Lesson Plan

04/20/22
Intermediate Band

Objective: Intermediate Band students will be able to play “Funeral March” with correct notes,
rhythms, articulations, and dynamics.

Goal: That students will be able to apply their knowledge of correct notes, rhythms,
articulations, and dynamics to the piece and create a well balanced sound together while
bringing out the important parts of the music.

Procedures:
- Begin with rhythm warmup in F major that incorporates dotted quarter notes
- Have students play through their concert F scale together
- Have students clap through the two bar rhythm exercise together
- Have students play the rhythm exercise going up their concert F scale
- Repeat the same thing but with a different rhythmic exercise
- Have students take a look at “Funeral March” in their Making Music Matter books
- Talk about what a funeral march is a show example
https://www.youtube.com/watch?v=hZY5DBmgC_A
- Start by asking students what they think Andante Moderato means and explain it
- Have flutes, clarinets, alto saxes, and trumpets clap through their first six measures
- Have low woodwinds and low brass clap measures 3-4
- Explain the pickups in the flute and clarinet part that lead into measure 7
- Have flutes, clarinets, trumpets, and tenor sax clap measures 7-8 starting with the upper
woodwind pickups in measure 6
- Have low woodwinds and low brass clap measures 7-8
- Have all students clap measures 9-12
- Have flutes, clarinet, and trumpets clap measures 13-16
- Have alto saxes clap measures 13-16
- Have low woodwinds and low brass clap measures 13-16
- Have students get their instruments up and play just the first note together
- Have them think about whether this a happy sounding note or sad sounding note
- Have students play the first 8 measures together repeating if necessary while reminding
them about slurs, dynamics, and articulations they have
- Have students play the last 8 measures together repeating if necessary while reminding
them about slurs, dynamics, and articulations they have
- Have students play the entire piece together

Assessment:
Informal group assessment will happen by having students clap their rhythms together
Informal group assessment will happen by asking students questions about parts of the music
such as dynamics, articulations, and notes
Informal individual assessment will happen by having students play one at a time if necessary
Winding:
Winding forwards
- If students do well with notes, rhythms, articulations, and dynamics, introduce the
concept of balance and have students play and try to listen for a part that is different
than theirs
Winding backwards
- If students are struggling with notes, take some extra time and go through with each
section saying the note names
- If needed, do “air fingers” and sizzle the rhythms to focus on fingerings before playing on
their instruments

Adaptations:
Size: By using the projector, the dotted quarter note pattern will be very easy for all students in
the classroom to see
Color: Have students highlight or circle the notes that are in the key signature when they have
them in their music to help reinforce correct notes
Pacing: Begin the piece very slowly so students can get comfortable with everything on the
page before going any faster
Modality: Singing the rhythms for students to hear will help enforce correct rhythms on trickier
parts of the music

VA Standards:
History, Culture, and Citizenship
MII.6 The student will explore historical and cultural influences of music
a) Describe the cultural influences, musical styles, composers, and historical periods
associated with the music literature through listening, performing, and studying
Technique and Application
MII.12 The student will demonstrate music literacy
a) Identify, define, and use standard notation for pitch, rhythm, meter, articulation,
dynamics, and other elements of music.
d) Echo, read, count (using a counting system), and perform rhythms and rhythmic
patterns, including sixteenth notes, eighth-note triplets, dotted eighth notes,
corresponding rests, and syncopations.
g) Define and apply music terminology found in the music literature being studied.
h) Sight-read music of varying styles and levels of difficulty.
MII.13 The student will identify and demonstrate half-step and whole-step patterns in order to
read, notate, understand and perform scales, key signatures, and/or chords.
a) Wind/percussion student—concert C, F, B-flat, E-flat, A-flat, and G major
scales; g and d minor scales; chromatic scale.
MII.14 The student will identify, describe, and demonstrate preparatory playing procedures.
a) Demonstrate procedures for care and basic maintenance of the instrument.
b) Demonstrate consistent use of proper playing posture, instrument position, and
hand positions.