Madison Hines

UBand Rehearsal #1 Lesson Plan

Sun Cycles – Brian Balmages
Date of Lesson: 2/5/2019

Objectives
1. Students will play through the entire piece to gain an overall understanding
of the piece.
2. Students will express their initial reactions to the piece in one word.
3. Students will perform the opening and ending sections with increased
accuracy in notes and rhythms.
4. Students will share their researched knowledge on Ra from Egyptian
mythology at the following rehearsal.

Procedures (times written in minutes)

 0:00-3:00 – Place Sun Cycles WU 1 on stands before students arrive. Play
scale one time focusing on level one (yourself) listening
• Ask students to identify this scale
 3:00-8:00 – Run through the piece from start to finish, only stopping to
regroup if the band falls apart
 8:00-9:00 – Discuss initial reactions and thoughts in one word
 9:00 – Explain that we’re going to work on the “bread” of the piece –
beginning and ending sections
• Start at mm. 11-19 (9:30-19:00)
• Who has the melody? Countermelodies? Bass foundation?
• Address percussion parts
• Where are we building to? Let the dynamics take you there
• Start at mm. 110-121 (19:00-27:00)
• What is the same about this section? Different?
• Focus on the new countermelody lines
• Where are we building to? Let the dynamics take you there!
 27:00-30:00 – Discussion about what to do from here
• Only have 3 rehearsals left – mention solo lines to look over before
the next time:
• Flute: mm. 3-10, mm. 26-30
 • Trombones and Trumpets: Mutes – go see Teri in the office to
check one out
• Percussion: Rhythms in the middle section. Let’s set a solid
groove
• NEED AN INVESTIGATOR: Ask for two volunteers to look
up the god Ra and the goddess Nut before the next time that we
meet

Assessment
1. The run will only stop if there are serious tempo tears. There are
opportunities to reset throughout the piece, so those can be used to our
advantage.
2. Verbal responses will be given by several students about their attitudes
towards the piece
3. Conductor will listen for any missed notes or incorrect rhythms – then
moving on to recognizing melody and countermelody so that students
understand their role in the big picture
4. Two volunteers will come to the next rehearsal with more information about
the story behind the piece. This will allow performers to have a better
understanding of the story within the music.

Evaluation/Reflection
1. Was my conducting clear to help the players sight read with confidence?
2. Did I give enough time for feedback from the students?
3. Did they play more than I talked?
4. Was my feedback concise and constructive?
5. Was I able to address technique issues with accuracy?
6. Were the students motivated to return to the next rehearsal having practiced
and better able to play the piece?