Lucas Hobson 18 April 2013 7th Grade Brass Sectional Myron Taylor Dr.

Inks: This rehearsal is a review of a piece that was played earlier in the semester. Concept: articulations and slurs Materials: SOE book Furioso National Standards: (w/content standards) 2. Content Standard: Performing on instruments, alone and with others, a varied repertoire of music a. play on at least one instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, good breath, bow, or stick control 5. Content Standard: Reading and notating music a. read whole, half, quarter, and eighth notes in a variety of meters. c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression 6. Content Standard: Listening to, analyzing, and describing music a. describe specific music events in a given aural example, using appropriate terminology Behavioral Objectives: 1. When given a specific piece of music, students wil be able to determine correctly and individually whether to use legato articulations or normal articulations 2. With teacher coaching, students will be able to play Furioso with an appropriate amount of attention to dynamics, articulations, and other aspects of musicality. Procedures: 1. The teacher will re-introduce himself. 2. Teacher will lead students through breathing exercises. (4,4) (2,6) (1,8) 3. Students will open books to 82. "Finger and breathe through the first 4 measures on your own. Now we'll play." "Finger and breather through the next 4 measures. Now we'll play." 4. The teacher will talk about articulations vs. slurring. Then, students will try it again with correct slurring. 5. By 9:13 AM, students and teacher will move on to Furioso. 6. Students will start at measure 27, and will play up to 72. Tempo: down-tempo, approx. 124-32? 7. Low brass will play 27-32, while high brass breathe and finger this section.

The goal is loud, sustained, solid counting, good attacks. 8. Flip-flop. While high brass play, low brass will silently focus on their breathing, trying to make sure they are using warm air. The goal is clarity of notes and rhythms. If these are already good, then articulations and slurs. 9. All players will play this section, going on to measure 35. 10. "What happens at 33? Play it for me!" 11. Tuba will play 35-43. Trumpet and trombone will be directed to either look ahead to 43+ or to clap/snap along with the beat, depending on their level of proficiency in the formative assessment. The goal will only be correct notes and rhythms, with legato passages mentioned. 12. All students will play 43-59. Depending on proficiency: Piece will be chunked into 4 bar phrases. Students play through smaller chunks focusing on articulations. Students will play in two sections, melody vs. accompaniment, with other section fingering and listening. 13. "Where have we seen 59 before? Excellent, Let's play from 59- the end, then!" After notes are clear, teacher will work on articulations then dynamics balance clean up the final two measures 14. Students will run through the piece again, at a slightly faster tempo (hopefully 152-156) Assessment: Formative: Students will play through most of the piece at the beginning of the lesson. Summative: Students will play through the same exercise again at the end of the lesson.