Urbandale High School: Symphonic Band 2/10/14 Piece: Reaching the Summit approx.

time: Objective: Objective: 20 minutes Identify Melody, Countermelody, and Accompaniment in Reaching The Summit as well as differentiate the three terms. Play mm. 64 70 in time

After reading your writing from the last class you had with me, I wanted to challenge you with these terms: Melody, Countermelody, and accompaniment. Take a moment to think about how you would define them Now ttyps I. Define: a. Turn to you partner and define melody, countermelody, and accompaniment. (60 seconds) Ill know your done when you sit quietly with your horn to your face b. Who had some good ones for: i. Melody ii. Countermelody iii. accompaniment c. Codify with a good response for each term. Have clarinet player scribe. Play examples a. Mm. 13 - 31 i. Raise your hands as a section if you think you have the melody in mm. 13 31. (Probably both trumpets and clarinets will raise their hands). ii. Trumpets play at mm. 15 1. Raise your hand if you think this is the melody? iii. Clarinets play at mm. 17 1. Raise your hand if you think this is the melody? iv. Trumpets have the melody. Clarinets have the countermelody v. Who remembers how we defined countermelody? 1. Sounds melodic but it isnt the tune of the piece. b. Mm. 31 51 i. Remember the melody is the tune of the piece. ii. Point to who has the melody here (isnt this a similarity?) iii. Point to who has the countermelody (isnt this a similarity?) iv. Whats in this section that wasnt in the last? v. Point to who has the accompaniment (isnt this a difference?) With a raised hand - What did we decide were the similarities and differences between the sections? a. Who wrote that down? Mm. 64 70 (with metronome) a. Write both rhythmic parts out on the board i. Group 1 play concert Bb ii. Group 2 play concert F (this so I can tell which group enters wrong)

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b. Everyone play each group once or twice. Bop it. Our objective is to play these rhythms in time with the metronome. c. Group 1 play top and group two play the bottom (switch). d. Extend the values to their written length (breath every 2 bars) e. Only flutes, clarinets, and saxes Wrap up by playing mm. 5 12 a. Excellent job everyone, remember to be conscious of intonation always but most important on held out notes and the pulse. b. This is what we will work on next time. Mr. Petersons piece