Lesson Plan Topic Or Subject: Sight-Reading Lo, How a Rose E Er Blooming

Lesson Plan Topic or Subject: Sight-reading Lo, How a Rose E’er Blooming

Date: 11/3/10

Group: High School Symphonic Band

Standards:

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

•ART.I.M.HS.1 Sing and play with expression and technical accuracy a large and varied repertoire of vocal and instrumental literature with a moderate level of difficulty, including some songs performed from memory.

•ART.I.M.HS.2 Sing music written in four parts, with and without accompaniment.

•ART.I.M.HS.3 Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

•ART.I.M.HS.5 Read an instrumental or vocal score of at least four staffs.

• ART.I.M.HS.6 Sight read, accurately and expressively, music with a moderate level of difficulty.

Objectives:

• Students will sight-read through the selection Lo, How a Rose E’er Blooming with correct technical and expressive elements, including the key signature and accidentals.

• Students will correctly identify and play any accents, dynamic markings, or fermata as notated in the music or at the discretion of the director.

Materials:

Procedures:

• Teacher will take to the podium. As is instructed in the classroom rules, the class will become quiet at this time. Teacher will remain standing still on the podium until the entire class has quieted.

• Teacher will hand out the music and announce the title of the piece (Lo, How a Rose E’er Blooming) when all the students have received the selection. The teacher will allow a few additional seconds for percussion to get the auxiliary instruments they will need.

• The teacher will at this time direct students to the beginning of this selection. The teacher and students will go through the piece and the teacher will give any musical instruction necessary to aid students in performing the work in the style in which the section in this piece should be played. These areas include:

Individual fermatas

Dynamic swells

Opposite movement of oboe, alto saxophone, etc.

Building the chord and stressing accidentals in the key signature, color to the chords.

• The teacher will push the group to run as much of this selection as possible with limited stops. This is necessary to assess the capability of performing this work at the Winter Concert in six weeks time.

• The rehearsal will end with positive reflections from the director and comments from the students on their first opinion of the selection.

Assessment:

• Informal: Ask questions and/or give prompts aimed at addressing elements in the music to highlight and choose individual students to respond.

• Informal: Full ensemble run through of the selection.

Reflections:

Lesson Plan Topic or Subject: Sight-reading/Begin to Work Lo, How a Rose E’er Blooming

Date: 11/4/10

Group: High School Symphonic Band

Standards:

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

•ART.I.M.HS.2 Sing music written in four parts, with and without accompaniment.

•ART.I.M.HS.3 Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

•ART.I.M.HS.5 Read an instrumental or vocal score of at least four staffs.

• ART.I.M.HS.6 Sight read, accurately and expressively, music with a moderate level of difficulty.

Objectives:

• Students will sight-read /begin work on the selection Lo, How a Rose E’er Blooming, working to implement correct technical and expressive elements, including the key signature and accidentals.

• Students will correctly identify and play any accents, dynamic markings, or fermata as notated in the music or at the discretion of the director.

Materials:

Procedures:

• Teacher will announce the title of the piece (Lo, How a Rose E’er Blooming) and give the students a few seconds to locate the piece in their folders. The teacher will allow a few additional seconds for percussion to get the auxiliary instruments they will need.

This lesson should focus on the use of “swells” in various phrases. For the bulk of this selection, the ensemble moves together, creating a unified sound. This allows us to be very expressive with the way in which we shape and move the music – this is a very expressive, very powerful piece and should be played as such.

Areas of focus include;

Measures: 2-7, pick-ups to 17-20, 25-28, 39-42

• The teacher will push the group to run as much of this selection as possible with limited stops. This is necessary to give the students a sense of accomplishment.

• The rehearsal will end with positive reflections from the director and comments from the students on their first opinion of the selection.

Assessment:

• Informal: Ask questions and/or give prompts aimed at addressing elements in the music to highlight and choose individual students to respond.

• Informal: Full ensemble run through of the selection.

• Formal: Rehearsals of individual sections and players on parts that need correcting.

Reflections:

I haven’t done much work in front of the high school ensemble. Outside of clarinet sectionals at band camp where I worked as their private instructor, yesterday (11-3-10) was my first time really working on music in front of the entire ensemble (I’ve done a good deal of marching work with this ensemble on the marching field).

During this rehearsal, I sang quite a few of the phrasing examples for the band. I wanted them to hear exactly the kind of shape I’d give to the phrase. The students were really amazed with my singing voice – I don’t think any of them (outside the clarinet section) knew I could sing, and sing that expressively. I was really cool to see them in awe of something I was doing on the podium and it made me feel really good.

Tomorrow’s rehearsal will be spent outside in preparation for an away marching performance at Lansing Sexton on Friday, 11-5-10. The band will be performing the new half-time show written by senior trumpet player Chad Osenbaugh.

Lesson Plan Topic or Subject: Work Phrasing and Pacing in Lo, How a Rose E’er Blooming

Date: 11/10/10

Group: High School Symphonic Band

Standards:

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

•ART.I.M.HS.2 Sing music written in four parts, with and without accompaniment.

•ART.I.M.HS.3 Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

•ART.I.M.HS.5 Read an instrumental or vocal score of at least four staffs.

• ART.I.M.HS.6 Sight read, accurately and expressively, music with a moderate level of difficulty.

Objectives:

• Students will sight-read /begin work on the selection Lo, How a Rose E’er Blooming, working to implement correct technical and expressive elements, including the key signature and accidentals.

• Students will correctly identify and play any accents, dynamic markings, or fermata as notated in the music or at the discretion of the director.

Materials:

Procedures:

This lesson should focus on the phrasing of this selection. As I pointed out in the previous lesson plan (11-4-10), this is a very expressive play and allows the performer to really dig into the expressions of pacing and phrasing. Focus areas include;

Measures: 9-10, 19-20, 27-28, 33-35, 39-44, 55-end

• The teacher will push the group to run as much of this selection as possible with limited stops. This is necessary to give the students a sense of accomplishment.

• The rehearsal will end with positive reflections from the director and comments from the students on their first opinion of the selection.

Assessment:

• Informal: Ask questions and/or give prompts aimed at addressing elements in the music to highlight and choose individual students to respond.

• Informal: Full ensemble run through of the selection.

• Formal: Rehearsals of individual sections and players on parts that need correcting.

Reflections:

Lesson Plan Topic or Subject: Full Rehearsal; Treasure of Scales, Bach Chorales, Sleigh Ride, Lo, How a Rose E’er Blooming

Date: 11/12/10

Group: High School Symphonic Band

Standards:

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

•ART.I.M.HS.2 Sing music written in four parts, with and without accompaniment.

•ART.I.M.HS.3 Perform an appropriate part in large and small ensembles, demonstrating well-developed ensemble skills.

•ART.I.M.HS.5 Read an instrumental or vocal score of at least four staffs.

• ART.I.M.HS.6 Sight read, accurately and expressively, music with a moderate level of difficulty.

Objectives:

• Students will play through the selections Sleigh Ride and Lo, How a Rose E’er Blooming with correct technical and expressive elements, including the key signature and accidentals.

• Students will correctly identify and play any accents, dynamic markings, or fermata as notated in the music or at the discretion of the director.

Materials:

Procedures:

• Teacher will hand announce the first exercise from the Treasure of Scales textbook (19, 20) then exercises from the Bach Chorale textbook (2, 6). Then the teacher will announce the title of the first rehearsal selection (Sleigh Ride). The teacher will allow a few additional seconds for percussion to get the auxiliary instruments they will need.

• The teacher will at this time direct students to the beginning of this selection. The teacher and students will work section by section through the selection, stopping and working any technical problems as they arise.

• The teacher will push the group to run as much of this selection as possible with limited stops. This is necessary to give the students a sense of accomplishment.

• This process will be repeated with the second selection (Lo, How a Rose E’er Blooming).

• The rehearsal will end with positive reflections from the director and comments from the students on their first opinion of the selection.

Assessment:

• Informal: Ask questions and/or give prompts aimed at addressing elements in the music to highlight and choose individual students to respond.

• Informal: Full ensemble run through of the selection.

• Formal: Listening to individual performers or sections work specified sections of the music.

Reflections: