Emily Singer

Liturgical Fanfare: Lesson Plan 4/25

GOAL(S) STRATEGIES/ QUESTIONS GO ON? (Assessment)

ACTIVITIES

Warm-up brains and 1) Concert Eb scale: How is intonation? Clear difference

instruments half notes Is there a clear between accents and
2) 4 quarter notes each difference between staccatos.
pitch accents and staccatos? Students are engaged.
3) 4 quarter notes each
pitch: accents vs.
staccato

Review Melody 1) T performs melody Are the accents and Melody played mostly
2) Students Sing staccatos in the accurate.
melody back appropriate places? Overall difference
3) T reminds students between accents and
of articulations staccatos.
4) T performs melody
5) S play melody

Develop concept of 1) Play Measures 45- Does anyone have any Made it from beginning
piece end notes that dont have to end of section.
Apply articulations 2) Remind students to any articulations on Accents and Staccatos
Apply style play close attention them? are played on
to accents What is the most appropriate notes.
3) Play measures prominent articulation?
45-65 applying style What is a fanfare?

Learn the concept of 1) Discuss sfz and bell What does sfz stand Each entrance is heard.
bell tones and be able tones for? Students have
to perform them 2) Play through 55-65 What happens to the understanding of sfz
3) Bop it sound of a bell after it is sudden accent
4) Add full value of struck?
notes back in Who is it going to be
harder to hear: the
people that play first or
the people that play
last?

Understanding and 1) Address crescendos Words to describe the Most students

demonstration of in measures 55-65 end of this piece? demonstrate dynamic
dynamics. 2) Measure 65: Forte changes
then piano and
crescendo
3) Forte piano
crescendo

Put together all aspects 1)Remind students of What did we work on What improvements did
from lesson some things we worked today? we hear today?
on, What can we work on
next time?