Lesson Plan

Symphonic Band
02/02/22

Objective: Students will play music with correct style, articulations, dynamics and rhythms
throughout all warmups and music rehearsed

Goal: That the students will be able to apply what has been previously taught in Symphonic
Band to what they are rehearsing so that they can dig deeper into the music and understand
more specific details

Procedures:
- Start with Rhythm Exercise 39 using the Wheel of Names to choose students for doing
the key
- Have students do rhythm exercise 39 together
- Do chorale 205
- Do articulation and dynamics exercise 203 together
- Rehearse measures 99-105 of Mountain of the Sun
- Focus on accurate rhythms and articulations while getting students to play out more
- Go over the two contrasting parts between the woodwinds and low brass
- Combine parts and play from 99-105
- Rehearse measures 91-99
- Go over alternate slide positions for trombone in measure 97
- Go over the two contrasting parts between the woodwinds and low brass
- Combine parts and play measures 91-99
- Rehearse measures 83-91
- Go over the two contrasting parts between the woodwinds and low brass
- Go over woodwind alternate fingerings
- Go over alternate slide positions for trombone in measure 97
- Combine parts and play measures 83-91
- Play from 83-105 in Mountain of the Sun
- If time work on Conquista
- Start in measures 23-31with melody including melody parts from measure 55
- Focus on 4 bar phrases in trumpets and flutes
- Work on pushing air through the half notes in low brass parts
- Rehearse measures 31-39
- Work on measure 45
- Run measures 23-47

Assessment:
Informal individual assessment will be done by having students clap out the rhythm keys
Informal individual assessment will be done by having students play by themselves when
needed during rehearsal
Informal group assessment will be done by having students clap through the rhythm exercise
Informal group assessment will be done by having students play as a section or as a small
group (woodwinds vs brass)

Winding:
Winding forwards:
- If students have little to no issues rehearsing separate (woodwinds vs brass) have them
rehearse together for more “big picture” ideas
- If students are doing well with rhythms and notes move the focus to exaggerated
dynamics and playing out as much as possible
Winding backwards
- If students are really struggling with rhythms slow it down a lot or clap and repeat
- If needed spend extra time on fingerings/slide positions to set the students up to be
more successful when rehearsing
- If students are having issues playing as a group (woodwinds vs brass) break it down
even more to just sections or individual players
Adaptations:
- To help students that have a hard time staying focused, I will plan to have them play as
much as possible and repeat directions when necessary

VA Standards:
HIB.12 The student will demonstrate music literacy
d) Echo, read, count (using a counting system), and perform rhythms and rhythmic
patterns, including whole notes, half notes, quarter notes, eighth notes, dotted half
notes, dotted quarter notes, corresponding rests, and syncopations.
e) Identify, read, and perform music in simple and compound meters ( 2/4 , 3/4 , 4/4 , C,
6/8 )

HIB.16 The student will demonstrate musicianship and ensemble skills.

c) Make adjustments to facilitate correct intonation. d) Match dynamic levels and playing
style.
e) Respond to conducting patterns and gestures. Music Standards of Learning 55
f) Maintain a steady beat at various tempos in the music literature being studied.
g) Use articulations, dynamic contrasts, and phrasing as means of expression.

HII.12 The student will demonstrate music literacy.

g) Define and apply music terminology found in the music literature being studied
i) Sight-read music of varying styles and levels of difficulty.