Lesson Plan for Adopt-a-Peer Lesson 4/9/18

Introduction to Bassoon Andrew Foote

OBJECTIVES: The students will be able to:

 Demonstrate proper instrument assembly technique
 Identify parts of the bassoon
 Describe and demonstrate proper reed preparation technique
 Produce a sound on the reed, as well as reed and bocal
 Create sound on the bassoon
 Demonstrate improvement in tone
 Play C – F on the bassoon
 Perform Hot Cross Buns on bassoon

MATERIALS:
 Bassoon (w/seat strap)
 Reed
 Accent on Achievement Book
 Water to soak reed

DETAILED PROCESS:
 Teacher will begin by guiding the student through the instrument assembly process,
modeling once and identifying parts and asking the student to execute alone
 Teacher will explain reed prep to student, describing the importance of proper soaking
 Student will attempt to produce a sound on the reed with no instruction
 Teacher will describe the embouchure using analogies, including the lower lip cushion,
drawstring, and almond shape
 Student will roll reed into mouth and try to produce a crow again
 Student will add the bocal and try for another tone
 Student will put the bocal in the instrument and bring the instrument up into playing
position
 Teacher will address angles and hand placement, identifying the whisper key, and
tonguing
 Student will try to produce a C on bassoon, and teacher will address any present issues
 Student will repeat this process with D, E, and F, while teacher addresses issues
 Teacher will play Hot Cross Buns on piano, and student will try to echo
 Teacher will address any prevalent issues, working to improve tone
ASSESSMENT:
 Student participation will play a significant role in the assessment (you
cannot assess the student if they do not participate, so participation is crucial
for the lesson. Additionally, the following checklist will be used:
o Does the student properly assemble/disassemble the instrument?
o Is the student actively listening and responding to questions?
o Is the student properly holding the bassoon? Do they maintain this?
o How is the student’s posture? Do they maintain this?
o Does the student accurately identify their areas of weakness and
demonstrate attempts to rectify them?
ADAPTATIONS:
 For students who wish to play a more advanced version, they can move on to
lower notes of the F major scale
 For students who want access to the visual aids, the lesson can be illustrated
or diagrammed.
 For students with hearing difficulties, a more intimate setting could be
chosen.
 For students who struggle with pacing, more repetitions and a slower plan
can be implemented.