I chose to use Iditarod by Robert Buckley.

This peace is meant for high

schools top band. There a few great things about this peace it has
runs that start in sections across the bad and travel around to other
sections. Making the understanding for matching articulations and
dynamics necessary. It gives the percussion interesting parts that
make them be more attentive and use instruments that they may
never use otherwise. It also highlights certain sections of the band that
doesnt always get sections using different colors to make a more
interesting and fun sound. His peace however may not be the most
relatable to students lives. But it is about the Alaskan Iditarod dog
sled races. Something that every student learns about, this peace
makes you feel like you are in the race and seeing the beautiful hills
and valleys that only dog sled racers have seen.

Iditarod
1. This peace is written for concert band anything higher than a
freshmen level band
2. This peace of the modern music that we see today being
composed that is themed and rich in things that people can
connect to and has to do with history
Form
3. A A1 B C A1 C1 D A C B A1 E
Background information
4. Robert Buckley has composed many different peaces he has a
diverse career as a composer, arranger, performer, conductor
and many more
o Composed scores for Disney, ABC, FOX, CBS, PBS, CBC, and
Cartoon Network
o He also composed songs for the Vancouver 2010 Olympics
5. This was commissioned by the West Vancouver Youth Band to
commemorate the bands 80th anniversary.
6. The Iditarod is an annual race across 1,049 miles of icy tundra
and arctic wasteland.
7. Origins of the Iditarod
8. One of his most famous pieces he composed for Jason Upton This
is My Home
Musical Elements

9. There are 2 main themes

o The first enters in in the trumpet in measure 3 as a solo the
melody lasts one bar and holds a not for the next
o That starts on tonic and ends on the 5th
o The second them stats on the 4th and ends on the 5th
And then when it is expanded it start on the 4th and
ends on tonic
o
10.
Main motive is introduced in measure 3 in a B flat trumpet
solo
11.
Again as a euphonium solo as well as 2 more times as
solos
o These introductions are suppose to represent more racers
entering the race
o While the first big hit of the peace is meant to represent
the gun shot at the beginning of the race meaning the
start of the race
12.
A second motive enters in the clarinets and saxes in the
rd
23 measure
13.
The next idea is introduce at measure 69 where the main
melody is no longer 8th notes but all in longer note values
changing the focus from the idea of the race to what is
happening in the wilderness in this particular peace the
mountains but still keeping the idea of the race and having a
continues driving force forward
14.
Measure 97 the texture of the peace beginnings to change
shifting from the race to other things
o The use of 3 8th note patterns are scattered through parts
so there is a constant 8th note pulls it is passed from brass
and saxes on all beats grouped in 3 this gives the peace
texture and different tambours on every beat
15.
Measure 116 tempo and time signature change
o This change signals a change in texture and subject.
o This section is about the a rest in the middle of the race in
the mountains a peace and calming and sense of resolution
16.
Measure 128 original tempo, time signature, and ideas
return
17.
The race returns and the opening solos are to represent
each racer again
18.
The long melodic lines start at 146 are the same as from
the beginning representing the struggles the racers face from
going over mountains an over the frozen tundras they need to
be played with movement and the dynamics that are written.
o These melodic lines need to be smoothly connected
(played legato)

19.

The driving force of the peace come in at 176

o The bass lines need to be played heavy with driving force
pushing the peace forward but not rushing
o After this measure everything leads up to the end push of
the race
20.
202 is the final push of the peace
21.
208 is the point of the race where the racer comes out of
the mountains and sees the finish line
22.
210 is the start of the ending of the peace with a choral
Texture
23.
Changes from fanfares, and countermelodies to a chorale,
and back to a strong rhythmic structure with a strong driving
force created by the time signature
Timber
24.
The timber is created by different instrumentation of the
same melody
25.
It is created from instruments and instrument groups
passing around the same melodies
26.
It is created by the use of longer and shorter note values
27.
Time signature
Dynamics
28.
Represent the mountains and the terrain that the racers
have to deal with
29.
The dynamics along with timber are used to create
different moods throughout the piece and are used to drive the
piece and give it direction
30.
Both extreme sides of dynamics are used in this piece but
mostly on the loud side

Stratageis
Students will learn how to match and pass articulations around the
ensemble.
Students will a play a short passage as an entire ensemble with
the same articulation. Then they will be broken up into sections and
pass the passage around the ensemble all playing the same
articulations.
Students will listen to a piece and will identify when the entire
ensemble is playing the same articulations.

Students will be able to identify hemiolas and will be able to play them
Students will analize the piece and find hemiolas and be able to
sing or clap the rhythm
Students will listen to a piece and try to identify a part that has a
hemiola
Students will learn about the different sections of the piece and relate
to their knowledge of the Iditarod and the Alaskan landscape
Students will find different picture of the Alaskan landscape and
explain what parts of the piece it pertains to
Students will learn about the Iditarod race and explain how the
piece demonstrates the Iditarod race they will understand how and
why this race is important to the history of Alaska and how it is still
popular today and how it relates to people today
OUTCOMES
Students will learn how to match and pass articulations around the
ensemble
Students will learn how to play 9/8
Students will be able to identify hemiolas and will be able to play them
Students will analyze the concept of dissonance as an expressive
device
Students will
students will learn about the different sections of the
piece and relate to their knowledge of the Iditarod and the Alaskan
landscape
Students will investigate the feelings of preforming a piece about
racing