Name: Courtney Kuhn

Date: 1/21/15
Materials needed: Coast Guards March, piano, baton
Grade level: freshmen brass (9th grade)
Standards:
- Strand 1 concept 5: PO 304: playing expressively, on pitch and in rhythm, dynamics, phrasing, tempo
markings encountered in the repertoire.
- Strand 1 concept 5: PO 307: recognizing and playing key signatures and accidentals in the repertoire
- Strand 1 concept 2: PO 306: identifying and playing articulations and symbols as they occur in the
repertoire. / PO 311: playing repertoire accurately and with good breath control, tone quality, and technique
at grade level 3-5 on a scale of 1-6.
Objectives and assessment:
Objective(s):
Brass students will listen to the piece and play through the march at a steady tempo, with the right
notes and fingerings. If there is time, students will demonstrate dynamic contrast and
Assessment:
Students will begin phrases on the correct partials and play their parts in rhythm.
Students will begin on the right partial during the dogfight section at m. 55.
Students will demonstrate dynamic contrast in the second strain and at the trio.
Trombones will accurately count and clap the rhythms for the countermelody in the second strain
Trumpet
Personal objective:
I will keep the students on task and demonstrate good pacing in my lesson, without talking for too
long during rest periods.

Introduction: This is a new piece of music for us, and were looking to play through the whole piece today. If we
get through in one piece, well spend some time on style, articulation, and dynamics.
Procedure:
1) Warm Up: lip slurs on concert Bb/F (scale degree 1-5-1). Pattern played in unison, descending
chromatically until concert E/B. Pitches are defined by both singing intervals (students and teacher) in
addition to listening to the pitch on the piano.
2) Repertoire prep: teacher points out key signature (and change at the trio), dynamics (students circle),
and repeat signs. Students listen to march and follow along in their part, while practicing the fingerings
for their part. Teacher defines and explains the term cut-time (T questions S to assess understanding)
3) Initial read-through: Teacher defines tempo, sings the opening fanfare to ensure successful start, and
asks group if the tempo is acceptable (approx.. half note=66). Students play through the piece, only
stopping when significant portion of ensemble is either lost or struggling. Teacher will regroup at
major rehearsal numbers to get through the piece.
4) Notes and Rhythms: spot-check trouble areas, including possibly:
The trombone rhythms in the trio (m. 39)
low brass transition measures during the first and second strain.
Trumpet dotted quarter-eighth rhythms in second strain
5) Partial accuracy and dynamics: Teacher will aim for students playing on all the right partials (this is a
brass class with no percussion or WW). Trouble spots will likely be higher trumpet parts in the
dogfight section m. 55 and trombone chords in the trio
** Differentiated Instruction:

Count through rhythms (1, 2 and 3 ----) etc.

Air pattern/hissing rhythms on tss
Singing and fingering
Slow down and play note by note
Hold out first note (make sure everyone is on right partial)
Double check notes against piano
Listen to your neighbor for the pitch

Accommodations and modifications for Special Needs students (according to 504s and IEPs)
Reduced part (bass line)
Sing part and follow along in music
Iconic notation or writing in note names and fingerings
Closure:
We did some really good initial work on this today. Hopefully youre starting to get the picture about how
your part fits together, and well continue to work on dynamics and style next time.
Extensions (optional):
Articulation: staccato quarter notes in first strain (trumpets)
Bass line/countermelody: bring out quarter notes (everyone else come down on whole note)
Dynamics: exaggerate mf section in second strain (change to mp)
9 before m. 71: come down to mp and grow with each statement in the conversation