Symphonic Band Sight-Reading Session Lesson Plan

Teacher: Ms. Farrell

Date: 1/29/2024
Class: Symphonic Band

Concept of Focus: Sight Reading

Standard(s) Addressed:
Pr.2.P Demonstrate, using music reading skills where appropriate, how compositional devices
employed and theoretical and structural aspects of musical works impact and inform prepared or
improvised performances.
Pr.4.P Develop strategies to address expressive challenges in a varied repertoire of music, and
evaluate their success using feedback from ensemble peers and other sources to refine
performances.
Pr.5.P.a Demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music representing diverse cultures, styles,
and genres

Materials Needed:
● Score and individual student parts for Sunburst by Erik Morales
● (optional) metronome connected to audio system
● (optional) personal instrument for modeling

Activity Objective: Students will demonstrate level-appropriate ensemble skills as well as an

ability to read music accurately and expressively through sight-reading Sunburst.
Introduction:
1. Briefly introduce Sunburst
a. Erik Morales, another overture, about peace after a thunderstorm when sunlight
shines through clouds
Sequence:
1. S.T.A.R.S. Sight-Reading Method
a. S–harps and Flats - key signature
i. Two flats, all natural, or one sharp
b. T–ime signature/Tempo
i. 4/4, 2/4
ii. Again with slow vs. quick speed back and forth
c. A–ccidentals
i. Look in individual parts
d. R–hythm
i. Sixteenth note combinations, lots of syncopation
 ii. M. 34 woodwinds & horns
e. S–igns - dynamics, articulations, tempo changes, repeats, 1/2nd endings, etc.
i. Find loudest and softest dynamic(s)
ii. Articulations = legato/slurred vs. staccato/accented
iii. Tempo changes = slow beginning, m. 16 fast, m. 87 slow, m. 110 fast, rit.
multiple times
2. Play through beginning to end - SLOW tempo
a. If necessary, stop and regroup, then continue
3. Mini-Rehearsal
a. Focus on the main theme (starting at m. 16 or 20) OR area which needs most
attention
i. Break into woodwind vs. brass if needed, ask group not being worked with
to finger along/silently play through tough part
Assessment:
● Throughout the sight-reading process, the teacher asks students guided questions (via the
S.T.A.R.S. method) and questions based on the first play-through. Students respond with
their thoughts/ideas/answers to demonstrate understanding of compositional devices and
music reading skills, which the teacher takes note of and guides as necessary to further
hone and develop into strategies (like STARS method) for taking zon technical and
musical challenges.