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Concert Band Lesson Plan

I.

Materials
A.
B.
C.
D.
E.
F.
G.

II.

III.

IV.

Chairs
Stands
Music
Instruments
Harmony Director
Baton
Whiteboard and Marker

TEKS
A. (3) Creative expression. The student demonstrates musical artistry
by singing or playing an instrument, alone and in groups, performing a variety of
unison, homophonic, and polyphonic repertoire. The student makes music at an
appropriate level of difficulty and performs in a variety of genres from notation
and by memory. The student is expected to:
B. (A) model, alone and in groups, characteristic vocal or
instrumental timbre;
C. (B) perform music alone and in groups, demonstrating appropriate
physical fundamental techniques such as hand position, bowing, embouchure,
articulation, and posture;
D. (C) perform independently and expressively, with accurate
intonation and rhythm, demonstrating fundamental skills and appropriate solo,
small ensemble, and large ensemble performance techniques;
Behavioral Objectives
A. Students will warm up using correct fundamental performance
skills
B. Students will demonstrate rhythmic precision when counting or
playing music.
C. Students will play with proper ensemble balance (melody loudest,
then harmony)
D. Students will play Infinity March from beginning to end without
significant note, rhythm, or balance errors.
Sequence of Events
A. Warm-up
1. Hum and sing concert F
a) Hum for 8 counts
b) Hum for 4 counts, open to “ahh” for
four counts.
c) Sing on syllable for 8 counts (Doh,
Dah, Deh, Doo, Dee).
d) On wind for 8 counts.
2. Playing concert F

a) Three repetitions of an 8 count
concert F
b) Ensure sound are consistent, clear,
and centered, and are articulated and released together.
c) Assess problems as needed.
3. F around the room, 4 counts sound, 4 counts rest.
Give individual feedback as needed
a) Tuba
b) Euphonium
c) Trombone
d) Low Reeds
e) Trumpets
f) Alto Saxophones
g) Clarinets
h) Oboes
i) Flutes
j) Percussion
4. Remington Descending
a) Play Remington descending with
correct fundamentals
b) Problematic notes may be:
(1) Trumpet Eb (23)
(2) Trombone Db (5th
position), B (Tb2)
(3) Tuba Euph Db (23) B
(24)
(4) Clarinet C#, response
problems, Move fingers with tongue and maintain a fast
airstream
(5) Saxophone covered
C# (third finger+ octave key)
(6) Assess note
knowledge if necessary by asking sections what fingerings
problematic notes may be in
5. Remington Ascending
a) Play Remington ascending with
correct fundamentals
b) Problematic notes may be:
(1) Trumpet G# (23), C#
(12)
(2) Trombone F# (5th), B
(4th)
(3) Tuba/Euph F# (23), B
(12)

(4) Clarinets G-B interval
(first over the break), G-C#
(5) Flutes - correct
octaves (skinny air, blow air higher)
(6) Saxophone concert F
is very sharp (their D). Use B key to correct. G also sharp,
adjust with air/jaw.
(7) Oboes maintain firm
bottom lip + flat chin. Keep head up and maintain a fast
airstream.
(8) Assess note
knowledge if necessary by asking sections what fingerings
some problematic notes are in.
6. Note length exercise
a) Lead students through note lengths
on trombone. Model with voice as needed. Staccatos in particular
may be problematic.
b) Problems that may need correcting:
(1) Tenuto - not
connected enough
(2) Portato - more lift
needed
(3) Staccato - more
separation without clipping the sound
(4) Assess knowledge of
articulation if necessary by asking questions about each
note length.
B. Infinity March, measures 37-end.
1. Students will clap and count from measure 37 to the
end of Infinity march at quarter note = 96.
a) Be extra aware of the whole note tied
to the quarter in measures 39-40, and the rest on beat 2 of 40.
b) Have them do this several times in a
row correctly.
2. Students will play measures 37-end on their
instruments without significant errors. Again, make sure there are several
repetitions of measures 39-40 without anyone playing in the rests.
C. Infinity march, measures 1-36
1. Percussion
a) Play measures 1-8 at quarter note =
96.
b) Check rhythms and tempo accuracy
of each instrument, especially snare drum. 16th notes can’t drag!

2. Winds
a) Achieve several repetitions of the
clarinet/alto sax pickup into measure 9.
(1) Clap and count first
with percussion.
(2) Play with percussion.
(3) Make sure both
instruments are audible and independently successful.
(4) Assess by having
them play together with percussion.
b) Trumpet/clarinet melody is audible
and clear. Ensure harmonies are audible, but below the melody.
(1) Hear trumpets and
clarinets independently if necessary.
(2) Clarinets will likely
be too soft. They can probably play louder.
(3) Assess this as needed
throughout the rehearsal. If it’s good, don’t address it!
c) Low voices
(1) Concert. A. Natural!
Make sure they are all doing it!
(2) Make sure quarter
note rhythm doesn’t slow down in measure 13, and all
other measures it is present.
(3) Tuba especially can
play out!
D. Full ensemble beginning to end
1. Assess problems as necessary - they tend to creep in
the more instruments are added.
2. Rhythm and tempo especially must be correct, with
good sounds coming from each section. Be picky!
3. Continually assess balance throughout each
restatement of the melody.
4. Cue students as often as possible, and communicate
as much as possible from the podium.