Breathing+Techniques

Tim Rischling - Lesson Plan

__**Intro:**__ This is a lesson plan on how to breath properly in beginning lessons. I see too often when students “huff and puff” with their shoulders as a source for air or simply not enough to make a buzz/sound. This isn’t the correct way to fill the lungs. I don’t want them thinking breathing properly is something hard to think about, but should be a natural habit. The lesson doesn’t go into using embouchure techniques for brass or woodwinds, but just the correct way to take a good breath for a source of air.

__**Subject/Grade:**__ Beginning Band

__**Concepts/Skills/Values:**__ Breathing

__**National Standards:**__ Sing, Play, Read/Notate, Listen, Evaluate

__**Objectives:**__ Provided with the correct model and exercises for breathing, the student will be able to properly breath and incorporate into playing.

__**Materials:**__ notebook, refer to “Breathing Gym” for a guide.

__**Sequence of Activities:**__ -Define and model the improper way to breath by raising the shoulders, breathing in too much/not enough, create resistance, breath in through nose, bad -posture, etc. -Define and model the correct way to breath. Emphasize the lungs pushing the stomach out and good posture. Show by singing and playing the difference a bad breath and a correct breath show. -Use models to help: -Use simple exercises such breathing in 4, out 4 on a loop. Increase the out level by 4/8, 4/12, and 4/16. Look for consistency in air all the way to the end. -This will help build their endurance. -With using at least 2-4 counts before each sound, start using that style of breathing for every song. This will help everything else fall into place for a good sound.
 * 1) Use a notebook to put between your stomach and the wall. When breathing properly, the person should expand the stomach and push away from the wall.
 * 2) Use the visual of a thinking of a sigh after losing you wallet and finding the next day. No resistance and a good relax size of breath.
 * 3) Think of your lungs being a gas tank and you don’t want to overflow the tank or not put enough in. The size of breaths should never run low. Air is free.


 * __Assessment:__** I will assess the students informally by using a checklist/rubric for each student with what quality techniques they demonstrate throughout the lesson and the year.


 * __Teacher Effectiveness Reminders:__** Use plenty of models, plan one on one time, Use positive reinforcement to issue the problems such as “so and so is good, but work on so and so”, be very clear and detailed in instruction and feedback.

//This is a great skill for beginning band (or choir) students to understand. I love the gas tank reference. I do think, however, that you shouldn't emphasize stomach movement as much. After all, for a good full breath, the sides and lower back expand as well. If you emphasize the stomach pushing out so much, then a small child may just take a regular breath while pushing out his or her stomach, and believe that they have done it correctly. Perhaps you could have them put their hands on their stomachs while they inhale, then on the sides of their waist, and then on their lower back, and finally all around. That way, they can break down those different sensations of expansion before they try to put them all together. The lower back expansion in breathing gets very little acknowledgement by teachers. Also, you may have different sections of the band sit and listen while the rest of the band first plays a phrase on a bad breath, then the same phrase on a good breath. It is much easier for students to understand the importance of your lesson in their playing if they can hear the difference themselves in their own peers. Great lesson and use of visualization and sensation! -Jessie Beran//