You are on page 1of 19

Unit Plan for Montevista By Robert W.

Unit Prepared by Kelsey Nicholson for Grade 7 Band

Table of Contents: Sample Lessons Lesson 11 Lesson 22 Lesson 33-4 Lesson 45-6 Main Themes7-17 Flute/Oboe/Mallet Percussion Clarinet Bass Clarinet Alto Sax Tenor Sax Bari Sax French Horn Trumpet Trombone Euphonium Tuba Worksheet18

1 Lesson 1 Class: Experienced Grade 7 Band Topic: Montevista Time frame: 30 minutes Objectives: Students will be able to reproduce basic patterns in G minor by ear Students will be able to play and recognize the three main themes of the piece Introduction: Introduce self for those who might not remember. Sequence: Echo patterns (5 min): - I will start by asking students to find the 1st, 3rd, and 5th notes of their G minor scale. We will play each note together as a band to ensure everyone has the correct pitches. (Percussionists will all be playing mallet instruments) - Using these 3 notes, I will have students echo patterns that I sing. - I will use rhythms and patterns similar to the first theme of Montevista. - For the final pattern, I will tell students I am going to add one extra note and see if they can figure out what note it is. I will then sing the first 2 bars of Montevista. - Students will refer to their montevista theme sheets to check if they found the correct note (4th note) Themes (10 min) - Now that students have learned the first 2 bars by ear, we will look at the first theme from Montevista. I will divide the theme into two 4 bar measures. We will focus on the leaps in the melody and ensuring students get the accurate pitches. - We will move on to the 2nd theme. There are few pitches, but we will focus on the articulations. - For the 3rd theme, I will have students compare the pitches they have to those in the 1st theme. They are mostly the same, only the rhythm is twice as fast in the 3rd theme! Introducing the piece (15 min) - Students will look at measures 1-8 in their part. Who has the first theme? The whole theme, or just part of it? - I will give students a minute to look at measures 1-16 then have then play, listening for the theme. - Looking at measure 17, who has theme 2 here? Everyone with the theme play measures 17-20. - Who has theme 3 at measure 21? Is theme 2 still happening? Yes, they are both happening at the same time! Everyone will play from measures 17-28. - Now we will play measures 29-36 where the accompanying players come in. - If time permits we will play from the beginning to 36. Closure: Thats all the time we have for this piece today. Make sure you know all of your themes very well, as they will appear many times throughout this piece.

2 Lesson 2 Class: Experienced Grade 7 Band (woodwinds only) Topic: Montevista - articulations Time frame: 30-35 minutes Objectives: Students will be able to play the G natural minor scale with varying articulations Students will be able to perform each theme with the appropriate articulations Students will be able to perform their parts accurately from measures 1 - 37 Sequence: Warm Up G minor scale (6-8 min): - Students will play G harmonic minor scale (pg. 42 of method book) - Students will lower the 7th note of the scale, creating a natural minor scale - Students will play the scale staccato - Students will play the scale accented - Students will play the scale slurred - Students will play the scale with a pattern of 2 slurred notes followed by 2 staccato notes Main Theme review (5-7 min): We will review each theme, focusing on applying the correct articulations Rehearse Piece (20-25 min): - Rehearse theme 1 from measure 9. Focus on articulation, and rhythm of measure 14 (8th notes). - Flutes with theme 3 at measure 21 while bass clarinet and saxes play theme 2. In theme 3, focus is on staccato 8th notes. In theme 2, ensure staccato is short enough, and the accented quarter note is a full beat. - The rest of the woodwinds come in at measure 29. Ensure 8th notes in clarinets are detached and steady, not rushing. Shots in bass clarinet and saxes must line up. - If this section isnt lining up/pulse isnt good, have everyone clap their part together to line them up. - If time permits read through flowing section at measure 37. Subdivide 8th notes to ensure accurate note length with sustained notes. - Play through from beginning to measure 37 or up to whatever point we have reached.

Closure: What did we learn today? - Articulation - Subdivision Homework: - Practice your scales with different articulations like we did today. - Take a look at the new material we covered today at 37-53. Dont forget to subdivide! Use a metronome if you have one available.

Lesson 3 Class: Grade 7 Experienced Band Subject: Montevista Ensemble pulse and subdivision Time frame: 35-40 minutes Objectives: Students will be able maintain a solid pulse together particularly throughout the section at measure 37. Students will be able to use subdivision to help them maintain a steady pulse. Students will be able to play from measure 17 to 37 with accurate rhythms, pitches, and articulations. Introduction: Worksheets will be due next Thursday. Some answers can be found right in your music, some you may need to look up definitions for, and others you will find simply by listening in class. Sequence: Warm Up Ensemble Pulse Activities (10 minutes): Counting Game - Students count together from 1 to 8 with a steady pulse, repeatedly. - When my palms are turned up, we count out loud. When they are turned down, everyone counts in their head, without mouthing numbers, tapping feet, etc. - When my palms turn up again, we listen to see if we are all in the same place. - We will repeat the activity, but with subdividing 8th notes (1 and 2 and etc) to help keep the pulse more steady. Students will evaluate whether they kept the pulse better when they subdivided with 8th notes.
Are students in the same place when they start counting out loud again? Are they keeping a steady pulse?

Scale with active rests - We will play G natural minor scale, holding each note for 3 counts and resting for 2. There will be no conducting, cueing, etc. Students must keep the pulse as an ensemble. (Percussionists will do single stroke rolls) - How can we make sure we play together and rest for the same length of time? o Subdivide o Listen to others and breathe together - Play again for longer durations. Hold for 4 rest for 4.
Are students coming in at the same time? Holding notes for the same length? Breathing together?

Review at Measure 17 (10-15 minutes): - Ask, who plays theme 2 at measure 17? Raise hands. Answer: bass clarinet, tenor sax, euphonium and mallets (kind of tambourine too?). Have them play it. - Who has theme 3 at measure 21? Answer: flutes and oboe. Have them play it.
Did the right people put up their hands?

Everyone from measure 17. Accompanying lines come in at 29. Listen for saxes when they have rests on beat one. Have just saxes, bass clarinet, and low brass play if necessary. Focus on articulation throughout this section. If students are having trouble with staccato, get them to speak it first.

B Section at Measure 37 (15 minutes): - Here we have a lot of sustained notes such as half notes or whole notes. It is important to subdivide and keep the same pulse as an ensemble, like we were working on in our warm up, so that we stay together throughout this section. - Read through from 37 till 53 if students can make it all the way through.

Is the band staying together? Particularly on whole notes? Or are they losing the pulse during these sustained notes?

Percussion parts may need assistance as they are playing opposite the band. Focus on breathing (no huge breaths at on bar lines in the middle of phrases) Focus on differing articulations. Smooth and flowing, with contrasting interruptions by percussion and low brass playing theme 2. If time permits, play from the beginning to 57.

Homework: Keep working on the section at 37, keep it smooth and flowing and try not to breath in the middle of phrases. Take a look at 57 to the end, as we will be working on that next class.

Lesson 4
Class: Experienced Grade 7 Band Topic: Montevista recap and development of themes Time frame: 35 minutes Objectives: Students will be able to keep a steady internal pulse and play together with the ensemble. Students will be able to identify thematic material throughout Montevista and how it is developed. Intro: - Remember, worksheets are due next class! If you dont have all the answers filled out yet, you may still find some answers during todays class.

Sequence: Warm Up (5-7 minutes): Review of scale with active rests: - G natural minor scale pg 6 - Hold for 3, rest for 2 (get percussion to do single stroke rolls) - Breathe together!!! - Do one time through with conducting/counting, then without so students have to keep their own pulse. - Does anyone know why we use this scale to warm up? **important info for worksheet New Material at 53 (15 minutes): - Read from 57 to 65. This is a recap so the material is already familiar. - Flutes, oboe, 1st clarinet, trumpet, and mallets play at measure 65. Everyone else watch your theme sheets and listen to see if what they are playing is related to one of the themes. (Theme 2 in augmentation) **important info for worksheet - Who else has thematic material here? Low brass/reeds have theme 1. - Who has thematic material at 73? Clarinets, altos, horns. o But it is only a fragment of theme 3. Another fragment of theme 1 occurs at 75. - Everyone play from 65 to the end. o At measure 73, watch quarter note rests in the accompanying parts. Breathe together! o May have to tighten up ending rhythmically, especially with last 2 bars, or in percussion parts as they have new material here.

Review of B Section at 37 (10-12 minutes): - Play from measure 37, keeping in mind what we have talked about with group pulse and subdivision. You can listen to the percussion too, they are filling in the gaps while everyone else plays sustained notes.

o May need to use stagger breathing so not everyone is breathing at every barline o Bring out trombone, euphonium, oboe and mallets when they play theme 2 at the end of the phrase. Run from the beginning. **Listen for who plays theme 1 at the beginning of the piece if you dont already know.

Homework: - Weve worked our way through the whole piece so now we just have to refine it. Not only do you need to know your notes and rhythms, but you must also make sure you are also practicing the entire piece with accurate articulations and dynamics! - Dont forget about your worksheets! They should be handed in at the beginning of next class.










Montevista Worksheet
Name:________________________ Date:_____________

1. Who composed Montevista?

2. What key is this piece written in?

3. How many measures are in this piece?

4. What instrument plays theme #1 at the beginning of the piece?

5. What is the relationship between theme #1 and theme #3?

6. What does legato mean?

7. What does staccato mean? Draw what a note with staccato articulation looks like.

8. How do the flute, oboe, clarinet, and trumpet parts relate to theme #2 at measure 65?