of music contrasts (such as
high/low, loud/soft, same/different) in a variety of music selected for performance.
MU:Pr4.2.1b
When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
See the last page of this lesson plan for a more detailed list of NAfME Educational Standards met.

Day 1

LESSON OBJECTIVE
to start beginners on trumpet with basic knowledge of care and procedure
play first notes
send students home with confidence

TRUMPET BASICS (~25 min)

Getting the horn out of the case (5 min)
1. Have students place the case flat on the floor
2. unlatch the case and have them pick up the trumpet
a. by the leadpipe, very securely
3. holding the trumpet on their lap, grab mouthpiece
4. place mouthpiece in the correct place and give it a quarter turn
Now, immediately have them undo what they just did.
1. take mouthpiece back off with a quarter turn and place it in case
a. make sure to stress importance of not hitting it in and yanking it out
i.
can cause a stuck mouthpiece
2. place the trumpet back in the case securely
a. at this point let them know its
not
okay to set trumpets on the floor
i.
they can be stepped on

Posture and Breathing (5 min)

1. Have students copy good posture from you
a. you could have them point out what youre doing different
i.
wide shoulders, feet apart, sitting straight, etc
b. explain how posture makes them sound better
2. Have them inhale and exhale completely, down to their belly-button
a. correct shoulder raising as needed
i.
you can have them try to move the paper on their stands to
demonstrate good air flow

Embouchure and Buzzing (15 min)

At this point have students get mouthpieces out of the case
1. Have students open mouth and throat like theyre saying Oh
2. Now while theyre saying Oh, have them bring lips together like theyre saying
mmm
a. repeat the Oh-Ems as needed to solidify the correct embouchure
3. After the Oh-Em face, have students blow on hot soup
a. have them bring their lips together to create a free-buzz
4. Now practice bringing the mouthpiece over the buzz
a. Mouth should be centered on mouthpiece
b. FAF
i.
Firm Corners, Good Airflow, Flat Chin
ii.
Also think of keeping the Oh-Em face while buzzing
5. Do a couple of sirens, long buzzes, get students used to the feeling

FIRST NOTES (~15 min)

Holding the Instrument (3 minutes)
1. Now students can get their trumpet out of the case as instructed
2. Demonstrate proper holding technique
a. Left Hand
i.
Bear Claw
ii.
pinky NOT in ring
iii.
thumb in ring
b. Right hand
i.
index - 1st valve
ii.
middle - 2nd valve
iii.
ring - 3rd valve

Producing Tone (6 minutes)

1. Holding the instrument with the mouthpiece on, practice free-buzzing and
bringing the instrument up, making sure to hold it at the correct angle
a. elbows out, trumpet not pointed down
2. Have students buzz into the horn, producing a long tone
a. it doesnt matter what pitch, as long as its stable
3. Pitch match with open C and G
a. Remind FAF to produce a good clear tone
b. have them slur between C and G
c. show them on the staff where C, G and later E are
i.
they should have a bit of staff experience at this point
If students cant produce a good tone on the first try, thats fine. Work on providing air
support to get that first squawk on the instrument. Itll come with diligent practice.

1-3-5 Song (6 minutes)

1. Teach students how to play E (1and 2)
2. Assign each student a note, C, E, or G and have them play
3. Count 4 beats and then have them play for 4, then pick a different note of the
triad,
4. repeat with 4 beats, then 2 beats, loud and soft
a. you can let students dictate this

After the lesson have them put the instrument away as instructed. Send them home with
the 1-3-5 song notated in different combinations on staff paper, as well as a letter to
parents about the instrument and contact information.

BEGINNING TRUMPET
Day 2

LESSON OBJECTIVE
To review trumpet basics and procedure
to learn about articulation and strengthen playing
Learn staff notation and fingering chart

Basics Review (10 min)

Jeopardy (7 Min)
Question students about things they learned last time, have them demonstrate to
the class. Topics include:
how to get a trumpet out of the case
how to sit (posture)
how to breathe
how to form your face (embouchure)
how to buzz

Warm-up and 1-3-5 (3 Min)

1. Have students buzz some long tones at different pitch levels and dynamics
2. sirens, emulate buzz leaders (you are the leader)
3. Pitch match each note and play one or two versions of the 1-3-5

Articulation and Rhythm (15 min)

1. Explain/show how to articulate with a too sound
2. its like flicking your hand under a faucet, the water still flows, youre only stopping
it for a tiny bit
a. your air support is the water, and the air is still going out of you, youre just
stopping it for a second by saying too or rather, the hard t sound
3. Do a Call and Response with the students, starting with one long tone on G
a. Next play legato half notes, have the students try to emulate one by one
b. Then quarter notes, legato and then staccato
c. eighth notes, etc.
i.
Have students respond back one by one so you can check their
airflow against the articulation
4. Make sure students arent stopping the ends of their notes with their tongue, but
rather letting their air stop instead.
If there is a whiteboard/chalk, you can write out the rhythms you want them to articulate
on a staff to help them get familiar with reading it. You can now incorporate Rhythms
into warm-up.

D, F, and the Fingering Chart (15 min)

1. Have students bring out the fingering chart in the back of their methods books
a. ask them to locate the open C/G/E on the chart
2. Explain that open C is on the line below the staff, E is first line, G is second
a. FACE = Spaces and Every Good Boy Does Fine = lines
b. going up the staff means notes are higher/down the staff are lower
3. Have them find the D between middle C and bottom line E
a. its played with 1 and 3
b. have them pitch match or go from C to D and then E to D
4. Have them find the F between E and G
a. Press 1st valve.
b. Pitch match and E-F then G-F
5. Have students play C through G slowly on whole notes
a. then have students copy rhythms, staccato or legato tonguing.

After the lesson have them put the instrument away as instructed. Send them home with
the 1-3-5 song, long tones, and different combinations of C through G to practice in
various articulations. Explain that we will play through these in the next lesson.

BEGINNING TRUMPET
Day 3

LESSON OBJECTIVE
Review Articulation, Rhythms, and C through G
Introduce the concept of dynamics with Lightly Row
Sight-Read Saints

Review (7 min)
Question students about things they learned last time, have them demonstrate to
the class. Topics include:
how to sit (posture)
how to breathe
how to form your face (embouchure)
how to buzz
What Staccato means
What Legato means

Dynamics (13 min)

Concept
Dynamics are like a 1-5 scale
1 = Piano, 2 = Mezzo-Piano, 3 = Mezzo/Medium (Normal Playing)
4 = Mezzo-Forte, 5 = Forte (and by extension a fortissimo is 6, etc)
No music played this semester will have concepts like pianissimo or
fortissimo
A 1 is a Whisper, and a 5 is Yelling in the
amount/speed
of air needed to go through
the instrument
Have them try to whisper through their horn by moving the air slowly
Then have them yell by pushing that air a lot faster through the
instrument

The yell or 5 will likely cause them to jump partials because of

pinching corners, etc, so watch out for that, as well as embouchures
that are slipping

Application
Do a quick warm-up and then pass out Lightly Row copies with dynamics written
in (a 1, 3, 5 would be sufficient)
Ask students to identify what levels the piano, mp, and forte are on the number
scale
You can choose at this point to explain getting louder and softer are
crescendos and decrescendos, but only if youre early on time.
Ask students to identify anything else with the music, such as key/time signature,
fingerings for notes, etc.
Know that the combination of playing the instrument and reading the staff
will be difficult for them. Be patient, gentle, and remind them of what they
do know!
Have students play the first four bars, then again but with more of the dynamics
do the same with the last four bars
Play it together! Congrats! Its a their first real song! Make sure to praise students,
because this
is
hard for them to do, and just trying it is an accomplishment, just
after a week.

Sight-Reading Saints (10 min)

For a bit of fun on friday/last day, pass out Saints and explain that youre going to
sight-read it.
Follow the same process with Lightly Row and ask students questions/have them
tell you about things they see, such as the tie in system 3 or the rest on the first
beat of measures 1,3,5, and 9
Play each system separately
The students dont need to sound great, as long as theyre grasping
concepts that youve taught them and having fun.
Give each line a different dynamic and articulation
After playing the piece, have students pick what articulation and dynamic each line
should be, then have the class play it.

After the lesson have them put the instrument away as instructed. Have students work
on Etude. No. 1 and Lightly Row/Saints, warming up with sirens and long-tones. In reality,
not many of your students will practice all of these things, but still encourage them.

10

EDUCATIONAL STANDARDS
MU:Cr1.1.2a
Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
MU:Cr3.2.E.5a
Share personally-developed melodic and rhythmic ideas or
motives individually or as an ensemble that demonstrate understanding of
characteristics of music or texts studied in rehearsal.
MU:Pr4.2.Ka
With guidance, explore and demonstrate awareness of music
contrasts (such as high/low, loud/soft, same/different) in a variety of music
selected for performance.
MU:Pr4.2.1b
When analyzing selected music, read and perform rhythmic
patterns using iconic or standard notation.
MU:Pr4.2.E.5a
Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
MU:Pr5.3.E.5a
Use self-reflection and peer feedback to refine individual and
ensemble performances of a varied repertoire of music.
MU:Pr6.1.E.5a
Demonstrate attention to technical accuracy and expressive
qualities in prepared and improvised performances of a varied repertoire of
music.
MU:Re8.1.PKa
With substantial guidance, explore musics expressive qualities
(such as dynamics and tempo).

These standards are set forth by the National Association for Music Education and can be
found at the following links:
NAfME Core Standards
Ensemble Strand
Pre-K through 8 General Music Strand

11

Good Habits Checklist

Embouchure

Flat chin
Firm corners
Teeth apart
Wet the lips
Dont puff the cheeks

Posture

Feet flat on the floor

sitting on the edge of the seat
back straight
shoulders back and relaxed
elbows slightly pointed outward
not resting on knees or legs

Breathing
Breathing Deep
Blowing a steady stream of air
Dont raise your shoulders while breathing

Holding the Instrument

Bear Claw Right Hand
thumb between first two valves
Pointer on Valve 1, Middle on Valve 2, Ring on Valve 3
Pinky resting
near
the ring, not in it
Left Hand
thumb in ring close to mouthpiece
1st and 2nd fingers wrapped around valves
3rd (ring) finger in ring after the valves

Buzzing/Articulation
Oh-Em Face and then blow on hot soup
bring lips together to buzz
Steady stream of air
Articulate using Tooh