Fetterman

MUS_210
Dr. Heim

Context: A first saxophone lesson for upper elementary school students.

Essential Question: How can we create expression using the saxophone?

I. Learning Outcomes:
A. Students will identify the different pieces of the saxophone.
B. Students will assemble the saxophone.
C. Students will perform with correct saxophone embouchure.
D. Students will safely disassemble the saxophone.
II. Materials:
A. Saxophone case
B. Body
C. Neck
D. Neck strap
E. Cork grease
F. Mouthpiece
G. Mouthpiece cover
H. Reed
I. Ligature
J. Swab
III. Procedure:
A. Assembly
(Note: The teacher will do this process alongside the students. Terms that are
bolded are the pieces that the students will either hold up in the air or point to for
assessment A.)
1. Set the saxophone case on either the floor or a table, NOT on a lap. Make
sure the instrument brand logo is at the top of the case.
2. Open the case and students should put reeds in their mouths (thin side).
 3. Pick up the saxophone body by grabbing it by the bell.
4. Latch the hook from the neck strap onto the saxophone by attaching it to
the metal ring.
5. Identify cork grease and spread it onto the cork on the neck.
6. Once the cork grease is smeared in, slowly attach the neck to the
saxophone body by rotating it back and forth in small movements until it
goes all the way in. Make sure it is centered.
7. Once it is centered, tighten the screws that are at the top of the saxophone
body (they don’t have to be tightened all the way).
8. Next, take off the mouthpiece cover. Take off the ligature and set it
down somewhere safe (NOT the floor). Identify mouthpiece.
9. Once the reed is soaked, place the flat side of the reed onto the flat side of
the mouthpiece so that there is about a millimeter of mouthpiece above the
reed. Put the ligature over the mouthpiece and reed so that the screws are
facing the body. Tighten the screws.
10. Before putting the mouthpiece onto the instrument, test the mouthpiece:
a) Set the bottom of the mouthpiece on the palm so that no air can get
in or out of the bottom.
b) Place mouth over mouthpiece and suck in, so that you can feel it
stuck to hand.
c) If the mouthpiece is soaked enough and in the right position, it
should make a popping noise shortly after taking off the mouth.
d) Have students demonstrate this.
11. After the mouthpiece has been tested, slowly attach the mouthpiece to the
neck of the saxophone by rotating it in small movements. Make sure it is
centered.
12. Now that the saxophone is assembled, make sure the neck strap is adjusted
so that the play does not have to tilt/raise/lower their head to reach the
mouthpiece.
13. Teacher will examine each students’ assemblies.
B. Production of Sound:
 1. Hold the saxophone
a) Sit forward in your chair so the saxophone is not resting on the
chair or your legs.
b) Place your right thumb into the thumb rest and lightly rest your
fingers on top of the corresponding keys.
c) Place your left thumb onto the black space.
d) Make sure your neck strap is adjusted so that head bending is not
necessary to reach the mouthpiece.
2. Form the embouchure:
(Note: The teacher will model these steps and then the students will try)
a) Cover bottom teeth with bottom lip.
b) Place the mouthpiece on the bottom lip.
c) Rest the top teeth onto the beak (top) of the mouthpiece.
d) Bring the corners of the mouth in (imagine like you are closing a
drawstring bag and your lips are the opening). This should create a
seal.
e) Try to make a sound, using consistent fast air. If it is difficult to
make a sound, try adjusting the amount of mouthpiece that is in the
mouth.
3. Once students can produce a sound, they will have played C#
4. Have each student individually perform a C#, to check their embouchure.
5. Extensions:
a) Play first finger on the first key, which is B.
b) Add the second finger onto the second key, which is A.
c) Add the third finger onto the third key, which is G.
d) Play only the second finger onto the second key, which is C.
C. Disassembly:
1. Remove the mouthpiece from the neck by slowly rotating it in small
movements until it comes off.
2. Unscrew the ligature and remove the reed, and put it in its case.
 3. Put the ligature back on the mouthpiece and put the mouthpiece cover over
both, situating it so that the screws of the ligature are in the opening of the
mouthpiece cover.
4. Place those in the case.
5. Unscrew the neck and remove it by slowly rotating it in small movements
until it comes off.
6. Place the neck in its designated compartment.
7. Identify the swab and unravel it.
8. Put the metal piece of the swab into the bell, turning the saxophone on its
side.
9. Turn the saxophone upside down so the metal piece falls through the other
end of the instrument.
10. Grab a hold of the metal piece and slowly pull the swab all the way
through the instrument.
11. Wrap the swab back up and place it into the case.
12. Unhook the neck strap.
13. Place the body of the instrument into the case in its designated
compartment, remembering to hold it by the bell.
14. Take off the neck strap, wrap it up, and place it into the case.
15. Close the lid of the case and make sure it is latched.
IV. Assessments:
A. The teacher will visually assess students’ identification of the different pieces of
the saxophone based on which piece they point to or hold up during the assembly
process.
B. Teacher will visually assess the students’ assembly of the saxophone based on
how the saxophone is put together by the end of assembly.
C. The teacher will visually and aurally assess students’ performance based on if
their embouchure is correct.
D. The teacher will visually assess students’ disassembly of the saxophone based on
how they put away the pieces of their saxophone.
V. Honor Code: I affirm that I have upheld the highest principles of honesty and integrity
and I have not witnessed a violation of the Honor Code. -Sally Fetterman