Field Teaching / MUSE 350

Name: ___Sarah Wagner________ Date: ____10/1/19_________

Basic Information

Sarah Wagner
Beginning Brass

Tuesday, October 1st, 2019, 8:45-10:15am

Materials

- Student
- Mouthpiece/Instrument
- Standard of Excellence Book (#14 and #20)

Prerequisite Knowledge and Skills

Students should be able to play the entirety of Exercise #18 with correct rhythm and pitches.

Content and Achievement Standards

Anchor Standard #8

 Perform a varied repertoire of music by playing instruments, alone and with others, from
rote, memory, and written notation.
o Play and identify correct posture, characteristics, tone quality, accurate tuning and
intonation, good breath support, proper bowing, and/or correct hand position.

Behavioral Objective(s)

At the conclusion of this lesson, students will be able to:

 Accurately breathe with instruments

 Demonstrate proper posture with instruments
 Match pitch on instruments
 Accurately clap rhythmic patterns

Procedures

0:00 Warm Up

1. Breathing – MOVE QUICKER

a. Posture Check (assess students)
b. In 4, Out 4…4, 8…
 2. Buzzing
a. Review how to hold mouthpiece
b. Sirens
i. If need be: play highest and lowest pitches first.
c. Half Notes: Bb
i. *Focus on articulation and length.
3. Call and Response
a. Whole Notes: Bb, C, D, Eb, F
b. Sing for accurate pitch
c. Sol-Fa-Sol
d. Sol-Fa-Mi
e. Do-Re-Mi
i. *Check fingerings, sing pitches.

0:04 #14 – FOCUS ON RUN THROUGH

1. Entire Thing
o “Focus on rests.”
o *Length of half versus whole notes.

0:10 #21 – REPEAT MEASURES AS NECESSARY

1. Review F.
a. “What is the fingering/slide position?”
i. Trumpets: What is this note?
b. Play and hold.
i. Play two quarters note.
2. M. 1-2
a. “Say note names and finger/slide.”
b. Isolate F-Eb.
i. Move your fingers/slides faster between notes.
ii. Work on “di” articulation.
c. Play the measure as written.
3. M. 3-4
a. “Say note names and finger/slide.”
b. “Play the measure as half notes.”
i. *Ascend from Mi-Fa-Sol.
c. Play as written. (loop)
4. Mm. 1-4
a. “Say note names and finger/slide.”
b. “Where should we be breathing? How do you know?”
i. *Give them 5 seconds to raise their hand.
ii. *”Does anyone disagree?”
c. Play all four measures.
i. *Isolate if need be.
ii. *Repeat if need be.
 5. Mm. 5-6
a. “What are the lengths of these notes?”
b. “Say note names and finger/slide.”
c. “Play m. 6 as half notes.”
d. Play both measures.
6. Entire exercise.
a. “Say note names and finger/slide.”
b. Play entire exercise.

0:30 Review

2. Proper articulation.
 “Di.”
3. Concert Eb/F fingering.
4. Giving notes the full length.
5. Switching valves/slides faster.

0:33 End

Assessment of Objectives

Assessment will be informal and achieved by monitoring the room during the exercise and
listening to breathing and pitch accuracy. Assessment will also be achieved by those students
who raise their hands to answer questions.

Universal Design for Learning

 Vocal modeling and buzzing for students to hear quality of sound.

 Clapping and sizzling before playing.
 Saying note names before playing