Student Teacher Name: Krystina Rodkey Date: 11/11/19

Lesson Topic and Grade: Concert Band; 9-12

National Standards of Music:

 MU:Pr4.1.E.8a Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of
formal design in the music, context, and the technical skill of the individual and ensemble.
 MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how compositional devices employed and
theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
 MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised
performances of a varied repertoire of music representing diverse cultures, styles, and genres.

Instructional Objectives:
 Students will play with good tone quality and accurate rhythm
 Students will play through the middle section of Sparkling Lights with dynamic accuracy and begin to play expressively in
this piece
 Students will play to the end of O Come, O Come Emmanuel for the first time

Materials:
 Instruments
 Warm up books (Foundations for Superior Performance)
 Sparkling Lights
 O Come, O Come Emmanuel

Opening/Introduction Activity
 Concert F
 F stretches
 Warm up set #2
1. Option 1
2. Option 3
a. Articulation pattern 6
 Concert Ab
1. Major scale
2. Scale pattern 2
a. Articulation pattern 6
3. Scale game
 Concert e minor
1. Scale
2. Up 5 down 5, up to 9th and back down
 Tune
 Chorale (if time)
Learning Opportunities/Procedure:
 Sparkling Lights (37-61)
1. Measure 37
A. Just percussion
a. Syncopated winds – listen to accent pattern
B. Woodwinds; listen to eighths/sixteenths, make sure everything is even
2. Measure 45
A. Just low brass
a. Clarinets/saxophones, follow along in your parts
B. Just clarinets/low brass
C. Just saxophones/low brass
D. Make style articulation the same across the board
a. Get out of the way on long note, let the other instrument come through
3. Horns: pickup to 55
a. A lot here, only instrument playing this specific line
4. Flute/oboe: pickup to 55
a. Even sixteenths, don’t let it sound like mush
 O Come, O Come Emmanuel (100-end)
1. Measure 100
A. Start really low, gradual build to 100
B. Trumpets/oboe at measure 100; presence, light accent
C. Make sure flutes accurate timing at p/u to 107
2. Measure 112
A. Nice accent; more weight/front of the note, separation
a. Do NOT blast
B. Agree on length
3. Measure 116
A. Brief explanation of meter change
B. 116-end
a. 119; beat 1 is silent
b. Rhythm in lows at 120
c. Hn/a. sx at 126, sing it out
d. Big dim at 127
e. Make them wait for the last note for fun

Closing Activity
 O Come, O Come 116-end

Assessment:
 Assessment is completed as the students play. I hear what they are playing, and reactively assess that to provide my next
feedback.

Reflection:
 This was not the best rehearsal. It is clear that they are not practicing, particularly the younger students. They should be
understanding this music more than they are, and it is becoming incredibly frustrating. After rehearsal today I was left
wondering who the problem is; is it them, is it me, or is it a combination of both? I know that that is likely the answer, I just
need to figure out how to fix it before it is too late.