Ensemble Rehearsal Lesson Plan

Name:
Jordonn Smith

Date of Lesson: 4/30/13

Ensemble: Beginning Tubas

Primary Goal: Students will demonstrate an understanding of legato tonguing.

Secondary Goal: There is no secondary goal for this lesson.
TEKS to be addressed in this lesson:




MUS117.33 (1)(A). Individually demonstrate characteristic vocal or instrumental timbre





MUS117.33 (1)(C). Identify music forms presented aurally and through music notation.





MUS117.33 (2)(A). Perform independently, with accurate intonation and rhythm, demonstrating


fundamental skills and basic performance techniques.





MUS117.33 (3)(A). Sight-read simple music in treble and/or other clefs in various keys and meters





MUS117.33 (3)(C). Identify music symbols and terms referring to dynamics, tempo and articulation


and interpret them appropriately when performing.
Materials or Resources: Tuba, Mouth Piece, Pencil, Chair, Stand, Method Book, Mirror, How to Practice
Sheet
Warm-ups:





Time Needed: 15
Remington Warm up (4/4 time, whole notes, 80 BPM)

A. Process:


I. Have the student slur instead of tonguing each notes


II. There are two counts of rest in between each sequence.


III. The student will play moving chromatically downward in half steps from F right below the staff to


Bb.

B. Objective:


Get the student and instrument warmed up. Also, get the student mentally prepared for the rest of


class.

C. Assessment:


Listen to the student and the entrances and watch every student to see if the foot is tapping correctly
Scales:


The student is learning the second tetra chord of the Bb and F major scales. Then, they will combine


the first set of tetra chords and the second set of tetra chords to make the full scale.

A. Process:


I. Ask the student how many flats are in each scale.


II. Ask individual students to tell me the notes in the scale.


III. Student will say the notes of the tetra chord and finger simultaneously.


IV. Student will say the position in rhythm and finger simultaneously.


V. I will play the last four notes of the Bb tetra chord on a tuba four counts later the student will play the


last four notes of the Bb tetra chord. I will repeat this four times.

VI. Four counts later, the student will play the last four notes of the Bb tetra chord.

VII. The student will repeat this four times (I will play and the student will play)

VIII. The student will follow the same routine for the F major tetra chord.
B. Assessment

If a student is having trouble playing the scale with correct notes, slow down the tempo so that the

students have a chance to play.

New Skill/Concept: Opus 4.2 Daybreak

Time Needed: 15

A. Objectives: Understanding Legato tonguing (smooth and flowing)


I. I will explain that legato tonguing is used for a more connected, smooth and flowing sound.


II. Then, I will explain the use of doo or dah when tonguing. Since legato means smooth, we do not


want a harsh articulation, so doo or dah would work best.


III. If there are no questions, I will play four legato quarter notes on concert F and I will have the student


repeat those four legato quarter notes after me. (80 bpm, 4 counts of rest between me and the


student.)

B. Process


I. The student will play through Opus 4.2 (Daybreak) as written (if students do not play with a legato


tongue, ask a student to repeat what was said about legato tonguing and then have them play again.)


II. Next, I will play through the first four bars so that the student has an example of using the legato


tongue in context.


III. The student will then play the whole line using the example that I just played for them.

C. Assessment (informal): Check to see if the student is playing the correct notes and using the legato


tongue.
Items to anticipate: Student, at first, may not understand the concept of legato tongue. Listen to each individual
student play four legato Fs.
Sight-Reading:





Time Needed: 13

A. Objectives: The student will demonstrate legato tonguing while sight reading.


a. Rhythm: The student will play the rhythms that are in the sight reading piece. These rhythms are not


new to the student, so the student should be able to play. Ask the student if there are any questions


about the rhythms presented to them.


b. Melody/Harmony/Correct Notes: The student have already leaned the key that is presented in the


piece, therefore, the key is not new to the student. Ask the student if there are any questions about the


notes presented in the piece. If a student or student have trouble with the correct notes in the piece, the


tempo will be adjusted if needed.


c. Musicality: The student was introduced to legato tonguing as their new skill and there will be trouble


at first, remind the student that this is a hard concept to learn and it WILL take practice to master the


concept.

B. Process:


I. Ask the student what key the sight reading piece is in.


II. Ask the student what the routine is for learning a new piece.


III. Ask the student to count and clap the rhythm.


IV. Count and finger the line in rhythm.


V. Say the names of the notes in rhythm and finger simultaneously.


VI. PLAY!

C. Assessment: Check if the student are playing legato correctly by listening to each individual student.
Items to anticipate: The student may have difficulty putting the concepts together, example, tapping the
foot,
playing with a legato tongue and playing the right notes may not happen all together the first time.
2

Closure:





Time Needed: 2

1. Summarize objectives of lesson.


a. What sound should be used while playing with a legato tongue?

2. Communicate objectives for the next rehearsal.


b. Assign the student to practice Opus 4.4 (Slurred not shaken) as they will have a try-out one week from


today. 5/7/13