Best+lesson-+breathing,+attacks,+releases

Students will then be able to attack notes together and use breath releases.
 * Subject:** High School Band
 * Concept Skills/Values:** Breathing, articulations, attacks, releases
 * National Standards:** Play, Listen, Evaluate, Read/Notate
 * Behavior Learning Objectives:** Provided with aural and visual examples, students will be able to use proper breathing techniques consistently.
 * Materials:** Nothing in particular necessary other than whatever piece you are working on

To be carried out consistently over time, usually when focused on one particular piece. I used this overall plan with a slow and lyrical tune we did for our last concert.
 * Sequence of Activities:**

Step One: Breathing 1. Begin by introducing students to visual and kinesthetic aides for what a good breath is. Many can be used (physically showing them a good breath, having them bend over in their chairs and inhale to feel their body rise up, breathing in while using an "OH" shape to the mouth, etc, etc.). 2. Have students put their hand up to their mouth (vertically) and inhale using a deep breath and an "OH" shape to the mouth. They should hear a significantly low and strong sound as the air whooshes past their lips. I like to show them how to do it properly first, then give them an idea of what it looks/sounds like when you do it improperly, and reinforce the correct way. 3. Use this in a sequence- breathe in for 4 with the visualizer, let out for 4, repeat, just to warm up. Expand this to in for 4 out for 8, in for 4 out for 12, in for 4 out for 16, or any other combination. Also go the other way: in for 4 our for 3, in for 4 out for 2, in for 4 out for 1, etc. Any other such exercises are useful too, I just listed a few basic ones here. 4. Apply to playing notes- do this sequence: in for 4, out for 4 three times, and the fourth time breathe in for 4 and play a note. Repeat with in for 3 out for 4, in for 2 out for 4, and in for 1 out for. This will get students used to taking that good breath one count before they articulate a note. Breathe together, play together. 5. Warm-up with this every day and be consistent.

Step Two: Attacks and releases The breathing activities are essential to attacks and releases. Once you have established a good habit of taking a solid breath the count before attacks, use this next step. 1. Have students play a concert F for four counts, rest for 4, play for 4, repeat, etc. Students should take a good breath on count 4. The focus the first time around should be to attack the note together. Breathe together, play together. This is all they're concentrating on for the first step, so be sure to not allow any inconsistencies. It's your time to be picky! 2. Slowly add things for the students to think about: the next step is to concentrate on attacking together and releasing with a breath. Use the above exercise. 3. Next, have them think about fitting their sound into the low voices, along with all of the above. 4. Next, have them play a cluster chord for 4 counts, rest for 4, concert F for 4, repeat. The cluster chord should help students hear more clearly if they're attacking together. 5. Experiment with other such things: have students think about tuning and dynamics, play a scale, etc; attacks and breathing are still the main focus. 6. Begin to blend in the concepts worked on in these warm-ups with the actual music; pick out specific parts that students have trouble with, or that you'd like to hear played more cohesively.

This is a good time to be really picky, because the students aren't focusing on anything other than breathing and playing simple notes/rhythms. Be consistent when doing these exercises; don't just do them once and expect them to work. It's not necessary to run through all of the above every single day, because that would take entirely too much time and may cause the students to lose focus. Just pick a few things to warm up on, constantly reminding students that the point is to breathe together and play together.
 * Teacher Effectiveness Reminders:**