history+of+piece

The idea of this lesson was to allow the students to gain a "mental map" of where the melody of each British folk song was located in the piece. It was also directed toward the students gaining a knowledge of the history behind each folk song within the piece. The following links will take you to the websites used in researching the folk songs in this piece. 1) [|Early One Morning] 2) [|A-Rovin'] 3) [|Barbara Allen] 4) [|Lincolnshire Poacher] 5) [|JW Pepper]


 * **Teacher Name: ** || Jessica Happold || **Date: ** || January 15th, 2008 ||


 * **Subject/Grade: ** || Aurora High School Band ||


 * **Focus Concepts/Skills: ** || History of British Folk Songs ||

   || SWBAT incorporate the history of the four British folk songs in “Folk Songs from the British Isles” as well as find the melodies within the piece. ||          <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> || # Read origin of //“A-Rovin’”// and note that the words to the chorus happen at m. 21 with trumpets. Read the chorus to them, then sing the chorus to them or play a recording of the song. <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> || <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> || <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> <span style="FONT-FAMILY: 'Tahoma','sans-serif'"> By asking a series of questions, such as “where do you hear the chorus happening,” I will be able to determine if what I am teaching them about the melodic breakdown is working. Also, by hearing them play and balancing to hear the melody, I will know they know where the melody happens. A big focus in this lesson seems to be balance of melody against accompanimental parts in the score, so perhaps it would be wise to have the students write in their music who has the melody in each section to be sure they are listening for that part--this could be assessed by collecting the scores and checking for this notation or giving an open-score quiz that simply lists measure numbers and asks for the instrument(s) that have the melody. Another very simple assessment would be to ask students to write short (2-3 sentence) summaries of the stories told in each of these four folk songs--if they understand what they are playing about, they can be more expressive and pick up on techniques the arranger has used in this instrumental setting. || <span style="FONT-FAMILY: 'Tahoma','sans-serif'">(Edited by Jamie Unger)
 * <span style="FONT-FAMILY: 'Tahoma','sans-serif'">National Standards (put X before all that apply): **<span style="FONT-FAMILY: 'Tahoma','sans-serif'">
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> x || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">1. Sing ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">x || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">2. Play **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">3. Improvise ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">4. Compose/Arr. ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> x || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'; LETTER-SPACING: -0.5pt">5. Read/Notate ** ||
 * <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">X || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">6. Listen ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">X || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">7. Evaluate ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'"> || **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">8. Related Arts ** || <span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">X |||||| **<span style="FONT-SIZE: 11pt; FONT-FAMILY: 'Tahoma','sans-serif'">9. History/Culture ** ||
 * **<span style="FONT-FAMILY: 'Tahoma','sans-serif'">Learning **
 * <span style="FONT-FAMILY: 'Tahoma','sans-serif'">Objectives: **
 * **<span style="FONT-FAMILY: 'Tahoma','sans-serif'; LETTER-SPACING: -0.3pt">Sequence of **
 * <span style="FONT-FAMILY: 'Tahoma','sans-serif'">Activities: **
 * 1) Have 1st trumpets play at m. 21 to hear melody. Because this is a folk __song__, derive the phrasing from where the text stress would be in the sung version of this piece. If desired result is not achieved yet, put words up on board/overhead and have everyone sing the melody so the students can feel the music internally by singing in addition to externally on the instrument. (This step can be repeated for all four folk songs.)
 * 2) Have everyone play at 21
 * 3) Read origin of //“Early One Morning”// and note where the melody happens. Read then sing 1st stanza. Have alto saxes play melody.
 * 4) M. 40 has the chorus. Most everyone has melody or a variation of the melody. Have everyone play at 40. Ask students some adjectives that could be used to describe the mood in this song, knowing the text as well as the melody and instrumental setting.
 * 5) Read Origin of //“Barbara Allen.”// Discuss as a class how the mood of this song would contrast from the previous one.
 * 6) Have oboe and 1st clarinets play melody line. Note at m. 58 the Euphonium takes over melody.
 * 7) Read origin of //“Lincolnshire Poacher.”// Read/sing 2 stanzas from song
 * 8) Have trumpets play melody at 68.
 * 9) At m. 79 the chorus comes in. Have everyone play here. Read/sing these lyrics.
 * 10) Note at m. 87 return of //“Barbara Allen.”// This happens in trumpets. Flute/clarinet triplets are to be sounded underneath this, not overpowering.
 * 11) Play from 87 to end of piece to get a feel for how the ending sounds.
 * <span style="FONT-FAMILY: 'Tahoma','sans-serif'">
 * <span style="FONT-FAMILY: 'Tahoma','sans-serif'">Assessment: **