Erin Bozek

Lesson Plan #1 Embouchure/Mouthpiece Placement

Dr. Larson and Dr. Miescke
MUS 1300
9.9.16
Learning Theory: Albert Banduras Observational Learning Theory
http://www.edpsycinteractive.org/topics/soccog/soclrn.html
According to Educational Psychology Interactive, Albert Banduras Observational Learning
Theory is different from classical conditioning. Bandura was able to demonstrate through a
variety of experiments that the application of consequences was not necessary for learning to
take place. Rather learning could occur through the simple processes of observing someone else's
activity. In other words, students are not always necessarily learning through punishment and
reward, but simply through watching and picking up on the skills being completed. While
teaching embouchure is somewhat standardized, I plan to have each student observe and find
their own personal set of embouchures that fit their individualized sets of muscles and
instrument, particularly with the brass mouthpieces.
1. Time Needed: 5-6 minutes
2. Materials Needed: mouthpieces, whiteboard, marker
3. Learning Objective: The students will learn to find a correct embouchure that fits both
their instruments and their own individual facial/mouth muscles.
4. Assessment: Students will place their mouthpieces up to their mouths with a correct and
well-fitting embouchure.
5. Personal Objective: I will try to make sure I speak slowly and clearly enough for students
to understand.
6. Procedures:
a. Welcome the class
b. Address woodwinds Woodwinds, remember yesterday how we all learned how
to bring your instruments up to playing position? Can I have a volunteer show me
how?
c. Address brass Brass, this is your turn today. Were going to figure out how to
make sure you place your mouthpiece to your mouth correctly so you can
eventually make a beautiful sound on your instruments. Woodwinds, keep your
mouthpieces in your cases, and Im going to have you join us with your pretend
brass mouthpieces.
d. Have students take their mouthpieces out of their cases and close their cases.
e. Have them hold their mouthpieces loosely with their thumb and two fingers.
f. Draw the hammock between two corners on board explain that the two side of
the mouthpiece are like the trees, and the lips in between are like a hammock
 g. Introduce all students to the mmm, pooooh exercise After you do it, have
students make an mmm sound with nice and relaxed lips. Follow with the
pooooh sound, again with loose and relaxed lips. These two sounds/motions in
succession should set students up with a good starting point for how their lips and
mouths should feel. Banduras Observational Learning Theory Students are
observing the mmm, poooh exercise and picking up on how to create a solid
mouth position without any type of consequence or reward.
Process Standard: Connecting Relating artistic ideas and work with personal
meaning and context.
Anchor Standard: Synthesize and relate knowledge and personal experiences to
make art.
h. Explain how to bring their mouthpieces to their mouths. Banduras Observational
Learning Theory in the next three steps, students will observe the different
placements for each instrument.
i. Low brass 50/50 for top and bottom lips (model first)
j. Horns one third on bottom, two thirds on top (model first)
k. Trumpets 50/50, maybe 60/40 (model first)
l. Go around room and take a look at placement.
m. After modeling, have students remove mouthpieces and do the mmm, poooh
exercise again, and bring their mouthpieces to where they think they should go.
Have them check with their neighbor. Banduras Observational Learning Theory
By having students watch their neighbors, they are seeing the skill used in
action and being encouraged to try it again.
n. For a third and final time, have students bring their mouthpieces up to their
mouths without the mmm, poooh exercise and see their progress.
Process Standard: Creating Conceiving and developing new artistic ideas and
work.
Anchor Standard: Refine and complete artistic work.
7. Closure: Great job today! Id like you all to go home and practice making solid,
comfortable embouchures. Brass, keep doing the mmm, poooh exercise and finding
that sweet spot where your mouthpiece fits comfortably. You can even show your parents
and tell them you got to make funny noises in class today. See you tomorrow!