Mexican Jumping Bean Microteaching II

Cera Foote
28 March 2016
Brass Tech
Materials Needed

Brass Instruments
Method books (for checking fingerings if need be)
Mexican Jumping Bean sheet music (for teacher)

Concepts
Playing a baseline with the melody.
Using the written pitches in accordance with the chord, but
improvising a different rhythm.
National Standards
1. Singing alone and with others.
2. Playing an instrument alone and with others.
3. Improvising melodies, variations, and accompaniments.
7. Evaluating music and music performance.
Objectives/Goals
Students will:
1. Be able to play the Mexican Jumping Bean song completely
through by memory.
2. Be able to play the baseline.
3. Be able to improvise over the baseline, using the correct pitches.
Title of the Music Selection

Mexican Jumping Beans

Procedure

 Teacher will ask the class, Who remembers what a jumping

bean is?
o Answer: a plant seed that jumps in your hand as a result of
a moth larva that is developing inside.
o So remember, when we play this, we want to play it light

and bouncy. What is that articulation called?

Staccato
Teacher will demonstrate the song on solfge.
Students will sing the song on solfge along with teacher.
Teacher will demonstrate the song on French horn.
Students will play the piece through on their respective
instruments.
o Chunk it and repeat sections as necessary.
Teacher will describe a baseline.
o Baseline is a line of music made up of lower notes that are
the foundation for the melody line.
Teacher will sing the baseline on solfge.
Students will sing the baseline on solfge.
Teacher will play the baseline on French horn.
Students will play the baseline on their respective instruments.
o The second or third time through, the Teacher will play the
melody while the entire class plays the baseline.
Teacher will count off by 1s and 2s down the entire line.
o 1s will play the baseline, 2s will play the melody.
o Switch the other way.
Teacher will describe improvisation and where it came from.
o Improvisation is a creation activity. When you improvise,
you spontaneously come up with music that fits the mood
of the piece. You put your own twist on it.
o Were going to improvise on Mexican Jumping Bean.
o So I encourage you to keep the light, bouncy feel of the
song while improvising your own line, using the notes you

already know.
Students will improvise in sections of the piece.

o STOP HALFWAY THROUGH TO LET LIPS LOOSEN UP.

o IF THERE IS MORE THAN 5 MINUTES LEFT, GO THROUGH
THE ENTIRE PIECE. IF LESS, JUST GO TO THE SECOND
ENDING EACH TIME.
o Go down the line, starting with the trumpets.
o Everyone not solo-ing, play the baseline.
o Using the notes in the melody, improvise your own pattern.
However, still stop your improvising to play the quarter
notes.
o As soon on person ends, the next person picks up in the
next measure and we start over.
o STOP HALFWAY THROUGH TO LET LIPS LOOSEN UP.
Closure/Review
Teacher will ask, Just to review one more time, what articulation
did we say in the last lesson that we are using in this piece?
Teacher will ask, Who remembers what a baseline is?
Teacher will ask, Who remembers what it means to improvise in
music?