John+Fucinaro+Best+Lesson+8th+Grade+Band


 * [[image:http://musiclessons.wikispaces.com/site/embedthumbnail/placeholder?w=542&h=50 width="542" height="50"]]** Teacher Name: ** || John Fucinaro || ** Date: ** || 3/5/2015 ||


 * ** Subject/Grade: ** || 8th Grade Band ||


 * ** Concepts/Skills/Values: ** || Rhythmic Counting, Phrasing ||


 * National Standards (check all that apply): **
 * || ** 1. Sing ** ||  x   || ** 2. Play ** ||   || ** 3. Improvise ** ||   || ** 4. Compose/Arr. ** ||   || ** 5. Read/Notate ** ||
 * || ** 6. Listen ** || ** X **  || ** 7. Evaluate ** ||   || ** 8. Related Arts ** ||   || ** 9. History/Culture ** || || ||


 * ** Behavioral **
 * Learning **
 * Objectives: ** || In //I Recommend,// students will accurately perform lip slurs and F and C chromatic scales with 80% accuracy.

In //Star Spangled Banner//, students will watch the director, looking up every other measure or so to maintain steady tempo.

In //Joyance!//, students will accurately play the slow section, mm 47-84, with proper phrasing, tuning, and balance, all with 80% accuracy. This will be achieved by clapping and counting common trouble spots.

In //Rites of Tamburo,// students will play correct entrances and give all notes proper length,notedly at mm 52 and 85 ||


 * Type of Assessment (check all that apply): **
 * || ** Diagnostic ** ||  || ** Formative ** ||   || ** Summative ** ||   || ||   || ||
 * || ** Formal ** || ** X **  || ** Informal ** || || ||   || || || ||

Self-evaluation where noted ||
 * ** Assessment (describe the procedure or tool used): ** || Aural based assessment for all

Star Spangled Banner Score // Joyance! // Score // Rites of Tamburo // score ||
 * ** Materials Needed & Location: ** || // I Recommend // books


 * ** TOTAL Minutes in Lesson: **


 * _________ **


 * Sequence of **
 * Activities & Duration in Time for Each Activity or Assessment: ** || 52


 * 1) 1. Start class with stretches and rhythm on the board as usual. Try to find new people to clap and count the rhythm on the board.
 * 2) 2. Move to //I Recommend//. Start on page 4, number 1 as a starting point for students, a lip slur they are comfortable with. Then move to number 4, still relatively new to the class. Remind them that lip slurs are just a manipulation of air speed and embouchure shape and can be done all in the same position/fingering with the right air speed. Trumpets have been getting the slur with relative consistency, so have them start as a model. Then have the brass play the slur in unison, then the full group play the exercise. Next, direct the students to page 15, number 3 and 5. Have them play through the first chromatic scale, as it is the more familiar of the two. At a slightly slower tempo, go through the next (C chromatic), having students focus on the pitch going up in half steps.
 * 3) 3. Move onto SSB. Remind students that they have been playing this exact piece for years, and should know it quite well. Challenge them to look up every other measure. While playing, give as much information as possible in the conducting, so students can see what is going on. Try to do something different (longer fermatas, different tempos) to really check that students were looking up. Continuously scan the room and congratulate the students who looked up the most.
 * 4) 4. Onto Joyance! Start at mm 47. Immediately have Flute, Clarinet, Saxophone, and Trumpet clap and count their part. (HINT: tie this rhythm in with the one on the board) Once clapped accurately, have the same instruments play mm 48-51. Be very picky about the rhythm. Once the rhythm is achieved, have Flute, Clarinet 1, and Trumpet 1 clap and count at 76. Follow the same procedure as above. Next, have Clarinet 2 and Trombones play 51-59. Once they have finished, have them evaluate their intonation. Have them play it again, having them focus on making a full round tone, even at a softer dynamic, and see if the result is different. Hold them to a high standard, as they lay down the tonal foundation. When intonation is solidified, have the whole group play 47 to at least 59, 67 tops. Before they start, tell them to think in 4 bar phrases, which will require more air, which means bigger breaths. If played with proper phrasing, go back to mm 39-87 to get the transitions in and out of the slow section and to end Joyance on a high note.
 * 5) 5. In //Rites//, start with Flutes and Clarinets clapping and counting at mm 52. Remind them that their parts are different and must be played as such. When clapping accuracy is achieved, have students play the section. Have everyone who plays at that section play at this time. Follow the same procedure at 85. Move next to mm 35. Have students play the measure and stop them at 36. If they hold their note all the way to the downbeat (as this concept has been talked about before), move on to 100. If not, have them retry with full note value explained. Repeat the process at mm 100. Time allowing, run the piece. ||


 * ** Teacher **
 * Effectiveness **
 * Reminders: ** || Give constant praise when things go well. Try to keep the pacing steady to avoid classroom management mishaps. Keep the emphasis on playing, not instructing. ||