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Dripping Springs Middle School

Concert Band
Week of Feb. 17-20
117.209.(c)(2)(D) read music notation using appropriate cognitive and kinesthetic responses
such as inner hearing, silent fingering, shadow bowing, or Curwen hand signs.
117.209.(c)(2)(A) interpret music symbols and terms referring to notation, including fermata
and coda; dynamics, including pianissimo to fortissimo; tempi, including andante, largo and
adagio; and articulations, including accent, marcato, and previously known elements.
117.209.(c)(3)(C) perform independently and expressively, with accurate intonation and
rhythm, demonstrating fundamental skills and appropriate solo, small ensemble, and large
ensemble performance techniques.
Students will be able to play dotted quarter eighth note figures with rhythmic precision within
the full ensemble at tempo (112).
Students will be able to play melodic, counter melodic, and accompaniment with the
demonstrated style of the piece.
Students will be able to perform transitions within the first 27 measures of the piece with
dynamics and style.
Objectives and Sequence:
Warm up #1- Articulation
o Play for 4 rest for 4 Concert F
Let the pitch settle and the students get a feel for playing within the
o Letter C- Articulation
Students will play the articulation exercise with the metronome at 100.
Students will focus on using Toh/Tah/Tee voicing based on instrument.
Students will strive for consistent tongue placement and precise subdivision
of the beat.
Students can be asked to play a measure over again if not adequately played
as a group or as a section.
Mm. 11-12 Horn/Saxes/Low Brass/Low WW- Rhythm
o Tell high voices that Im coming to them next so they should be fingering along at m.
o Anyone who has a dotted quarter/eighth rhythm will count and clap with a
metronome 2 measures only
Precise placement of eighth note
Use subdivision on metronome
Aim for three correct repetitions
o Anyone who has an eighth rest one 1 of measure 11 will count and clap with a
metronome 2 measures only/ dotted quarter people will sizzle their part (model if

Make they dont slow down with metronome

Model if need be
Aim for three correct repetitions
o Have both parts count and clap while snare and bass drum play those two measures
Fix percussion if need be
o Have both parts play those two measures with percussion
Listen for linear parts being played accurately
Repeat on loop till played successfully a few time through.
o Continue to measure 18
If played correctly ask everyone to play a slight crescendo through mm. 15-16
Mm. 11-18 Trumpets/Clarinets/Bells- Style
o Ask trumpets, clarinets, and bells to listen and finger along while I model the melody
Front heavy march style
Add phrasing
NB from 14 to 15
o Have trumpets play by themselves
Make sure eighth notes in m. 13 are appropriate length and in time
NB from 14 to 15
Model with voice if necessary
Play correctly twice
o Add clarinets and have trumpets listen to the clarinets for balance/ have low voices
sizzle if they stop fingering along/ add percussion
Make sure clarinets are matching the style of the trumpets
Model with voice if necessary
Play correctly twice
NB from 14 to 15
Crescendo 15-16
2.19 Review two previous rehearsal points
Mm. 11- 18 Flutes and Oboe- contrasting style
o Demonstrate on trombone smooth line with articulation happening at proper time
while students finger along.
o Have group play/ rest of group fingers along
NB till m. 18
Crescendo through long notes
Listen for out of tune notes and make proper adjustments
Play twice successfully
Mm. 22-23 Everyone- articulation in rhythm (3 notes only)
o Count and clap that rhythm a few times
o Model vocally and by sizzling
Have students sizzle the rhythm and note lengths back
o Play a few times successfully
Have everyone play second time from 11-27
o Remind everyone to incorporate what we just worked on it this section.

o Start soft and end the section strong with a forte dynamic
o Refine the above objectives as needed.
o Listen for tuning and wrong notes
Mm. 1-11 Percussion- time keeping
o Everyone finger and wind pattern beginning to 11
o Have percussion play while listening for
Clarity and balance of bells
Timing of crash cymbal
Interaction between snare and bass drum
Mm. 5-11 Everyone- transition
o Model quarter note parts first with bass drum playing (Everyone fingering from 5)
student listening for accented style.
o Ask only those people to play (quarter notes at 5) four measures and stop
o Refine accented quarter notes till there is little space between each note and correct
note shape.
o Add eighth note people and remind them that they are to play with the same style on
their quarter notes. All in including percussion. 4 measures only.
o Refine band till style is near 100% accurate and matching.
o Model dynamic change in mm. 9 and 10
o Have percussion play measures 9 and 10 while everyone counts and claps and the
rhythm and dynamic (checking for understanding on rhythms)
o Everyone play with percussion measures 9 and 10. Play till dynamics and rhythms are
>90% accurate.
o Start at m. 5 and play into section at m. 11
o Refine transition with and without metronome.
Mm. 1-4 low voices- style
o Model accented tied quarter notes with decay on beat 1 and space between each hit.
o Slow air speed down and keep embouchure firm throughout the duration of the note.
Tongue is consistently hitting the same part of the mouth or reed.
o Everyone who has this part plays with a goal of three successful repetitions.
Everyone plays at beginning through transition and 1st and 2nd time to 27
o Listen for tempo fluctuation
o Wrong notes
o Wrong rhythms
o Style and counter melody style
o Dynamics at transition
o Tuning
o Balance of band 2nd time through 11