Central Focus

The students will learn about the idea of balance in an ensemble and apply the concept through
performance with large a group

Standards
25B, 26A, 26B

Specific Objectives
> Students will be able to articulate what their CURRENT definition of balance is so that I am
able to assess what their background knowledge of the concept is.
>Students will be able to place a concert Bb scale in a round with balanced sound and
dynamics.
> Students will be able to play through m. 5-21 with correct pitches and rhythms

Materials
Instruments//Music//Assessment Handouts

Sequence
Time Procedure Assessment
3 mins Have students set up their instruments and
instruct them to get out their instruments


5 mins
Balance exercise students play Concert Bb scale
together then split into 3 groups in a round

Scale of 1 to 10-how balanced
are they? My own assessment
based on what I hear the
FIRST time we do the
exercise.
4 mins Have everybody play Measure 5-21


6 mins
Have flute, oboe, clarinet, and sax play m. 5-
21 really focusing on rhythm and notes
Listen for correct rhythms and
pitches. Fix as they come up.


6 mins
Have trumpets, saxs, and low brass play m. 5-
21 concentrating on correct rhythms and
notes
Listen for correct rhythms and
pitches. Fix as they come up.
6 mins
Have everyone play m. 5-21 together. Repeat
as many times as necessary.

Are all the notes and rhythms
fixed?
7 mins
Have students respond to questions about
their current definition of balance, balance in
relation to music, and if they think their
ensemble plays with balance.

3 mins
Pack up instruments and go to class!



Central Focus
The students will learn about the idea of balance in an ensemble and apply the concept through
performance with large a group

Standards
25B, 26A, 26B

Specific Objectives
> Students will be able to hear a difference between a balanced sound and an equal sound
>Students will be able to place a concert Bb scale in a round with balanced sound and
dynamics.
> Students will be able to make connections from their idea of balance and how it relates to
music
> Students will be able to play through m. 5-21 with correct pitches and rhythms

Materials
Instruments//Music//Assessment Handouts

Sequence
Time Procedure Assessment
3 mins Have students set up their instruments




2 mins
Balance exercise students play Concert Bb scale
together then split into 3 groups in a round

Scale of 1 to 10-how balanced
are they? My own assessment
based on what I hear the
FIRST time we do the
exercise.
6 mins
Go over responses answered of what
balance means in music. Discuss how a lot
of them were on the right track.

6 mins
Have students play chord:
-Low Brass on concert Bb
-Sax and trumpet on 3
rd
degree of the concert
Bb scale
-Clarinet, flute and oboe on 5
th
degree of the
concert Bb scale

Start at pianissimo and crescendo to forte.

have them jot down what they heard.

6 mins
Play same chord but switch dynamics
1 and 2 will stop at mezzo piano
3 and 4 will stop at mezzo forte
5 and 6 will crescendo to forte/fortissimo

Have them jot down what they heard


6 mins
Play same chord but switch dynamics
5 and 6 will stop at mezzo piano
3 and 4 will stop at mezzo forte
1 and 2 will crescendo to forte/fortissimo

Have them jot down what they heard

4 mins
Quick discussion on which they liked better


4 mins
Play m. 5-21 keeping in mind that principal

Rate that last run through on balance on a
scale of 1-10
Did the balance sound any
different?
3 mins
Pack up instruments and go to class!




Central Focus
The students will learn about the idea of balance in an ensemble and apply the concept through
performance with large a group

Standards
25B, 26A, 26B

Specific Objectives
> Students will be able to understand the pyramid of sound and how that results in a balanced
ensemble
>Students will be able to place a concert Bb scale in a round with balanced sound and
dynamics.
> Students will be able to begin to transfer the idea of a balanced ensemble into their band
piece
> Students will be able to play through m. 25-41 with correct pitches and rhythms

Materials
Instruments//Music//Assessment Handouts


Sequence
Time Procedure Assessment
3 mins Have students set up their instruments


2 mins
Balance exercise students play Concert Bb scale
together then split into 3 groups in a round

Scale of 1 to 10-how balanced
are they? My own assessment
based on what I hear the
FIRST time we do the
exercise.


5 mins
Go over responses answered of which
attempt in the last exercise they liked better.
Discuss why they liked it better, and explain to
them the pyramid of sound

12 mins
Balance exercise- Use my arms to represent
numbers.
1-flute,oboe
2-Clarinet
3-Trumpet
4-Sax
5- Trombone
6-Baritone/Bassoon

Have students play chord:
-Low Brass on concert Bb
-Sax and trumpet on 3
rd
degree of the concert
Bb scale
-Clarinet, flute and oboe on 5
th
degree of the
concert Bb scale

Have them play chord and match the
dynamics I am showing with my hands (i.e. if
my left arm is angled down the flutes will be
playing pianissimo and if my right arm is
pointing up baritone and bassoon will be
playing fortissimo)

Use a few different examples and have them
write down what they hear in between each of
them.

10 mins
Quickly break apart m. 25-41 (pretty similar
material to 5-21)
-Low brass and trumpets
-Clarinets and saxes
-Flute and oboe

5 mins
Play m. 5-21 keeping in mind that principal

Rate that last run through on balance on a
scale of 1-10
Did the balance sound any
different?
3 mins
Pack up instruments and go to class!





Central Focus
The students will learn about the idea of balance in an ensemble and apply the concept through
performance with large a group

Standards
25B, 26A, 26B

Specific Objective
> Students will have a better understanding of the pyramid of sound and how that results in a
balanced ensemble
>Students will be able to place a concert Bb scale in a round with balanced sound and
dynamics.
> Students will be have a more successful transfer of the idea of a balanced ensemble into their
band piece
> Students will be able to play through m. 41-62 with correct pitches and rhythms

Materials
Instruments//Music//Assessment Handouts

Sequence
Time Procedure Assessment
3 mins Have students set up their instruments


2 mins
Balance exercise students play Concert Bb scale
together then split into 3 groups in a round

Scale of 1 to 10-how balanced
are they? My own assessment
based on what I hear the
FIRST time we do the
exercise.
5 mins
Review of sound pyramid. Which instruments
go where, what dynamic level do they typically
represent.

10 mins
Build chord. Have low brass start with Concert
Bb nice and loud. Then add trumpets, saxes,
and clarinets sitting on top of that with the 3
rd

degree of the concert Bb scale at a mezzo
forte. Then add the flutes and oboe on top
with the 5
th
degree of the concert Bb scale
with a piano dynamic.




After they hear the difference, see if they can
hit the chord with those dynamics at the same
time.
10 mins
Quickly break apart m. 41-62
-Low brass
-Clarinet and saxes
-Trumpet
-Flute and oboe

7 mins
Play m. 41-62 keeping in mind that principal

First time- everyone play whatever dynamic
they want: Jot down what you hear

Second time- Play following the pyramid: Jot
down what you hear

Third time-Play flipping the pyramid around:
Jot down what you hear
Did the balance sound any
different?
3 mins
Pack up instruments and go to class!



Central Focus
The students will learn about the idea of balance in an ensemble and apply the concept through
performance with large a group

Standards
25B, 26A, 26B
Specific Objective
> Students will be able to understand how their part fits in with the rest of the ensemble.
>Students will be able to place a concert Bb scale in a round with balanced sound and
dynamics.
> Students will successfully transfer the idea of a balanced ensemble into their band piece
> Students will be able to play through m. 53-end with correct pitches and rhythms

Materials
Instruments//Music//Assessment Handouts

Sequence
Time Procedure Assessment


3 mins Have students set up their instruments


2 mins
Balance exercise students play Concert Bb scale
together then split into 3 groups in a round

Scale of 1 to 10-how balanced
are they? My own assessment
based on what I hear the
FIRST time we do the
exercise.
5 mins
Break apart m. 53-End
-Low Brass, Clarinets, Saxes
-Trumpet
-Flute and Oboe

10 mins
Once they play it successfully, have them play
it together listening to balance.

Jot down what you heard.

10 mins
Now, switch seats so you are sitting next to a
completely different instrument. Play m. 53-
end again and listen to the balance this time.

Jot down what you heard.

7 mins
Fill out the assessment that was given at the
first lesson.
Do they have a better written
understanding of what
balance is?
3 mins
Pack up instruments and go to class!