Ryan T.

Hughes-Mazurkiewicz Woodwind Pedagogy Wednesday, September 22, 2010 Rote Piece Lesson Plan

Source: Essential Elements 2000 Series

Line 56 Old Macdonald Had A Band Behavioral Objective: Students will perform the assigned line musically and in doing so, demonstrate understanding of the mechanics of their assigned woodwind instrument. The students will also demonstrate their understanding of rhythm and meter. In their demonstration, the students will be expected to: a. Implement correct fingerings in the execution of their melody. b. Use correct air support and posture to achieve the optimum resonance of their instruments timbre. c. Follow articulations designated in the line, for the best homogenous musical product. d. Interpret and follow dynamic markings e. Display the beat physiologically by foot tapping. f. Correctly interpret rhythm and meter. Rhythmic Problems: a. From mm. 8-9 there are six beats of rest, plenty of time for students to lose the beat i. Students will demonstrate pulse by foot tapping b. Phrase two, mm.4-8 begins on an anacrusis (beat 4). Students will ensure a homogenous attack by breathing on beat three. The same procedure will follow in mm. 9 and 11. c. This melody contains EXPANSION in mm 15-16. i. If this were an extended lesson, I would have a brief discussion about this musical element. The students will have to maintain a steady airstream to complete this elongation of the phrase beautifully.

Technical Issues: (written pitch) a. Register crossing: i. Flute: Eb-Bb, Bb-Eb, Bb-G(M6th ascending, listen for smooth shift ) ii. Clarinet: C-throat A(M6th ascending, listen for

Ryan T. Hughes-Mazurkiewicz Woodwind Pedagogy Wednesday, September 22, 2010 extreme sharpness) iii. Saxophone: G-E(M6th Ascending, listen for smooth shift) Fingerings Utilized & Transpositions: Flute, Concert pitch:

Bb Clarinet, sounding down a whole step, reading up a whole step from concert pitch:

Eb Alto Saxophone, sounding down a Major sixth, reading up a major sixth from concert pitch:

Procedure: 1.Establish the beginning reference pitch (piano, or instrument) A. Model pitch on each instrument for proper timbre/intonation. B. Isolate the M6, listening for intonation and smooth register shifts.(NBC mnemonic) 2. Solfege first two subphrases while tapping foot. I sing and finger. A. Students sing, finger and breathe while tapping foot. B. Feedback from instructor C. Students play through (always showing pulse) D. Feedback from instructor 3. Solfege last two subphrases while tapping foot. I sing and finger. A. Students sing, finger and breathe while tapping foot.

Ryan T. Hughes-Mazurkiewicz Woodwind Pedagogy Wednesday, September 22, 2010 B. Feedback from instructor C. Students play through D. Feedback from instructor 4. Repeat steps one and two together to perform entire melody. A. Analysis and Feedback from instructor B. Possible second playthrough if time allows.