andyschneiderbestlesson

6th Grade Band- Woodwinds

Rhythm Reading, Proper Rehearsal Habits, Articulations

-Students will be able to listen to and identify articulation patterns, then model them after the teacher.

-Students will be able to describe and execute different articulations such as accents, tenuto, and staccato.

-Students will be able to read and play correct notes and rhythms in their music.

Warm up:

-We will start out by getting our eyes warmed up by reading #3D on pg. 52 in Measures of Success.

*Flutes on an F, Clarinets on a E, and Alto Saxophones on a G.

*Remind the students that they need to clearly tongue each of the notes, especially the eighth notes.

-Following this, I will ask the students to listen to me, and then play back what I play. I will play several rhythmic patterns with quarter notes, half notes, and eighth notes. I will use various articulations in the patterns. Then, the students will play back the patterns matching articulations. I will play each pattern on a G (trumpet) or F (trombone).

*For this warm-up flutes will stay on F, clarinets will play an open G, and saxes will play a D (123 123, thumb)

Is rhythm or articulation the goal here? If you want to hit both, perhaps you could break them apart first, keeping a simple and consistant rhythm to work articulations. Segue into rhythm by making it rhythm as complex as you desire, but keeping consistant articulations (one measure staccato, the next marcato etc.) It seems a lot to ask of some students to listen and react to multiple semi-related things without working into it first. I like this exercise to develop ear training, but have ran into problems with students getting bored of it. Perhaps you could include students on this as well, having an individual play the rhythm for the rest of the band. Or even by sections, give each section a minute of scheming time for them to play the rhythm together, and then for the rest of the group to imitate. Just to give more options, what about trying this with singing instead of playing for articulations? Then translate what you had to do to get the sound while singing to playing the instrument.

Rehearsal:

-I will ask the students to take out "A Christmas Fanfare". We will start rehearsing at the beginning.

-We will first look at m. 1 and identify the articulations in which we just warmed-up with.

*I will be listening for clear tonguing and correct notes. CHECK YOUR KEY SIGNATURE!!

*Clarients- try and make your air last for at least two measures in the repeating pattern on C. Breathe from your stomach, not your shoulders.

A good strategy for breathing at this age is to tell them to fill up with air all the way down into their feet.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">*Don't rely on your ears. We all have different parts that come together to make one song. Rely on your music and be confident.

I t seemed counterproductive to have them do a listening exercise to warm up, then to tell them not to listen. Build the understanding that the parts are different, and listen to the differences between them. When they know what to listen for, listening will help them line up easier.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">-I will also talk about melody (the main part, or the most recognizable part of a song). I will ask the students who has the melody in various parts of the piece. This is important for them to know because that is the part that needs to be heard the most!

Way to tackle that concept, it can be pretty difficult to catch on to. I like having the students try to explain what the important parts are and why.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">-Our goal will be to try and play through the whole piece without stopping.

Good goal. I like sharing the goals with the students so they know what they are working for. If there has been a lot of section rehearsing as well, this can be a good source of extrinsic motivation too.

<span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">Andy Schneider <span style="font-family: 'Arial Narrow','sans-serif'; font-size: 15px;">-Reading this through again, I would like to add to the warm-up section for students to literally say "rest" on all of the quarter rests, this way they never play on the rests. This is a very good strategy in eliminating "unwanted soloists" in rest spots. After this, have the students whisper "rest", then say "rest" in their head without saying it out loud. Over time, students will hear what it is like for everyone to rest when they are supposed to, and will never play on a rest again.

<span style="color: #2ca043; font-family: 'Arial Narrow',sans-serif; font-size: 15px;">Nice lesson and rehearsal plan. A lot of concepts being covered here, obviously to be developed in future lessons as well.