Independence+Within+Ensemble

Contributed by: Chris Watson

I used this lesson to increase the confidence of my ensemble. The specific section this lesson refers to is a 5/4 passage that consists of a repeating ostinato that has been off-set in other instruments by only a quarter note. The ensemble could play the passage, but were too easily influenced by what the others were playing. The players needed confidence that the sounds coming from their horns were correct. The important element of this lesson is the freedom to move about the room. I believe that my lesson plan could be adjusted to fit any passage that can be broken down into "teams" of players.

Subject/Grade: Concert Band (could be any ensemble)

Concepts/Skills/Values: Ensemble participation, accuracy, part independence

National Standards: Play

Behavioral Learning Objectives: Provided with their music and teams, the students will be able to play their rhythms and notes accurately and with greater independence.

Materials: Weirich - Medieval Enchantment

Sequence: 1) Split the ensemble into three teams (based on similarity of parts) - TEAM 1: Picc, Flutes, Oboe, Clarinets, Alto Sax, Trumpets - TEAM 2: Horn, Trombone - TEAM 3: Bass Clarinet, Tenor Sax, Bari Sax, Baritone, Tuba 2) Have them sit in teams - TEAM 1: Left - TEAM 2: Center - TEAM 3: Right 3) Start at measures 36 - 41 of Weirich: - Have TEAM 3 play (measure 38) - Have TEAM 2 play (measure 38) - Have TEAM 1 play (measure 36) 4) Discuss part independence: - Importance of knowing your team, working with or against others. - DON'T LET THE OTHER TEAMS THROW YOU OFF - BE AS SOLID AS YOU CAN WITH YOUR PART - ACT AS IF YOU HAVE THE RIGHT OF WAY 5) Combine parts: - Combine teams while focusing on TEAM 1 - Combine teams while focusing on TEAM 3 6) Repeat with measures 46 - 49: - TEAM 1, TEAM 2, TEAM 3 7) Work until independence is noticeable in sound [ASSESSMENT] 8) Sit in normal seats, play measures 36 - 49. Focus on independence of lines.

Lesson Reflection: This lesson worked really well! The students were excited to try something different and remained enthusiastic throughout the activity. Allowing the students to move about the room gave them the opportunity to sit right next to others with the same part. This gave each student unmatched confidence in themselves. The confidence in their sound was immediately evident when the group returned to their seats.

//Dear Chris,

This is a great lesson. I have done something similar to this. I always think "team" lesson work pretty well. This seems to be a great lesson, which looks very well planned out. I like the confidence factor for their parts. It seems to really work if you have great classroom management and discipline with the students. The assessment is great. The one thing I have a question about is how you measured the individual assessment. It seems that you did group assessment, but how did you measure it? The other thing I could mention would be is to add some tags for the page. I would love to run across this page if I was in search of a lesson to teach. Some tags I could suggest would be things like "team", "confidence", and "High School band". Other than these, I think your lesson is great. I hope you are having a great time with your band this semester.// //~Jill Witkowski~

Chris: This lesson sounds like a blast. Too often students are timid in their playing, resulting in the feared air-starved sound. One suggestion that I had was to maybe include some friendly competition into the independent team playing. Maybe see which teach can play the softest, then the loudest. Change it up and let the students build confidence while thinking their only playing a game. I don't exactly how many students are in each group, but in any group of four or more, I think a leader will come forth and the rest of the group will respond.

-Michael B.

Chris: I like the idea of getting students listening to their own parts as played by different instruments. This can really add to the idea of the band playing as one rather than a bunch of sections trying to play together. Once the students are more confident in their own parts, I would take this lesson a step further and just start moving students randomly throughout the ensemble. That would give them even more exposure to other parts, and train their ears to listen for them, as well as other members of their own team. I want to try something similar with my own ensemble. Nice job! -Doug Breiter

Nice lesson first of all! As you know a big part of early ensemble musicianship is having enough confidence to be able to play comfortably. The idea of having the team play as a unit really reinforces the students ability to listen across the ensemble and enables them to have more confidence//. //I don't know this piece, but in the future maybe have the teams mix up to work on students playing one part while hearing another. -DM//