Syncopated+Rhythms+-+Saucedo

** Subject/Grade ** : Symphonic Band (10th – 12th grade)
 * Teacher Name: ** Greg Woolford

2. Play 5. Read/Notate 6. Listening Warm Up: -Play ascending and descending the F major scale (“Sunset” is in F Major). -Vocally give a syncopated rhythm (that’s in the piece) to play on each note of the scale (teach by rote so they’re doing it, and don’t know it) //(If the students have trouble playing the syncopated rhythm by rote, keep practicing them for several days before introducing the notation)// -Have the same rhythms on the board (measures 41 and 49-50) -The whole band will count the rhythm out loud together //(Encourage students to clap/tap the beat while counting the rhythm if they seem to have difficulty feeling the pulse; or, some students could clap/tap the// beat while the others count the rhythm and then switch) -Have the band play that rhythm on a concert F -Prompt the band to see if they realize it’s the same rhythm I sang at the beginning. -Go to m. 41 and 49-50 in the music and play with actual notes. //(It may be useful to use this lesson as a warm-up for several days before introducing the piece to the students, depending on their ability level)// I will assess aurally and visually as we play through the rhythms, not moving onto the next step until the whole band (or majority of the band) has successfully played the rhythms. I will also give immediate feedback to add to the assessment of the group and each section if needed.
 * Focus Concepts/Skill**s: Syncopated Sixteenth Note Rhythms within the context of Richard Saucedo’s “With Each Sunset”
 * National Standards**:
 * Learning Objectives**: The Students will be able to play and understand syncopated sixteenth note passages within the context of Richard Saucedo’s “With Each Sunset.”
 * Sequence of Activities ** :
 * Assessment**:

Formal assessment for this activity could take place at the end of this lesson or in a later class period. Students can perform the specified rhythm individually or in small groups and can receive a grade based on their steady pulse and rhythmic accuracy.

This lesson could also be a starting point for students to create their own improvised or composed rhythms that utilize the same note values and syncopated feel as the rhythms in this piece.

//edited by Kimberly Smith//