Mikey Mayer

Woodwind Methods Lab

Jubilance measure 33-40 phrasing

November 24, 2017

Scaffolding is defined as the “support given during the learning process which is tailored to

the needs of the students with the intention of helping the achieve his/her learning goal.”

Commonly in the lesson I ask for improvements that can be made and tailor the repeated

exercise to the student’s goals. As I layer more steps to the warmup, it is building support

of the students.

Time Needed: 15 minutes

Materials Needed: Marker and Whiteboard, piano, Jubilance score, tuba mouthpiece, metronome

Learning Objective: The students will learn how to play measures 33-40 of Jubilance with good

tone and phrasing

Assessment: The students will play measures 33-40 of Jubilance with good tone and phrasing

Personal Objective: Talk slower so my speech impediment is not so evident and listen more to

individual parts of the band

Procedures:

1) Greet the class with a smile “ Hello class!”

2) Have them answer back

3) Comment on their lack of enthusiasm and try again

4) Ask them if they know their E flat scale

5) Ask them to look at the fingerings for it

6) Have them play an E flat scale, in half notes

7) Have percussion play quarter notes

8) Tell them good job and ask what can improve in it

9) Try the scale again but this time, have what they want improved in mind.

10) Before the lesson, write the rhythm found in the moving 8th note line at measure 33

11) Have them play the rhythm in the scale, one measure for each pitch

12) Have percussion do the same

13) Afterwards have them comment on two things that were good

14) Then ask what are two things that can improve

15) Try again but ask them to try to make it through the phrase

16) Ask them what can be improved and try again

17) Have them add another layer on this exercise and add dynamics within the 1 measure

phrases, have them crescendo during the 8th notes and decrescendo in the final 2 beats

Learning Theory: Scaffolding, the students are being supported through repetition

and by adding layers they are understanding the foundation of the exercise.

18) Tell them good job and ask what was good and what was bad

19) Ask them to do this exercise one more time, but ask them to extend the phrase to two bar

phrases instead of one.

20) Tell them good job on the 2-bar phrasing, ask them what they want to improve

21) Repeat the exercise once more

22) Tell them good job on what they wanted to improve

23) Ask the class to turn to measure 33 in Jubilance

24) Ask them what in the warm up can apply to the part of the piece of the music.

25) Ask what the definition of Jubilant is and ask the class to play with jubilance

Learning Standard Connecting: Relating artistic ideas and work with personal

meaning and external context. Anchor Statement: Relate artistic ideas and works

with societal, cultural and historical context to deepen understanding.

26) Have them run the measures 33-40 with good tone

27) Have the percussion play the bells part and the suspended cymbals part

28) Tell them great job and ask what was good and what can be improved

29) Run the measures again but have what they want to improve in mind

30) Tell them great improvements on what they wanted to improve

Learning Theory: Scaffolding, as students are assessing themselves they are also

giving support on what aspect they want to work on to better the group.

31) Ask the class what they think a “soli” is

32) Have the soli instruments play alone with me conducting

33) Say good job, ask the students playing what could be improved and what was good

Learning Standard Responding: Understanding and evaluating how the arts convey

meaning. Anchor Statement: Apply criteria to evaluate artistic work

34) Have them try it again, but have phrasing in mind for the run-through

35) Comment on their improvements in phrasing

36) Ask what can improve and what was good about it

37) Have everybody but the soli instruments play, remind them of good phrasing

38) Ask them what was good and what they wanted to improve upon
39) Have them play again with what they want to improve in mind

40) Comment on their improvement with phrasing

41) For instruments who have the 8th note figure like clarinets and saxophones, remind them

not to rush or overplay

42) Have those people play and have them keep subdivisions in their heads and make sure

they go through the whole phrase, have percussion give 8th notes on snare

43) Ask them what they liked and what can be improved, have them replay it with what they

want improved in mind

44) Comment on the improvement of what they wanted to improve

45) Now have everyone play with phrasing in mind, have percussion play what is written

46) There will most likely be some balance issues comment on them

47) Say that although the soli and the other parts are all mezzo-forte, that the soli should be a

little more above, but not so above that it drowns out the low voices

48) Have them play again with both balance and phrasing in mind

Learning Theory: Scaffolding, the students are listening outside themselves to better

support the ensemble as a whole and by commenting, also giving support to their

peers.

49) Ask them what was good and what was bad, have them repeat again and focus on what

they want to fix

50) Comment on their improvements overall and do one last run through to make sure it is

not just luck

Closure: Great job today class!! To prepare for your concert make sure you practice more

of this at home, so it can be the best it can be, show your families what you’ve learned

today, have a great day!!