Jason Cebulski

Dr. Talbot
MUS_149
Peacemaker Unit Plan
Context: High School Wind Ensemble (10th – 12th). Students are proficient instrumentalists,
looking to prepare a variety of challenging repertoire in a Wind Ensemble setting. Class meets
every other day on an A/B Day rotation for 80 minutes. Student leadership is present in the
classroom and is evident through student conductors. Students are expected to show up, warm up
individually and tune individually for 5 minutes prior to the ensemble warm up.
Unit Description: In preparation for county adjudication, the Wind Ensemble is preparing three
songs, one of which is an easier warmup piece, while the other two are more challenging pieces.
The pieces have been chosen by the students through a previously completed project where they
created their own three-piece concert with at least two songs chosen from the Maryland Band
Directors Association list or the band library. The projects were reviewed by the teacher, who
then drafted a list of songs where all pieces chosen for performance that year would come from.
This “unit” is made up of one song being prepared for a performance. There are three
different units occurring simultaneously, so the 30-minute sections depicted in this plan of an 80-
minute rehearsal are specifically for this one song, Peacemaker by Karl King, arranged by James
Swearingen. While it is realized that learning a 2.5-minute march in roughly 3 hours of rehearsal
time is an ambitious timeline, it is because the students are capable of performing at a higher
difficulty level than Peacemaker is at. This song will act as the warmup piece for the
performance, not to diminish the value of learning this piece.
Musical Concepts to be worked on in Peacemaker:

- Articulation – Clean, precise differences in legato, staccato, marcato, accented articulation.

- Balance – Melody predominantly in trombones, no section can be too loud.
- Dynamics – What takes a march from being repetitive to musical is attention to dynamics.
- Tempo – Keeping a consistent march tempo (120 bpm) across all three sections.
Essential Question: How would we as an ensemble transfer our knowledge of various musical
concepts and apply it to perform a march?
Standards

- MU:Cr3.2.E.Ia Share personally developed melodies, rhythmic passages, and arrangements

– individually or as an ensemble – that address identified purposes.
- MU:Cr2.1.E.8a Select and develop draft melodies and rhythmic passages that demonstrate
understanding of characteristic(s) of music or text(s) studied in rehearsal.
- MU:Pr4.1.E.Ia Explain the criteria used to select a varied repertoire to study based on an
understanding of theoretical and structural characteristics of the music, the technical skill of
the individual or ensemble, and the purpose or context of the performance.
- 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:Pr5.3.E.Ia Develop strategies to address expressive challenges in a varied repertoire of
music, and evaluate their success using feedback from ensemble peers and other sources to
refine 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.
- MU:Re7.2.E.Ia Explain how the analysis of passages and understanding the way the
elements of music are manipulated inform the response to music.
- MU:Re9.1.E.Ia Evaluate works and performances based on personally- or collaboratively-
developed criteria, including analysis of the structure and context.
- MU:Cn11.0.T.Ia Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
References

- J.W. Pepper & Son Inc. (2020). Peacemaker. JWPepper.

https://www.jwpepper.com/Peacemaker/2478397.item#/

- OnMusic Dictionary. (2015). On music dictionary. Retrieved November 27, 2020.

http://dictionary.onmusic.org/

- US Army Field Band – Topic. (2015, February 21). The Trombone King [Video]. YouTube.
https://www.youtube.com/watch?v=ksHV5owq8wI

Key Terms
- Accent – A stress or special emphasis on a note. See Figure 1.
- Articulation – Directions to a performer indicating characteristics of attack, duration, and
decay of a note.

- Cut time – A time signature indicating duple meter 2/2 rather than 4/4.
- Dynamics – The volume of a composition.
- Forte – A dynamic marking indicating to play loud.
- Legato – A directive to perform the indicated passage of a composition in a smooth,
connected style.
- Marcato – Marked, accented note with a strong, shorter emphasis than a regular accented
note.
- March – A processional or military air especially suited to parades or processions.
Commonly written in cut time.
- Mezzo Forte - A dynamic marking indicating to play moderately loud.
- Mezzo Piano – A dynamic marking indicating to play moderately soft.
- Piano - A dynamic marking indicating to play soft.
- Sforzato – A marking indicating to play a note with particular emphasis. sFz
- Slur – A sign in musical notation indicating that the notes within it should be played legato.
- Staccato – A directive to perform the indicated passage of a composition in a detached,
separated manner.
- Tempo – The speed of the rhythm of a composition, measures according to beats per minute.
- Trio – The last strain of a march, usually repeated with some contrast between repeats. Last
repeat is referred to as the grandioso.

Lesson to Lesson Breakdown

Time Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6
min Sight Articulation Purpose of a Balance & Arrangement Performance
Read March Dynamics & Tempo & Reflection

Warm Discussion
0-5 Warm Up Warm Up Up/Sight Warm Up Review Trio* about
Read* composer
Review First
Sight Articulation Dynamics Full Run - Mock
5-10 & Second
Reading Discussion* Discussion Tempo Performance
Strain
Discussion Tempo Reflection
Active First Strain
10-15 about the Discussion & upon
Listening First Strain Dynamics
piece – Another Run performance
Technical,
Listen to
Discussio Articulation Second Strain Address any
15-20 Trombone
n about Dynamics Issues*
King*
our
Second Continue
rehearsal Trio
20-25 Strain Work on
strategy – Begin Dynamics
Articulation Arrangements Perform
Then Arrangement – Last chance Arrangements
begin – Focusing Continue
work on Trio *
25-30 on melody Work on
the Intro Articulation
Arrangements

*These sections specifically may call for more time. If so, allow for more time.
Extension: In this unit plan, students will be focusing on articulation, balance, dynamics, and
tempos associated with a march. Their knowledge will be tested in a live performance for
adjudicators. Following the unit, this knowledge can be extended to other styles.

Lesson 1
Sight Read

Learning Outcomes
I. Students will perform a Concert f minor Scales and Build-A-Chord.
II. Students will define sight reading strategies that lead to a strong sight read.
III. Students will sight read a march (Peacemaker).
IV. Students will actively listen to the march (Peacemaker) they sight read.
V. Students will compare the sight read with the recording of the march (Peacemaker).
VI. Students will create a personalized rehearsal strategy regarding the piece sight read.
Assessments
I. The teacher will assess the student’s performance of the Concert f minor Scales and
Build-A-Chord according to a +/- scale.
Student’s performance of the scale is correct.
Student’s performance of the Build-A-Chord is correct.

II. The teacher will assess the student’s depiction of sight reading strategies according to
a +/- scale.
Student’s mentioned valid sight reading strategies.

III. The teacher will assess the student’s sight read according to a +/- scale.
Student’s applied mentioned sight reading strategies in their performance.

IV. The teacher will assess the students’ comparison of the sight read with the recording
through a class-wide discussion. The teacher will be looking for Key Terms,
previously listed.
V. The teacher will assess the student’s personalized rehearsal strategy according to a +/-
scale.
Student’s created a valid personalized rehearsal strategy.
Procedure
I. Warm Up – The teacher will ask a student conductor to lead the ensemble in a
Concert f harmonic minor Scale and f minor scales Build-A-Chord.
 II. The teacher will ask the band librarian to pass out the march (Peacemaker) while the
teacher leads a discussion about sight reading strategies.
a. A familiar strategy may be STARS (Sharps/ Flats in the Key Signature, Time
Signature, Accidentals, Rhythms, Signs).
III. Sight Reading - The teacher will lead the ensemble in a sight read of the march
(Peacemaker).
IV. Active Listening - The teacher will play a recording of the march (Peacemaker) while
projecting the score on the projector.
V. Discussion – The teacher will lead a class-wide discussion about things the ensemble
did well during the sight read and things that the ensemble needs to work on to
prepare for a performance of the march (Peacemaker).
a. The teacher will also ask each student to write down things that they
personally need to work on within the march. This will lead to a discussion
about individual practice strategies regarding the piece.
VI. Rehearsing – The teacher will work with the ensemble on the intro of the march (m.
1-4), focusing on precise articulation, and moving as an ensemble.

Example Build-A-Chord of the Relative Major – Ab

 Lesson 2
Articulation

Learning Outcomes:
I. Students will perform a Concert f minor Articulation Warm Up.
II. Students will define articulation.
III. Students will identify various articulations in the march.
IV. Students will perform articulation patterns in the march.
Assessments
I. The teacher will assess the student’s performance of the Concert f minor Articulation
Warm Up according to a +/- scale.
Student’s performance of the articulation warm up was correct.

II. The teacher will assess the student’s definition of articulation by asking them to write
their personal definition on the white board in a white board splash.
III. The teacher will assess the student’s identification of various articulations according
to a +/- scale.
Student’s identification of accents was correct.
Student’s identification of marcato was correct.
Student’s identification of legato was correct.

IV. The teacher will assess the student’s performance of various articulations according
to a +/- scale.
Student’s performance of accents was correct.
Student’s performance of marcato was correct.
Student’s performance of legato was correct.
Procedure
I. Warm Up – The teacher will have a student conductor lead a Concert f minor
Articulation Warm Up.
a. The warmup consists of the ensemble playing the minor scales while
following the conductor’s cues for articulation. Legato vs Staccato.
 II. Discussion – The teacher will lead a class-wide discussion regarding various
articulation that appears in the march.
a. The discussion will also cover the importance of clear articulation in a march.
III. Rehearsing – The teacher will work with the ensemble through the First Strain (m. 5-
22), focusing on technical aspects (particularly upper winds), as well as articulation.
IV. The teacher will work with the ensemble through the Second Strain (m. 22-39),
focusing on technical aspects and articulation.
V. The teacher will work with the ensemble through the Trio (m. 55-118), focusing on
technical aspects and articulation.
Lesson 3
Purpose of a March

Learning Outcomes:
I. Students will sight read a march.
II. Students will perform various articulations found in a march.
III. Students will identify the characteristics of a march.
IV. Students will actively listen to a similar march (The Trombone King).
V. Students will analyze the common characteristics of a march and their purpose.
VI. Students will create an arrangement of a march (Peacemaker).
Assessments
I. The teacher will assess the student’s sight read of a new march according to a +/-
scale.
Student’s applied previously mentioned strategies in their sight read.

II. The teacher will assess the student’s performance of various articulations according
to a +/- scale.
Student’s performance of various articulations was correct.

III. The teacher will assess the student’s identification of characteristics of a march
according to a white board splash.
IV. The teacher will assess the student’s analysis of common characteristics of a march
and their purpose through a class-wide discussion. The teacher will be looking for
Key Terms that were previously mentioned.
V. The teacher will assess the student’s creation of their own arrangement of a march
according to a +/- scale.
Student’s arrangements incorporate the melody of Peacemaker.
Procedure
 I. Warm Up – The band librarian will pass out music for a different march for the
ensemble to sight read under the direction of the teacher.
a. This sight read will take the format which is at county adjudication. That
being the following:
i. 2 minutes – time for the teacher to silently look over the score.
ii. 1 minute – time for the teacher to talk over the piece with the
percussion section.
iii. 2 minutes – time for the teacher to discuss the piece with the ensemble.
iv. Sight Read!
II. Rehearsal – The teacher will work with the ensemble through the First and Second
Strain (m. 5-39), focusing on clear articulation.
III. Discussion – The teacher will lead a class-wide discussion regarding the common
characteristics of a march and the purpose that they serve.
a. During the discussion, the teacher will play a recording of a different march
(The Trombone King), which has a similar melody.
IV. Arrangement – The teacher will direct the ensemble to create small groups of 3-4 in
which to create an arrangement using the melody from Peacemaker.
a. The band librarian will pass out the worksheet that goes with the project.
 Lesson 4
Dynamics & Balance
Learning Outcomes:
I. Students will perform a Concert Ab Major Dynamics Warm Up and Build-A-Chord.
II. Students will interpret dynamics found in a march (Peacemaker).
III. Students will create dynamic shifts to add musicality to a march (Peacemaker).
IV. Students will perform dynamics found and added to a march (Peacemaker).
V. Students will create an arrangement of a march (Peacemaker).
Assessments
I. The teacher will assess the student’s performance of a Concert Ab Major Dynamics
Warm Up and Build-A-Chord according to a +/- scale.
Student’s performance of a Concert Ab Major Dynamics Warm Up was correct.
Student’s performance of a Concert Ab Major Build-A-Chord was correct.

II. The teacher will assess the student’s interpretation of dynamic markings found in a
march (Peacemaker) according to a +/- scale.
Student’s interpretation of dynamic markings is valid and supported.

III. The teacher will assess the student’s addition of new dynamics to a march
(Peacemaker) through a class-wide discussion. The teacher will be looking for Key
Terms to be mentioned, which are previously listed.
IV. The teacher will assess the student’s performance of dynamics found and added to a
march (Peacemaker) according to a +/- scale.
Student’s performance of dynamics found and added are correct.

V. The teacher will assess the student’s arrangements according to a +/- scale.
Student’s arrangements incorporate a valid rhythmic element.
Procedure
 I. Warm Up – The teacher will ask a student conductor to lead a Concert Ab Major
Dynamics Warm Up.
a. Such a warmup has the ensemble playing the Concert Ab Major scale while
following the conductor’s cues regarding dynamic changes.
II. Warm Up – The student conductor will lead a Concert Ab Major Build-A-Chord.
III. Discussion – The teacher will lead a class-wide discussion regarding the dynamics
already found in the march and ones that could be added.
a. The teacher will encourage the students to create the new dynamic markings.
If multiple ideas are mentioned, then the teacher will ask the ensemble to
perform each to get a sense of what each is like.
b. The ensemble will then vote upon what to write in.
IV. Rehearsing – The teacher will work with the ensemble through the First Strain (m. 5-
22) focusing on dynamics and the addition of new dynamic markings.
V. The teacher will work with the ensemble through the Second Strain (m. 22-39)
focusing on dynamics and the addition of new dynamic markings.
VI. The teacher will work with the ensemble through the Trio (m. 55-118) focusing on
dynamics and the addition of new dynamic markings.
VII. Arrangement – The teacher will give groups some time to work on their
arrangements, focusing on adding a rhythmic element.
a. The teacher will circle around to each group to answer any questions and to
observe discussion.
 Lesson 5
Arrangement & Tempo

Learning Outcomes:
I. Students will perform dynamics found and added to a march (Peacemaker).
II. Students will perform a march at march tempo.
III. Students will identify march tempo.
IV. Students will create movements demonstrating march tempo.
V. Students will create an arrangement of a march (Peacemaker).
Assessments
I. The teacher will assess student’s performance of dynamics found and added to a
march (Peacemaker) according to a +/- scale.
Student’s performance of dynamics found and added are correct.

II. The teacher will assess the student’s performance of a march (Peacemaker) at march
tempo (120 bpm) according to a +/- scale.
Student’s performance stayed in time at march tempo.

III. The teacher will assess student’s identification of march tempo through a class-wide
discussion. The teacher will be listening for Key Terms, which have been previously
listed.
IV. The teacher will assess the student’s movements created to demonstrate march tempo
according to a +/- scale.
Student’s movements properly demonstrate and are at march tempo.

V. The teacher will assess the student’s arrangement of a march (Peacemaker) according
to a +/- scale.
 Student’s arrangement of a march includes a harmonic element.
Procedure
I. Rehearsing – The teacher will work with the ensemble to review the Trio (m. 55-
118), focusing on dynamics added the lesson prior and tempo.
II. The teacher will lead the ensemble through a full run of the march, focusing
predominantly on keeping in time at march tempo.
III. Discussion – The teacher will lead a class-wide discussion about march tempo and
the reason behind “march tempo”.
a. As a part of the discussion, the teacher will ask if students are able to find
march tempo on their own without use of a metronome.
b. Extension – If time permits, then the teacher will ask the students to come up
with movements that demonstrate march tempo. Ideally, this would involve
marching.
IV. Arrangement – The teacher will give groups some time to work on their arrangements
of the march, encouraging them to add a harmonic element if not already added.
a. The teacher will circle around to each group and answer any questions that
may arise or take part in the discussion around the arrangements.
 Lesson 6
Performance & Reflection
Learning Outcomes:
I. Students will analyze the composer of a march (Peacemaker) and his intent.
II. Students will interpret the composer’s intent in a performance.
III. Students will perform a march (Peacemaker).
IV. Students will identify pros and cons of their performance.
V. Students will perform their arrangements of a march (Peacemaker).
Assessments
I. The teacher will assess the student’s analysis of the composer and his intent through a
class-wide discussion. During the discussion, the teacher will listen for Key Terms
which have been previously listed.
II. The teacher will assess the student’s interpretation of the composer’s intent through a
class-wide discussion. During the discussion, the teacher will listen for Key Terms
which have been previously listed.
III. The teacher will assess the student’s performance of a march according to the scoring
sheet below.
IV. The teacher will assess the student’s identification of pros and cons of their
performance according to the scoring sheet below.
V. The teacher will assess the student’s performance of their arrangements according to
the worksheet attached.
Procedure
I. Discussion – The teacher will lead a class-wide discussion regarding the composer of
the march and his intent in writing it.
a. Within the discussion, the teacher will encourage students to share their
personal interpretations.
II. Performance – The teacher will lead the class in a mock performance of the march.
a. The teacher will ask the students what some of the main things to remember
are having worked on the piece.
III. Reflection – The teacher will lead a class-wide discussion, reflecting upon the
performance. The teacher will invite a student to the white board to write down the
pros and cons mentioned.
IV. Rehearsing – The teacher will work with the ensemble on any problem sections
labeled as a con.
V. Performance – The teacher will invite each group to perform their arrangements of a
march for the class.
Group Members:

Peacemaker Arrangement Project

You are tasked with creating an arrangement of Peacemaker according to the rubric found
below. For your convenience, the melody has been notated for you below as well.

Criteria Yes (1pt) No (0pt)

Melody – Does the arrangement incorporate the
melody of Peacemaker?
Rhythm – Does the arrangement incorporate a march-
style rhythmic element?
Harmony – Does the arrangement incorporate a valid
harmonic element?
Dynamics – Does the arrangement incorporate at least
2 different dynamic levels?
Articulation – Does the arrangement incorporate at
least two different styles of articulation?
Tempo - Is the arrangement performed at march
tempo?
Figure 1

Gettysburg Honor Code – I affirm that I have upheld the highest principles of honesty and
integrity in my academic work and have not witnessed a violation of the Honor Code –
Jason Cebulski