National Standards: MU:Pr4.2.E.

5a Demonstrate, using music reading skills where

appropriate, how knowledge of formal aspects in musical works inform

prepared or improvised performances.

MU:Pr4.3.E.5a Identify expressive qualities in a varied repertoire of

music that can be demonstrated through prepared and improvised

performances.

Objective: Students will combine the notes, rhythms, articulations and dynamic

markings they have learned so far and learn first and second ending by

playing through page 26 to build on pitch and note reading

fundamentals along with learning new concepts.

Materials: Instruments, Essential Elements book, pencil

Procedure: 1. Begin with the warmup on page 18 and the lip slurs on page 24,

and remind students why it is important to play through all

warmups slowly. It prepares our body and the instrument to

play and reduces the risk of strain or injury.

2. Go to page 26, 132, and teach repeat signs and first/second

ending to the students. Teach that the first time through the

piece, you play through the first ending, and take the repeat sign

back to the beginning of the piece or to the repeat sign (in this

case, the repeat sign) and play until the brackets for the first

ending, where you will instead play the bracket that is the

second ending. Play through the piece and remind students to

 use good air support and posture. If the students are struggling

with the higher notes on trombone, this is most likely the cause.

If not, ensure the students are using enough lip pressure, and

that they have an “eee” voicing and not an “ooo” voicing.

3. Move to 133, ask the students how many beats are in a measure

in this piece, and clap and count the rhythm. If the students do

not understand why there are 3 beats in a measure, teach that ¾

means that there are 3 quarter notes in a measure, and a quarter

note gets 1 beat, meaning there are 3 beats in a measure. Once

they have clapped and counted the rhythm, play through the

piece, taking the repeat at the end.

4. Go to 135, and teach that common time is the same as 4/4, 4

beats in a measure, and the 4/4 conducting pattern. Have the

students try conducting the pattern to better understand it. Ask

the students the similarities between the first four and last two

measures, the target answer being that they are the same, but

one is twice as fast. Play the piece slowly, then try it a bit

quicker. The target for this piece is to play the notes correctly

and properly articulate the slurs. For this reason, play it slowly

first, then try to play it quicker.

5. Go on to 136, and have students briefly look over the different

rhythms and dynamics in the piece before playing through the

piece. This piece may be challenging, as it has a large range,

 many different rhythms, slurs, repeats, and various dynamic

changes. For this reason, start with just the notes, then add the

slurs, then finally add the dynamics. By chunking the music this

way, the students are focusing on less content at once, while

building muscle memory with the notes from the beginning.

ssessment: If students are successfully taking the repeats and correct endings,

along with playing correct notes, rhythms, articulations, and dynamics,

they have met the objective of the day.

Accommodations: N/A