Jennifer Rodriguez

12/5/17

7th Band: Crack in the Ice

Articulation and Imagery

Tuesday, 12/5/17, Whole Period OBSERVED BY SPIEKER

Content and Achievement Standards:

Standard 2: Performing on instruments, alone and with others, a varied repertoire of music.
Standard 5: Reading and notating music.
Standard 6: Listening to, analyzing, and describing music.
Standard 7: Understanding relationships between music, the other arts, and disciplines outside the
arts.
Concepts:
Correct notes
Imagery
Dynamics
Objectives:
Students will be able to
Play Bb major with correct notes
Create stories for sections of crack in the ice
Play with differentiated articulations/ dynamics
Materials:
https://www.youtube.com/watch?v=Dtwjj40t-No
White board
Expo marker
Baton
Projector
Laptop
Crack in the Ice
Flute
Procedure:
1. Warm-Up:
a. Windy vs. brittle still cold air.
b. PROMPT: We are going to use our articulation exercise we have been doing the last
couple of days, but this time we are going to add in some visual ideas to help us out.
i. Play Bb scale with legato full air, like we are climbing a mountain and the air and
snow are moving very windy around us. (legato)
ii. Play the same Bb scale but this time but imagine the air is brittle cold. There is
no wind and any sound is very separated and specific. (staccato)
iii. Now imagine we are using a pickaxe to climb a mountain! What kind of sound
would that create on our instruments?
1. Students attempt
2. Teacher demonstrates front of note and length- accents
 Jennifer Rodriguez
12/5/17

7th Band: Crack in the Ice

Articulation and Imagery
3. Teacher models on brake drum the pickaxe sound- teacher plays while
students play Bb scale- both play quarter notes up and down the scale.
iv. QUESTION: What technique are we working on? (articulation!)
1. We are also working on our imagery- creating a story. To help us create a
better image we are going to watch a video on mountaineering by
National Geographic which will put us in the same mindset as some
expert mountain climbers before we play A Crack in the Ice.
2. Video:
a. PROMPT: When we watch this video I want you to focus on the following questions:
i. What are some things that make rock climbing difficult for experts?
ii. What is the weather like for people rock climbing?
iii. What emotions did you feel during this video and during the clips of people
climbing mountains.
iv. How can this video relate to a Crack in the Ice?
1. Teacher reads story again.
3. Tune:
a. F around room, F building up from the back
i. 4 beats for each instrument- have the instrument up to your face by beat two at
the latest!
4. Crack in the Ice:
a. Play through the whole piece:
i. PROMPT: Before we discuss how to apply imagery and articulation to our pieces
I want you to play through the piece and give me ideas about images that might
pop into your head at:
1. Beginning-12
2. 12-20
3. 20-32
a. Teacher write these measures with space below them on the
board for imagery ideas after run through.
b. QUESTION: mm. 1-12, What was an image someone had in their head for what could be
happening if we were climbing a mountain?
c. QUESTION: How can we depict that with articulation and air (legato/ staccato/ accent) ?
i. Teacher demonstrates student description of articulation and scene on flute.
d. QUESTION: mm. 12-20, What was an image someone had in their head for what could
be happening if we were climbing a mountain?
e. QUESTION: How can we depict that with articulation and air (legato/ staccato/ accent) ?
i. Teacher demonstrates student description of articulation and scene on flute.
f. QUESTION: mm. 20-32, What was an image someone had in their head for what could
be happening if we were climbing a mountain?
g. QUESTION: How can we depict that with articulation and air (legato/ staccato/ accent) ?
i. Teacher demonstrates student description of articulation and scene on flute.
 Jennifer Rodriguez
12/5/17

7th Band: Crack in the Ice

Articulation and Imagery
h. PROMPT: Where do these sections occur again? Lets name them so we dont forget
what image we are using for these sections? Are there any other little areas that might
need specific pictures/ articulations? Ex: We have been saying we are floating right
before we fall at mm. 54-55!
5. Class plays each part section by section with new image and articulation in mind. Teacher breaks
the band down section by section if one is modeling the articulation/ image very well.
6. Play through whole piece:
a. PROMPT: When we play the stomping and clapping section, lets think about those
articulations as staccato! Very precise and crisp! Think more about the actual clapping
and stomping rather than when you will need to pick up your instruments because there
should be plenty of time to pick them up.
i. Teacher uses metronome and walks around to assure students are listening and
counting without relying on conductor.
7. Play through whole piece with concert procedure:
a. Stepping on podium, no talking
b. Eyes on conductor for hands up, instruments up.
c. Audible breath before mm. 3!
d. PROMPT: Dr. Spieker is our audience member! He hasnt heard you all play before, so
sell your story to him!
Assessment:
Teacher assesses students by having them answer and discuss questions on board about mountain
climbing video. Teacher assesses student playing by walking around room and watching playing
position, listening for correct notes. Teacher breaks down class to assess section performances
and notes.
Follow-Up Lesson:
Run through concert order with students for Wednesday concert.