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Nathan Childs

MUED 304
Dr. Dabback
10 April, 2017

Adopt-a-Peer Lesson Plan


Duration: 1 hour

Objectives:
1. The student will review concepts from the previous lesson by engaging in
exercises.
2. The student will buzz a concert B-flat 5-note scale with a quality tone,
articulation, breathing, and pitch accuracy.
3. The student will play a concert B-flat scale (1 octave)
4. The student will play a B-flat slur sequence that extends through their range.
5. The student will sight-read an excerpt, then prepare it for the post-assessment.

Procedure:
1. The student and instructor will review the concepts from the previous lesson and
apply them to exercises that reinforce those concepts.
a. Feet-to-Head Posture Building Exercise
i. Start with feet placement, then work throughout the body
upwards to the head. Establish correct posture habits for all parts
of the body.
b. 4,3,2,1 Breathing Exercise
i. Breath in for 4 counts, out for 4 counts
ii. Breath in for 3 counts, out for 4 counts
iii. Breath in for 2 counts, out for 4 counts
iv. Breath in for 1 counts, out for 4 counts
v. Move between each variation without stopping. Repeat each
variation 3 or 4 times before continuing to the next. The goal for
this exercise is to inhale and exhale fully to expand lung capacity
and endurance.
c. Review mouthpiece placement and fingerings.
2. The Student will hum a concert B flat after listening to the instructor play it on a
piano
3. The student will buzz sirens leading up to a B flat from a lower pitch
4. The student will buzz sirens leading down to a B flat from a higher pitch
5. The student will play a concert B flat 5-note scale on his instrument while
keeping quality tone, articulation, breathing, and pitch accuracy.
a. The student will respond by mimicking each fingering as the teacher
demonstrates.
Assessment:
Assessment will be based on the following rubric on the next page.
Rubric:

1 2 3 Score
Participation Student shows Student shows Student shows
little to no some effort to a good effort to
effort to improve but improve and 3
engage in lacks effort to remains fully
teaching participate. engaged
exercises. throughout the
lesson.
1 2 3 Score
Holistic Student Student Student
Improvement struggles to understands comprehends
grasp new new concepts new concepts 3
concepts but struggles and applies
quickly. with applying them to the
them to the instrument
instrument. quickly
1 2 3 Score
Instrument Student holds Student Student
placement and instrument demonstrates demonstrates
posture incorrectly and proper good 3
with poor instrument instrument
posture. placement but placement and
his posture is posture.
incorrect (or
vice versa).
1 2 3 Score
B Flat Buzz Student cannot Student Student
buzz the produces a produces a 2
correct tone or sound but the good tone
produces no tone is airy quality and
sound at all. and/or off proper pitch.
pitch.
1 2 3 Score
B Flat Scale (5- Student Student plays a Student plays
note) produces a rough contour the correct
poor sound of a 5-note pitches with 3
with incorrect scale but with correct
fingerings and incorrect notes fingerings.
pitches. or poor tone Student has
quality. good tone
quality.
Total: 14 /15

Reflection:
The first lesson went very well. Tyler already had a good sense of posture and
just needed correcting with how to hold the instrument. The biggest challenge to
overcome was breathing and air quality. Tyler could get a nice sound out of the horn but
struggled to find the right partial and maintain his embouchure. When it came to
buzzing on the mouthpiece, we both realized how much more difficult it is to produce
the correct pitch compared to playing on the trumpet. We worked a lot on getting a
clean attack and playing right on pitch. This started with the foundations of building a
correct embouchure, then audiating the pitch, then breathing correctly. Tyler tends to
push air with his cheeks rather than let it flow from his lungs. This is definitely going to
be in the curriculum for the next lesson. Tyler showed a good effort and a genuine
curiosity to learn. For the future, we will work on expanding his range, breathing,
chromatic fingerings, and reading notation.

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