Secondary Band Unit Plan

Emily Rickard
Ensemble: 10th Grade Band
Repertoire: ​Sedona​, Steven Reineke

In developing a unit plan for secondary band, I chose to base my unit off of the piece
“Sedona by Steven Reineke. In this unit plan, you will find examples of score study, goals and
objectives, standards, and a few examples of lesson plans.

Score Study
Tempo(s)
Allegro con brio (1-63)
Andante cantabile (63- 103), with other tempo changes
(103-118) various
Tempo primo (118-148)
Presto (149-End)

Notes about Form:

A:
Beginning-58
Key: E flat major
Transition:
58-61
Key: E Flat major
B:
63
Key: C major
A:
103-140 DS al Coda
Key: E flat major
DS:
37-56
Key: E flat major
Coda:
141-End
Key: E Flat major

About the composition: This piece is meant to capture the beauty of Sedona. The area is
complete with mountains joined by vast wide-open spaces. These ideas paint a musical picture
of sorts.

About the composer: Steven Reineke is an American composer who was born in 1970. He has
orchestrated and composed for a variety of different ensembles including ballets, symphony
orchestras, and bands. He has been a guest conductor for multiple ensembles including the
National Symphony Orchestra. He also works with high school and junior high school band
programs as a conductor and a composer.

Teaching Challenges or areas to address:

● Challenges in the woodwind technique. It is a scalar pattern, crescendo and air through
the phrase will help with this.
● Balance in the opening fanfare between moving and sustained notes
● Hearing entrances in measure 5, balance between lower voices and upper voices
● Syncopated rhythm in the lower voices, measure 9 but prevalent in other areas of the
piece. Watch for accuracy of rhythm and accent placement.
● Sleigh bell tempo in measure 13
● Measure 37, WW and Mallets are together
● M. 52-53, Trumpet/ Horn/ Trombone, unison & of 1 entrances
● Horn solo in measure 57, give the heads up, only instrument that hangs on into the
fermata
● Measure 63, change in meter, prep for conducting style change
● Dynamic differences in 93-95
● Navigation of tempo changes and steady crescendo, beginning at measure 97, to the a
tempo at measure 103.

Unit Goals and Objectives

1. Students will be able to read, perform, and subdivide rhythms present in the piece.
2. Students will be able to continue developing characteristic sound and tone quality on
their instruments.
3. Students will be able to participate in and learn about the value of self-assessment over
the course of the unit.
4. Students will be able to use listening to guide their sense of balance, blend, and
intonation.

Standards and Goals Addressed

1. PA 9.1.8.A: Know and use the elements and principles of each art form to create works
in the arts and humanities, Music: duration, intensity, pitch, timbre
2. PA 9.1.8.B: Recognize, know, use and demonstrate a variety of appropriate arts
elements and principles to produce, review, and revise original works in the arts. Music:
sing, plan an instrument, read and notate music, compose and arrange, improvise.
3. PA 9.1.8.C: Identify and use comprehensive vocabulary within each of the arts forms.
4. PA 9.3.8.A: Know and use the critical process of the examination of works in the arts
and humanities.
5. MU:Pr4.2.Ela: 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.
6. MU:Pr4.3.E.la: Demonstrate an understanding of context in a varied repertoire of music
through prepared and improvised performances.
7. MU:Pr5.3.E.la: Develop strategies to address expressive challenges in a varied
repertoire of music, and evaluate their success using feedback from ensemble peers and
other sources to refine performances.