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Band 3/23/16

Rehearsal of Chorale No. 7, Ye Banks and Braes OBonnie Doon, and Amen!
Grade Level: High School 9-12
Objective(s):
1. Students will be able to warm-up their instruments and both sides of the brain by
using methods from The Creative Director.
Focus will be on engaging the proper breath support needed to play
instruments, rhythmic accuracy, and perfecting the directions for the
ascending/descending scale exercise.
2. Students will be able to review the soprano and alto parts of Chorale No. 7 and play
them together as an ensemble.
Focus will be on hearing how the parts sound together and correctly
mapping the music without adding an extra beat when taking the repeat.
3. Students will be able to rehearse a brief section of Ye Banks and Braes OBonnie
Doon.
Focus will be on rhythmic accuracy, specifically with tied notes and the
dotted 16th eighth note rhythm.
4. Students will be able to rehearse the intro, the first A section, and the second A section
of Amen! as an ensemble and as sections.
Focus will be on rhythmic accuracy, specifically in syncopated measures,
dynamics, and creating space before or between accents.
Materials:
ScoresChoraleNo.7byJ.S.Bach
Amen!byFrankTicheli
YeBanksandBraesOBonnieDoonbyPercyGrainger
ConductingBaton
Instruments
Chairs
MusicStands
DryEraseBoard/Markers
Procedures:
~8:00

1. Teacherwillwarmuptheband:
Breathing
CMajorScale,quarternotes,ascending
LiptrillonCMajorScale
UseTHATamountofairtoplaythescaleoninstruments
41Variation
Studentschooseanypitchtoplay,keepingtheireyesontheconductor
Teacherwillspeak12measurerhythmsfromYeBanksandBraesfor
studentstoecho.
4=Thisprocesswillrepeat4times(4differentrhythms)
1=FConcertforintonation

AlternatingAscendingandDescendingscalesthroughCircleofFourths
Rhythm=12+3+4+/1234(Quarter,Eighths,Eighths,Eighths/Whole)
AscendtheCMajorScale(stopatscaledegree8andexplainthenextstep)
DescendtheFMajorScale(startonscaledegree8anddescend)
AscendtheBbMajorScale(stopatscaledegree8andexplainthenextstep)
DescendtheEbMajorScale(endonscaledegree1)
Maintainbreathsupportfromfirstexercise
FChromatic
6/8
Twooctavesascendinganddescending

~5:00

2. TeacherwillconductChoraleNo.7.
Reminder:repeatsigngoesstraighttobeat4,whichistheanacrusis.
EntirebandwillreviewtheSopranopartforaccuracyonnotesonrhythms
EntirebandwillreviewtheAltopartforaccuracyonnotesandrhythms
Teacherwillinstructhalfofthebandtoplaythesopranopart,whiletheotherhalf
playsthealtopart.
Teacherwillinstructthebandtoswitchparts,soeveryonehashadthechanceto
playbothpartsoftheduet.
Teacherwilltakenotesonwhatwentwellandareasthatneedtobeaddressednext
rehearsal.

~9:00

3. TeacherwillrehearseYeBanksandBraesOBonnieDoonwiththeband.
Onthepodium:
Measures1826
Offthepodium:
Lookoveryourpartanddoyourbesttospeaktherhythmstoyourselfwhile
Iworkwithothersectionsyouwillplaythisnext!!TubaandEuphonium
lookonwithaneighborandcounttheirrhythmswithus!
Cl2,ASax1,Cnt216th/dotted8thrhythminm.20&24
Fls,Ob,Cl1,Cnt1tiedrhythmsinm.2021&2425
Cl3,ASax2,Hn.3leapsinm.20&16th/dotted8thrhythminm.24
Cl4,TSax,Trbtiedrhythminm.2425
Allpartstogether
Teacherwilltakenotesonwhatwentwellandareasthatneedtobeaddressednext
rehearsal.

~6:00

4. TeacherwillrehearseAmen!withtheband.
Onthepodium:
Beginning57(IntroandfirstAsection)
M.82132(secondAsection)
Isthissectionsimilartosomethingweveplayedbefore?
Offthepodium:
Tptsdifferenceinrhythminm.100vs.104,spacebefore/betweenaccents
Clsspacebeforeorbetweenaccents
Tubaaloneon+of1inm.91mightaddTbonesonlowBb

pianodynamicforbassline
Percussiontogetheratm.100,separateifneeded
decrescendom.130131
Teacherwilltakenotesonwhatwentwellandareasthatneedtobeaddressednext
rehearsal.

Assessment:
1. Teacher will assess engagement of breath support by observing for lip trills and
listening for a difference in instrument sound. Teacher will listen for rhythmic
accuracy during the 4-1 exercise. Teacher will listen for accurate pitches in the scale
exercise to ensure understanding of directions. (group/individual assessment)
2. Teacher will ask the students where they return to as soon as they reach the repeat
sign. Teacher will listen for pitch accuracy. (group/individual assessment)
3. Teacher will listen for rhythmic accuracy of tied notes and dotted 16th eighth note
rhythms throughout rehearsals of sections and the ensemble as a whole.
(group/individual assessment)
4. Teacher will listen for rhythmic accuracy in syncopated measures, dynamic accuracy,
and the placement of space before or between accents. (group/individual assessment)

Evaluation:
1. Warming-up their instruments and both sides of the brain by using methods from The
Creative Director:
a. Were students able to engage the proper breath support to play their
instruments?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

b. Were students able to achieve rhythmic accuracy?


Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

c. Did students understand the directions of the scale exercise?


Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

2. Reviewing the soprano and alto parts of Chorale No. 7 and playing them together as
an ensemble:
a. Were students able to map the music correctly?

Indicate accuracy level for class:

75-85%
Novice

86-94%

95-100%

Competent

Mastery

b. Were students able to play the Chorale with pitch accuracy?


Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

3. Rehearsal of a brief section of Ye Banks and Braes OBonnie Doon:


a. Were students able to play the dotted 16th-eighth note rhythm accurately?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

b. Were students able to play the tied rhythms accurately?


Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

4. Rehearsal of the intro, the first A section, and the second A section of Amen! as an
ensemble and as sections:
a. Were students able to play syncopated rhythms with accuracy?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

b. Were students able to place space before and between accents?


Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

c. Were students able to play the appropriate dynamics and dynamic changes?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

NAfMENationalStandardsaddressed:
AnchorStandard#1.Generateandconceptualizeartisticideasandwork.
MU:Cr1.1.E.HSIII
Composeandimprovisemusicalideasforavarietyofpurposesandcontexts.
AnchorStandard#2.Organizeanddevelopartisticideasandwork.
MU:Cr2.1.E.HSI
Selectanddevelopdraftmelodies,rhythmicpassages,andarrangementsforspecificpurposesthat
demonstrateunderstandingofcharacteristic(s)ofmusicfromavarietyofhistoricalperiodsstudied

inrehearsal.
AnchorStandard#5.Developandrefineartisticworkforpresentation.
MU:Pr5.1.E.HSI
Evaluateandrefinedraftmelodies,rhythmicpassages,arrangements,andimprovisationsbasedon
establishedcriteria,includingtheextenttowhichtheyaddressidentifiedpurposes.

NewHampshireFrameworkfortheArtsaddressed:
2.Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic.
5.Readingandnotatingmusic.
6.Listeningto,analyzing,anddescribingmusic.
9.Understandingmusicinrelationtohistoryandculture.

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