Amanda Herold

th
4 Grade Elementary Band
MUS_CLAS 150 Teaching and Learning Woodwind

Elementary Band – Beginning Clarinet Lesson Plan

Context: Students are in a 4th grade elementary band class. They have a basic understanding of note
identification on the staff. Students are also familiar with the values of whole notes, half notes, and
quarter notes.

Section 1: Essential Questions & Standards

Essential Questions How do we prepare students for success in assembling a clarinet and
How are we learning? playing their first notes?

Standards MU:Cr3.2.E.5a: Share personally developed melodic and rhythmic ideas

What is the framework for or motives – individually or as an ensemble – that
our learning outcome? demonstrate understanding of characteristics of music or
texts studied in rehearsal.
MU:Pr4.1.E.5a: Select varied repertoire to study based on interest, music
reading skills (where appropriate), an understanding of the
structure of the music, context, and the technical skill of the
individual or ensemble.
MU:Re7.1.E.5a: Identify reasons for selecting music based on
characteristics found in the music, connection to interest,
and purpose or context
MU:Cn11.0.T.5a Demonstrate understanding of relationships between
music and the other arts, other disciplines, varied contexts,
and daily life.

Section 2: Learning Outcomes

Learning Outcomes 1. Students will perform notes on the clarinet
How are we relating the 2. Students will identify different parts of the clarinet
standards to the lesson? 3. Students will create a clarinet embouchure
4. Students will assemble a clarinet

Section 3: Materials, Vocabulary, & Pre-Requisites

Materials  Clarinet
 Rubank Clarinet Elementary Method Book

Glossary of Terms &
Abbreviations
 Embouchure: The position of the lips and mouth when playing a wind
instrument.
 Reed: A thin piece of cane, plastic, or metal used as the
principal vibrating source many instruments
 Upper Joint: The section of a clarinet that connects the barrel  to
the lower joint. OnMusic Dictionary -. (n.d.). Retrieved February 5, 2019,
from http://dictionary.onmusic.org/)

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  Lower Joint: The section of a clarinet that connects the upper joint  to
the bell  OnMusic Dictionary -. (n.d.). Retrieved February 5, 2019, from
http://dictionary.onmusic.org/)
 Bell: The flaring end of the clarinet OnMusic Dictionary -. (n.d.).
Retrieved February 5, 2019, from http://dictionary.onmusic.org/)
 Barrel: The section of a clarinet that connects the mouthpiece to
the upper joint. OnMusic Dictionary -. (n.d.). Retrieved February 5,
2019, from http://dictionary.onmusic.org/)
 Mouthpiece: The part of a wind instrument that is placed in, on, or by
the performer's mouth. OnMusic Dictionary -. (n.d.). Retrieved February
5, 2019, from http://dictionary.onmusic.org/)
 Ligature: Device used on woodwind instruments to hold the reed to
the mouthpiece. The ligature is normally made of metal and acts as a
clamp to hold the reed secure. OnMusic Dictionary -. (n.d.). Retrieved
February 5, 2019, from http://dictionary.onmusic.org/)

Section 4: Procedures
1) Distribute clarinet cases and ask the students to place their cases on the
floor in front of them
2) Talk about clarinet cases. Have the students to place the case flat on the
floor with the handle facing them. Talk about how to know which side of
the case is up (label up) and how to operate the latches.
3) Have students open the case lid and identify each part of the instrument.
4) Show the students the reed and have them take theirs out. Have them
put the reed in their mouth to soak it. Be sure to explain that both sides
need to be soaked. These reeds should be a 2 ½ size
5) Show students each of the sections of the clarinet one-by-one (Upper
Joint, Lower Joint, Bell, Barrel, Mouth Piece, and Ligature). Explain the
purpose of each of these.
6) Introduce the students to the other materials in the case (cork grease
and spit swab). Explain the purpose of these and have students apply a
small amount of cork grease to each cork on the clarinet
7) Assemble the upper and lower joints. Explain to students that the upper
joint will typically have the brand name on it and has two corks while
the lower joint only has one. Have students assemble the clarinet in
small twists to avoid crashing the side keys on the upper section to the
pinky keys on the lower section. Line this up so the metal line connects
on the upper and lower joint
8) Attach the bell to the lower joint of the clarinet by gripping the lower
joint and lightly twisting. Avoid squeezing keys when assembling the
clarinet
9) Attach the barrel to the upper joint of the clarinet by gripping the upper
joint and lightly twisting.
10) Attach the mouth piece to the barrel of the clarinet
11) Line up the flat side of the reed onto the mouth piece of the clarinet with

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 the round side up. Leave very little black showing at the top.
12) Check students’ reed placement
13) After checking reed placement, place the ligature onto the mouthpiece
14) Secure the reed in place by tightening the screws on the ligature
15) Teach the steps to an embouchure by having students perform the
following actions: Stretch bottom lip over bottom teeth, place
mouthpiece on lip, place top teeth on mouthpiece, and close mouths
16) Check student embouchures. The embouchure should be firm, but the
teacher should be able to wiggle the barrel slightly
17) At this time, make sure students are properly holding the clarinet and
are using the thumb rest on the lower joint
18) Have students blow their first notes without pressing any keys. This
note will be G.
19) Have students perform #7 in Lesson 1 of Rubank’s Elementary Method
Clarinet book
20) Have students dissemble their instruments. While doing this, have them
identify different parts of the clarinet. Make sure the clarinet case is still
on the floor when dissembling.
21) Remove the mouthpiece and reed first. Place reed safely in its case.
22) Use spit swab to remove spit in the instrument by placing the metal
weight down the bell of the instrument. Lightly pull the string from the
barrel
23) Have students continue dissembling the instrument. Be sure that each
part of the instrument is being placed in the proper spot
24) Afterwards, make sure students properly latch the case.

Section 5: Assessment & Extensions

Assessment  Teacher will aurally assess that student perform a “G” on the clarinet
Checking understanding of  Teacher will visually and aurally assess students’ identification of the
objectives. different parts on the clarinet when packing up instruments
 Teacher will visually assess students’ clarinet embouchure
 Teacher will visually assess students’ assembly of the clarinet

Extension of Lesson  Introduce the note “F”

Where can this lesson go in  Students will transition from playing “F” to “G”
context?  Introduce the note “E”
 Students will transition from playing “E” to “F” to “G”

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.

Amanda Herold
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