Name: Jon Wilson

Bridgewater College - Music Lesson Plan

Class/Ensemble: High School Symphonic Band Date: Lesson 1

National Standards and/or VA SOL(s):

MUS HII.8 the student will define and apply music terminology found in the music
being studied.
MUS HII.10 1 the student will demonstrate and describe proper instrumental
techniques, including: adjusting and perfecting intonation while playing
MUS HII.13 the student will apply articulations, dynamic contrasts, phrasing, various
tempos, and tempo changes as means of expression.

Materials/Equipment:
Computer, Speakers
Bach Chorale Books
First Suite in Eb Gustav Holst (ed. Colin Matthews)
Salvation is Created Pavel Tschesnokoff (arr. Bruce Houseknecht)

Prior Knowledge:
Bb & Eb major scale

Objectives/Goals:
Daily: Students will be able to demonstrate understanding of the trio and dogfight
sections in a march by visually and aurally identifying them in current repertoire.

Unit: Students will apply musical elements of dynamics, 4 bar phrasing, and legato
articulations to literature being studied.

Accommodations:
Parts on colored paper for visually impaired students
Enlarged copies for visually impaired students
Written schedule upon board and similar class structure for students with Autism
 Content/Procedures:

Time: Sequence:
9:30 - Unpack instruments/take seats (Music is playing as students enter)

9:32 - Warmups
o Noodles
o Bb scale whole notes, then 3 groups
o Bach Chorale no. 3
o Eb scale pattern, 2 octave

- Holst First Suite in Eb

9:47 o Movement II (m.101 123)
Consistency of melody
Work each part separately
10:07 o Movement III
March style
Introduction
1st Strain (16 bar)
2nd Strain (16 bar)
Trio (subdominant)
Dogfight
Grandioso
Listen to Stars and Stripes Forever, identify
components
Identify components in Holst
Dynamics in trio section

10:40 - Salvation is Created

o Measures 22 31
Low brass intonation and intensity m. 26
Same theme WWs

10:55 - Pack up instruments/put away chairs and stands

Closing:
Good work today, keep working on developing a personal interpretation of this
literature. Pack up your instruments, and put chairs and stands away!
Assessment:
Questions to be included on next written assessment:

The dogfight section of a march is:

a. Often in meter
b. Loud, intense, and marcato
c. In the subdominant key
d. The final part of a march

The trio section of a march is:

a. Often in meter
b. Loud, intense, and marcato
c. In the subdominant key
d. The final part of a march
 Reflection

Did the class achieve the objectives? If not, what would you do
differently?
The class achieved the objectives of dogfight and trio identification at around an 80%
success rate, perhaps an additional example of a march would be beneficial.

Individual practice issues in Holst mvt. II, notes and rhythms still problematic.

What worked well?

Aural identification of trio and dogfight sections.

Assessment Comments

Is there a way to formally assess Aural identification of trio and dogfight sections as a
part of a written assessment?

Personal Professional Reflection

Use less words, more direct feedback during rehearsal portions.