Brianna Beaupre

MUSED 350
Lesson Plan #6 (Honor Band), Teaching Task 2
October 6, 2016
Materials: Foundations for Superior Performance, Ghost in the Attic
Standard 2,PERFORMING MUSIC: Playing an instrument alone and with
others
8.2.3 Play musical selections with accurate pitch, articulation, and
rhythm, and appropriate tempo, dynamics, balance, style, expression,
and blend.
Musical Content: Articulations (especially accents and staccato)
Instructional Objectives: Students will be able to perform Ghost in the
Attic with appropriate articulations.
Procedure:
1. BREATHING (4 X 4)
a. Breath in 4, out 4, 4 times
2. PG 10, CONCERT Bb Major Scale
a. Play top line as written
b. Play all SLURRED
c. Play all STACCATO
i. Light, NOT accented, separated
ii. (Ti-ti-ti-ti)
d. Play all ACCENTED
i. Some decay at end of note
ii. (Ta-ta-ta-ta)
3. PG 10, SCALE PATTERN 1
a. Play as written
b. Accent 1st 2 notes, slur 2nd two in each group (write this
pattern on the board)
i. Ask for volunteer to say it using (Ta)
c. Slur 1st 2 notes, staccato 2nd 2 in each group (write this
pattern on the board)
i. Ask for volunteer to say it using (Ta & Ti)
4. Echo rhythms on Ta and Ti
a. Rhythmic dictation of one on the board
i. Make sure they include the articulations!!!
5. TUNING
a. Tuba start, add in low to high voices for blending and
intonation
6. GHOST IN THE ATTIC
7. mm9-36

8. mm9-13
a. Isolate Bs. CL., Bsn., T. Sx., B. Sx., Bar., Tuba (30 SECONDS)
i. Rest of band determine where accents are
1. Can write rhythm on board and have them add
the accents
9. mm13-23
a. 13-14, everyone playing on either 1& 3 or 2 & 4 should be

10.

playing accents on every note (30 SECONDS)

b. mm15-16 (30 SECONDS)
i. Isolate Ob., A. Sx., Tpt. & FLUTES M. 36
1. Rest of band, where are accents?
ii. mm19-20
1. Now where are the accents?
c. M18
i. Fl. & A. Sx. (May need isolation)
Mm23-30 is basically all accents

Mm9-30 with all work added in

11.

12.

Mm30-36
a. Emphasize short and light, but strong accents on half notes
b. (Ti & Ta)
c. Focus on contrast between Trb., Bar, and rest of band (30
SECONDS)
Identify that mm36-40, is just like m13 earlier and mm40-

44 is just like m30. MM 44-48 is just like 36-40.

a. Mm48-56 is a reminder of the beginning, its the odd
section out though
b. It is just a switching back and forth between styles at each

13.

section.
c. Isolate m39. Accents on beats 3 & 4 (30 SECONDS)
Play mm23-end. Focus is on abrupt transitions of styles at

each section.
Review:
1.
2.
3.
4.
5.
6.

What are the main concepts we focused on today?

How are staccatos different than accents?
What do you have to do physically to perform these differently?
Can someone demonstrate a staccato for me?
Can someone demonstrate an accent for me?
How did the articulations help change the style of the piece?

Future Lessons:
1. Reinforce concepts of articulation.
2. Continue to build on style concept and the abrupt changes in the
music.
3. Start working on phrasing.