11th Lesson Plan

19 April 2018

Wesley Crow

Objective:
Here is what I had on my hourglass for this lesson (my 11th lesson, Thursday, April 19th)

That being said my objective would just be to:

1) address problems spots to ensure that they are not problems, and
2) work on really performing the piece. What story are we telling with this piece? It
involves a train and a movie theater… it’s up to you (the ensemble)

Procedures:
Warm-up: This can be whatever. I would try to include lip slurs for brass. Working on good
tone/balance is always important.

Lesson:
1) Potential Problem Spots:
- m. 21 have the countermelody play more waltz-like, model it for them (start at m. 21)
o have the rest of the ensemble count “1, 2, 3” emphasizing big beat one, like you
would in a waltz.
- m. 52 (make sure accent pattern is heard) (start at m. 52)
o Have everyone that does not play that clap the accent pattern
- m. 62 lows drop down, moving line (quarter notes/eighth notes) need to be heard
(start at m. 56)
o direct attention/ears to lows by pointing
- m. 71 crescendo (start at m. 64)
- m. 83 make sure people who come in on beat 2 can be heard (start at m. 83)
o listen to trumpets in m. 83-84; Can they play that well?
- m. 86 switch to 3/4 (start at m. 83)
- m. 90 timpani eighth notes in time (start at m. 89)
o if necessary, have the ensemble pat 8th notes
- m. 100-101 clarinet, alto sax, tenor sax, horn release/breath together, then fermata on
m. 101

2) Performing the piece

- What makes a story enjoyable/interesting? How can we bring character to the piece?
- Can we exaggerate dynamics or articulations more?
Assessment:
- In the past I have had students star or circle a difficult part of the piece for them. Call on
a few students and ask if they feel like they have overcome that challenge. If so, erase
it/cross it out.
- Have students think of one characteristic they would give to this piece, then have them
write it at the top of their music?
o This will serve to them as a reminder of the style/character we want the piece to
have when performing.