Student Teacher Name: Krystina Rodkey Date: 11/14/19

Lesson Topic and Grade: Concert Band; 9-12

National Standards of Music:

 MU:Pr4.1.E.8a Select a varied repertoire to study based on music reading skills (where appropriate), an
understanding of formal design in the music, context, and the technical skill of the individual and ensemble.
 MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how compositional devices employed
and theoretical and structural aspects of musical works impact and inform prepared or improvised performances.
 MU:Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised
performances of a varied repertoire of music representing diverse cultures, styles, and genres.

Instructional Objectives:
 Students will play with good tone and accurate rhythm
 Students will be able to play through Sparkling Lights and O Come, O Come Emmanuel
 Students will be able to play with musicality and expression

Materials:
 Instruments
 Foundations for Superior Performance warm-up book
 Sparkling Lights
 O Come, O Come Emmanuel
 Conductor’s baton/stand/podium

Opening/Introduction Activity
 Concert F
 F stretches
 Concert e minor scale
 Tune
 Chord building exercise
1. Tuba/euph/tbn/bari – concert e
2. Horn/alto/tenor/tpt 2.3 – concert g
3. Flute 2/clar 2.3/tpt 1 – concert b
4. Flute 1/clar 1 – upper concert e
 Remington exercise on this chord
 Rhythm exercise: 4 + 3 rhythm from Sparkling Lights, on e minor scale
Learning Opportunities/Procedure:
  O Come, O Come Emmanuel
A. From beginning
1. Goals
a. Dynamics
b. Intonation
c. Balance
d. Style
2. Listen for:
a. fp in 16
b. tempo in waltz at 23
a. listen esp. for tambourine – only sense of pulse
c. horns at 45 – only melody instrument here
d. hairpin dynamic at 64
e. Cue trumpet at p/u to 51
 Sparkling Lights
A. First note – get it together, energetic, same length
B. Goals
1. Accurate entrances
2. Style
3. Clarity of notes
4. Light articulation
5. Dynamics – nuanced
C. Listen for
1. Articulation in 4 + 3 rhythm
2. LB 11, 15
3. Quarters at 26, punchy
a. Go somewhere with the notes, esp. repeated
4. Clarinet/saxophone 45
5. Scale runs
D. Run piece if time
Closing Activity
 Run Sparkling Lights if time

Assessment:
 Gradual assessment of ensemble performance throughout the course of the rehearsal. I will be listening to hear how they
interpret my direction and if their playing improves because of it.

Reflection:
 Sparkling Lights is still not where it needs to be. It is improving, but there is still a lot of work to be done. I need to think of
ways to improve it, or perhaps I need to let this piece breathe for a bit and let the students have a break from it.