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10-Minute Composition Rehearsal Objectives  Try to have the group hit all the new notes consistently  Make

sure each section can stagger breath well to maintain a steady sound (especially trombones with their long, continuous dotted half notes)  Try to have the group maintain a steady tempo as they play  Have the group get through as much of the piece as they can while still playing well Difficult Parts  Trombones o Sustaining the long continuous dotted half note rhythm with good sound and tone o Making sure they don’t “fall in a rut” with the beginning pattern – the piece does change! o The new note F# - making sure they know when it comes, where the note is (5th position) and making sure they can play it with good intonation and tone  Flutes o They are using the entire recommended range! Making sure they can get all the notes out o There are quick note changes (like the eighth note runs) so they have to be confident with fingerings so they can change quickly and easily between notes  Clarinets o They are using a good amount of their range – making sure the notes are all known and playable so that it comes out of the clarinet with good sound o New note G# - making sure they know where it is in the piece, making sure they know how to play it o Quick note changes in the eighth note runs  Trumpets o Going a little lower in the range then normal – making sure the lower notes sound just as good as the other notes o New low note B – the low b is played with the same fingering as the high B but you have to loosen your embouchure a little more to get the note that’s down the octave  Everyone Overall o Bringing out the melody as it switches form part to part o Not knowing the piece before we start since its an original composition Introducing the Piece  Simple minor piece  Steady compound duple meter  Melodic eighth notes flow between parts throughout the song Patterns/Repeated Ideas  Trombones have a simple 4 note pattern in the beginning (BUT IT DOES CHANGE)  Melody is simple to follow in beginning, but as it goes from part to part, the melody is usually the eighth notes (those are the ideas to bring out whenever it comes up and especially when repeated)

Sequence 1.Measure Numbers!!  Have them all measure every five or so measures so they can follow along in the music when instructed to start at different places 2.Teach New Notes!!  Teach the Trombones how to play the F#  Teach the Clarinets how to play the G#  Make sure the Trumpets understand how to get the low B natural  Make sure all the sections are comfortable with these newer notes 3. Playing the new notes  Have anyone with a new note take 30 seconds to try and get it to sound  Then have them all play it to make sure they all have it 4. Point out difficult parts  (Difficult Parts mentioned earlier in lesson plan) 5. Point out patterns/repeated ideas  (Patterns/Repeated Ideas mentioned earlier in lesson plan) 6. Start the piece off very slowly  Start off at very slow tempo  Get them sight reading to get an idea of the piece and to work on their sight reading skills 7. First sign of trouble, have the band stop to do work in each section  Give the group 30 seconds to have them look through the piece and see what parts they need to work on and see if they can start figuring out fingerings  Let them ask any quick questions they might have  Start with the woodwinds by having them try to play through the woodwind melody duo at measure 9  If this gets too annoying or they need more individual work, pick one of the woodwind sections to work with and have the other finger along  As the above is going on, have the trombones and trumpets either finger along  Next, have the trumpets work on getting the melody line solid at measure 13  Next, have the trumpets and woodwinds work on passing off melody at measure 17 and at measure 27  Have them start with them only playing when they have eighth notes to give them an idea of how the musical line goes from part to part  When that’s comfortable, have them try to play the same thing with not just eighth notes, but everything that is written  If time, have those same three sections work on the unison rhythm at measure 21  Always have the trombones finger along so they don’t get too bored\  If still time, have the group try and play through bigger sections or if there is a lot of time, have the group try to read through the entire piece again  IF LESSON NEEDS TO END……have the group end the lesson by at least learning and playing through the last 6 measures to have played the end of piece and ending the song is an easy way to end the lesson