Stetson University Music Education Daily Lesson Plan

Name: Holly Trudell Date: 2-21-23 Period:1

Ensemble or Class: Wind Ensemble Lesson Topic: Warm-Up

Standards: MU.912.S.3

Long Term Goal: Proper breath support and breathing techniques, open tone quality in the brass, accurate intonation
throughout the ensemble, articulation recognition, scale technique achieved through a warm-up routine.
Instructional objectives(s): Students will stand and take deep relaxed breaths 100% of the time. Students will buzz with
open teeth 100% of the time. Students will play exercise 1a with great tone, intonation, and balance 95% of the time.
Students will demonstrate the correct articulation both verbally and on their instrument 95% of the time. Students will play
the chorale warm up using the correct style and notes 98% of the time.
Key Vocabulary Instructional Materials/Resources/Technology:
Longtone 1a exercise from Foundations for Superior
Performance

Critical Thinking: Lesson Structure:

Students will be asked to evaluate their intonation and give Greetings, Breathing, Buzzing/Playing, Chorale, Articulation,
an answer as to whether they were sharp, flat, or in tune Chorale.
without the help of a visual tuner.

Students will also be asked to tell me why we do the

breathing exercise, and why taking deep, relaxed, and
intentional breaths are important.

ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx

(identify access point, if needed)
Independent: MU.912.S.3.In.c

Supported:MU.912.S.3.Su.c

Participatory:MU.912.S.3.Pa.b

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
30 seconds Greet students from podium!

Lesson/Rehearsal Procedures:
2-3 Ask all students to stand and breathe with their piece of paper.
minutes - we have done this exercise many times, so I don’t have
to fully explain it to them, but I will remind them to take
deep, relaxed breaths.
- I will snap them in and facilitate the counting and
breathing, making sure to make eye contact with
I will be assessing students by checking
to see that every student has their
paper up and that all papers are
moving. I will also be watching to see
how many students are lasting all the
way to the end of each exhale.
Stetson University Music Education Daily Lesson Plan

students so they know I’m watching for their best

efforts.
- We will do two sets of breathing 4-8-12
- I will compliment them on how much
improvement they’ve made since we started
doing this exercise.
2 minutes
Next, have students sit. Brass take out mouthpiece to buzz while
woodwinds play longtone 1a exercise
- I will remind brass to not use a lot of pressure when
buzzing, as well as to keep those teeth open wide.
- I will remind woodwinds to really be paying attention to
their intonation on the middle notes.
- While they are playing I will be giving them lots of
feedback about breathing and playing together,
2 minutes intonation, tone quality, balance, and cut offs.
Do the same exercise again, this time with brass playing as well.
- same kind of feedback during the exercise, make sure to
address playing with great air as brass transitions back
1 minute onto their instruments
I will be assessing the students by
looking to see that all brass players
have their mouthpieces off and are
buzzing. I will also be listening to hear
wide open tones without any clenching
sound. I will also be listening for great
intonation and tone quality in the
woodwinds.
I will be assessing the students by
listening for open tone quality in the
brass as well as great intonation from
the ensemble. I will also be listening for
clear tone and balance.

Next, the students will get out their chorale exercise sheet.
- I will let them know we are going to be doing the
chorale in the key of F. Then we will play through the
exercise so the students can get the exercise in their ear.
- We will then sing the exercise with a focus on listening
to everyone else and matching pitch, volume, and tone.
- I will ask them to take the way they sang confidently and
with a PURE sound and transfer that to their playing.
Next, have students repeat an articulation back to me.
I will be assessing students by listening
for good sounds and correct notes.
I will be assessing students by listening
for CONFIDENT singing and correct
pitches, as well as appropriate balance.
I will be listening for a very similar
“singing like” sound when the ensemble
plays the exercise again.

1-2
minutes
I will be assessing students by looking to
see that all students are repeating the
I demonstrate this verbally, call and response style
articulation and that they are matching
- “Repeat after me: demonstrates articulation”
the style that I say the articulation in.
- Students demonstrate back
- I repeat the articulation
2 minutes I will be assessing the students by
- Students demonstrate back
listening for the style to translate into
- If this does not help students, I will have them show me
accurate articulation on each note of
the air using the exercise we warm up with. They will
the scale. I will also be listening for
use their air and blow the rhythm into the paper as a
consistency in tone and articulation as
visual representation.
we move from chord to chord.
- Rep as many times as necessary until students have the
articulation down.
1 minute I will be listening for great tone and
- Next, have students play the articulation on each whole
intonation throughout the range of the
note of the chorale exercise.
instrument as well as correct
- Tell them that their main focuses will be on
articulations up and down. I will also be
keeping a clear and resonant tone when they
Stetson University Music Education Daily Lesson Plan

articulate, as well as keeping all notes the same listening for correct notes in the
volume. extreme octaves.
Approx 15
minutes
Closure Procedures
Thank students for great warm-up and turn podium over.

Post Rehearsal or Lesson Reflections

Content Adjustment:
Nothing was adjusted or removed from this lesson.

Rehearsal or Lesson Adjustment:

If I could teach this lesson again I would split the ensemble up by parts during the chorale and have individual groups sing
and match pitch. I noticed that the Alto group was consistently out of tune but I wasn’t sure what to do in the moment.

Reflection on Teaching:
I believe this warm up routine is helping the students with their tone and ability to adjust pitch. The core sound of the
ensemble is opening up and the students are beginning to project more when they play.