Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages 20 58

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1 1 Page 4 and 5 Lesson Plan Exercises 1 5 Score Pages Goal Students will progress in developing comprehensive musicianship through a standards-based curriculum, including singing, performing, reading and notating, and listening and analyzing. Objectives for Student Learning All Woodwinds: Student Page 4: intended for homogeneous instrument classes. The objectives for each individual class are as follows: o Flute Page 4: o Oboe Page 4A: 4) Due to the many idiosyncrasies of the oboe, the oboe student book continues for eight additional pages of homogeneous instruction to prepare students for playing with the full band. These pages cover the concepts introduced on full band pages 6 10 (score pages ). After playing the special oboe pages, students would ideally begin on page 11 (score page 123) with the full band. Continuing on page 5 with the rest of the woodwinds (score page 29) or page 6 with the full band (score page 59) are also options. o Clarinet Page 4:

2 2 o Alto Clarinet Page 4: o Bass Clarinet Page 4: o Alto Saxophone Page 4: o Tenor Saxophone Page 4: o Baritone Saxophone Page 4: o Bassoon Page 4: 1) Identify and define the musical symbols:, staff, bass clef, measure, bar line, and

3 3 Student Page 5: for a heterogeneous class of all woodwind instruments (no brass or percussion). All Brass: o Woodwinds Page 5: 1) Identify and define the musical symbols:, staff, treble or bass clef, measure, bar line, and 3) Play Concert D, Concert Eb, and Concert F with the correct fingering, posture, hand position, and a Student Pages 4 and 5: can be used for homogeneous instruction or for a heterogeneous class of brass instruments (no woodwinds or percussion). Assist students in determining their most natural starting note as described below, then proceed with the exercises appearing on student pages 4 or 5. The page 4 and page 5 versions of each exercise can be used simultaneously in class settings. o o Since the best starting note for a brass player depends in large part on the unique embouchure muscle development of the individual player, the brass starting systems on student pages 4 and 5 allow players the flexibility of starting on the note which is most natural in other words, the note the student most easily plays with no valves down. The purpose of these pages, in addition to starting instruction on a comfortable pitch, is to walk each brass player from their starting note either up or down to Concert D, which prepares them for instruction in a full band setting. With the exception of the F horn (which will be addressed individually following these objectives), pages 4 and 5 allow all brass players to be instructed in a heterogeneous class. If horn players are included in this brass lesson, their natural notes may include valves. It is important to note that F horn players will have a more successful start if they can receive homogeneous instruction using the F Horns Only pages 4 and 5 and continue on the F Horns Only pages beginning on page 6. Individual Instrument or Brass Objectives Page 4: o Identify and define the musical symbols:, staff, treble or bass clef, measure, bar line, and o Play Concert Bb, Concert C, and Concert D with the correct fingering/slide position, posture, hand position, and a

4 4 Individual Instrument or Brass Objectives Page 5: o Identify and define the musical symbols:, staff, treble or bass clef, measure, bar line, and o Play Concert F, Concert Eb, and Concert D with the correct fingering/slide position, posture, hand position, and a F Horns Only Objectives Page 4: o Identify and define the musical symbols:, staff, treble clef, measure, bar line, and o Play C, D, and E with the correct fingering, posture, hand position, and a F Horns Only Objectives Page 5: o Identify and define the musical symbols:, staff, treble clef, measure, bar line, and o Play E, F, and G with the correct fingering, posture, hand position, and a Electric Bass Electric Bass Pages 4 and 5: o Identify the musical symbols:, staff, bass clef, measure, bar line, and final double bar line. o Identify, count, and play whole notes and whole rests. o Play G, D, A, E, Bb, and C with correct posture, hand position, and a characteristic Percussion To foster the development of total percussionists, all students are asked to start on both snare drum and mallets. On pages 4 and 5, the music for both mallets and snare drum is presented in score form, in systems. These pages are designed for use in percussion classes in either a homogeneous (snare drum/mallets individually) or heterogeneous (snare drum and mallets together) setting. o Snare Drum Pages 4 and 5: 1) Identify the musical symbols:, staff, non-pitch clef, measure, bar line, and final double bar line. 2) Identify, count, and play quarter notes and quarter rests.

5 5 3) Accurately perform right hand lead/left hand lead and alternate sticking patterns with proper posture, hand position, technique, and a characteristic o Mallets Pages 4 and 5: 1) Identify the musical symbols:, staff, treble clef, measure, bar line, and final double bar line. 2) Identify, count, and play whole notes and whole rests. 3) Play C with correct posture, hand position, technique, and a characteristic tone quality. 4) Accurately perform right hand lead/left hand lead and alternate sticking patterns with proper posture, hand position, technique, and a characteristic Procedure (Activities) Because of the variety of starting situations teachers may encounter (e.g., homogeneous instruction, heterogeneous woodwind, heterogeneous brass, heterogeneous percussion), no single procedure will apply to all classrooms. Teachers are encouraged to use their own procedure to successfully accomplish the stated objectives. Upon completion of student pages 4 and 5, all students will be ready to begin full band instruction on page 6.