Nealeigh_Flourish

Ralph Vaughan Williams __Flourish for Wind Band__ Appx 15 minutes. High school band. **Purpose:** Establish content groups for unity in major sections. Vaughan Williams uses 4 groups or teams at most times, though not in strict 4-part harmony. Students should p lay sections layered melody then bass then inner voices. **Learning Objectives:** Through listening and matching, students find a balance that maintains melody’s importance but with strong inner voices and bass support. ** Sequence of Activities Square B: ** Melody: Fl, Solo Cl, Eb Cl, Cor 1, Euph 13: Ob, Cl 1, Alto 1 & 2, Horn 1 & 3 24: Cl 2 & 3, Horn 2 & 4, Tenor Bass: Bs Cl, Bsn, Bari, Bass/Tuba Take anthem section lightly. Almost hymn-like. Comparable to ‘Acrostic Song: Final Alice’ from convention program with pomp. Legato articulations using the ‘loo’ syllable. Melody: Fl, Ob, Eb Cl, Cor 1, Bone 1 Bass: Bass/Tuba, Euph, Bari, Bsn, Bs Cl Cadets: Cl 2, Alto 1 & 2, Tenor, Horn 2 & 4, Cor 2, Bone 2 Counter Melody: Cl 3, Horn 1 & 3, Cor 3, Tpt, Bone 3 Well defined articulations using the ‘doo’ syllable. Push all the way from A to bar 19. Take the notation literally for cut offs. Horns/Bones Cornets/Trumpets This should be an all out fanfare. Think Army Herald Trumpets, the king is arriving, Gabriel is blowing like never before. Articulation is very Gabrielli based. **Assesment:** Was there an appropriate balance between all four content groups? Did the style and articulation change satisfactory into B and 45? This was a lesson I recently used to break apart //Flourish for Wind Band// by Ralph Vaughan Williams. The piece is scored awkwardly with regards to proportions on the melody, counter-melody and bass line. The idea of the lesson was to have students identify which group they play/blend with and then balance with those teams. It breaks down the process from 25 parts to 4 teams. References to pieces or composers relate to other works performed on the last concert.
 * Square A and Square D: **
 * Beginning and Bar 45: **

Mark, I think this is a very good lesson. I can really see the logical process that you are using in order to help break down that skills that your students need to develop. If there is one thing you might work on is wording some of your sections so they are more focused on the students. This would definitely help administrators to see the goals outside of the music as they effect the students. It might also help you to remember the bigger picture. For example, with balance issues, how will you get the students to understand the desired effect. In the learning objectives, how will the students (and hopefully the music) benefit from this understanding. //Edited by Jason Jerger//