Class: 4th Hour Philharmonic (3rd Concert Band)

Time: 12:05-1:15pm (15 minute total warm-up)

Teacher's Name: Katie Kraft

Class Setting: This is the 3rd concert band of Concord High School and the students have
auditioned into this band, so therefore there is a mixture of ages. The students have had tests
over all three of the worksheets/ exercises used in this warm-up.

Goals:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
7. Evaluating music and music performances

Objectives:
students will be able to balance and blend and listen to the ensemble
students will achieve a good ensemble tone which means good blend and balance
students will play correct rhythms and correct notes throughout the warm-up

Materials:
4th Hour Philharmonic January 2013 Exercise Worksheet
4th Hour Philharmonic December 2012 Exercise Worksheet
4th Hour Philharmonic Chart 11 and 13 Rhythm Worksheet
baton

Procedures: (15 minutes total)
*Before starting warm-up, make sure students have out all 3 exercise sheets in the order listed
under materials.
Part 1
1. Have students play through exercise #1 on the 4th Hour Philharmonic January 2013.
2. Split the students into 2 groups, one being all woodwind players and the other all brass
players.
3. Have the students play through the same exercise, but with brass starting on the first
note, woodwinds on the second, and trading back and forth through the entire exercise.
a. Focus on articulations and length of notes matching between the two groups
4. Repeat steps 1, then 3, then 1 so students have a good amount of time hearing the
pitches of the B-flat chromatic scale and can be more successful in trading off between
pitches.
(7 minutes)
Part 2
1. Have the students next put both the December 2012 worksheet and the rhythm
worksheet next to each other on the stand.
2. Play through exercise #3 (B-flat major scale) on the January 2013 worksheet
3. Have the students play through rhythm number 1 on the Chart 11 worksheet playing one
note from the B-flat major scale ascending per measure.
a. Use this first rhythm (worked on already in class) as the tester to make sure
students understand the instructions
4. Pick any of the other rhythms on the sheet and have the students play through them the
same way repeating step #4
a. If students are getting rhythms correctly do one or both of the following steps:
i. turn to Chart 13 and use any of the rhythm exercises from that side (the
bottom 4 exercises remember to get rid of the 1st and 2nd endings)
ii. have the students instead of playing the ascending B-flat scale, play the
descending B-flat scale (2nd half of exercise #3 on January worksheet)
b. If students are not understanding rhythms do the following steps:
i. Have students count and clap the rhythm (Subdivision in the counting and
clapping the rhythm
1. Students need to tap their feet.
ii. Have the students then play the rhythm only on a concert B-flat
iii. Then have students try playing the original exercise
(8 minutes)

Assessment:
Listening to ensemble and hearing wrong rhythms and notes through exercises
Listening to the two different groups for balance and blend in ensemble
Ask questions:
For a legato style quarter note should we use a da-da/ du-du articulation, or a ta-
ta/ tu-tu articulation?
Through a passage, should our airstream be continuous like a straight line, or
punctuated like periods?
If I say a concert B-flat scale, what scale would you play on your instrument? (go
through and ask flutes (B-flat), trumpets (C), alto saxophones (G), trombones (B-
flat), french horn (F))
can look at any section that may be losing focus