CMP Teaching Plan

Kasey Brylski
NOTTINGHAM CASTLE
Larry Daehn
Daehn Publications Grade 1 / 2:15 length

Broad Description
To reflect British band music, Daehn uses natural minor modes, common instrumentation, a bright key, a bouncy and
uplifting melody, and repetitive rhythms.
The piece begins with an exposed snare drum rhythm that establishes the beat and demonstrates the British band style.
This is a good piece to explore dynamics, articulations, style, steady beat, and the importance of historical figures and
music.

Composer Biography
Larry Daehn was born in 1939 in Rosendale, Wisconsin. He graduated from the University of Wisconsin Oshkosh with his
Bachelors degree and earned his Masters degree at the University of Wisconsin Platteville. He taught choir and band in
elementary, middle, and high school classrooms for 35 years in different schools throughout Wisconsin. In 1988, he won that
award of Outstanding Bandmaster from Phi Beta Mu, in which he is a member of along with other organizations such as the
Percy Grainger Society and American School Band Directors. He directed the high school band in New Glarus, Wisconsin for 27
years and earned many awards throughout those years. In 1988, he created the Daehn Publications company that he still
operates today.

Background Information
Daehn wrote this piece to capture the spirit of Nottingham and the castle that was once there and is a tribute to the
famous Robin Hood, who lived in Nottingham.
In the program notes, Daehn writes, Nottingham Castle was built by William the Conqueror in the 11th century. The
town of Nottingham and the county Nottinghamshire grew up around the castle. In the Middle Ages, some 200 square
miles of Nottinghamshire were covered by Sherwood Forest, famous for its oak trees (many fine specimens still
survive) and the exploits of the legendary outlaw, Robin Hood. Only the gateway of the original castle remains today.
The site is now occupied by the palace of the duke of Newcastle, which has been turned into a museum and art gallery.
A statue of Robin Hood stands in front of the castle, on Castle Green.
Daehn uses the bright key of F major to depict the characters of Robin Hood and his Merry Men.
 Elements of Music
Measure Meter and Form Melody Rhythm Harmony Timbre Texture Expression
Tempo
1-8 Moderato Intro none Quarter, eighth, none Bright, light, Monophonic stately
(4+4) 88, 2/4 to A sixteenth percussive
9-18 Clarinet, alto Eighth, quarter, D minor Reedy, dark, Biphonic Soft, sweetly
A
(4+4) sax half rounded
19-27 Flute, clarinet 1, Eighth, half, F major bright Homophonic, full Playful, bright
B
(4+4) trumpet, bells quarter
28-35 Flute, bells Eighth, quarter D minor Reedy, light Biphonic, thin Soft, sweetly,
A
(4+4) expressive
36-43 Flute, clarinet, Resonant Biphonic Singing,
(4+4) bells
Flute, clarinet, Eighth, quarter, F major Heavy, bright Homophonic, dense With spirit,
44-52
B alto sax, half playful, full sound
(4+4)
trumpet 1, bells
Flute, clarinet, Eighth, quarter A dorian Rounded, Homophonic, Wave-like,
53- 60 bassoon, alto & and D minor dark homorhythmic, thin sweetly,
A
(4+4) tenor sax, horn, expressive
bells,
61-66 all Eighth, quarter Dark, Homophonic, Expressive
(4+2) resonant homorhythmic, full
67-70 C Quarter, half F major Brassy, heavy homophonic Stately
71-end Flute, trumpet, Eighth, quarter, Bright, dark Homophonic, full With spirit,
B
(6+4) bells, half stately

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The Heart Statement
The heart of Nottingham Castle is the characterization of the Nottingham Castle and Robin Hood through changes in dynamics,
color, and musical style.

Introducing the Piece

To introduce this piece, I could show a clip of Robin Hood or ask students if they know where Robin Hood lived. I could then
show them pictures of the castle what it looked like and what still exists of the castle still today.

Affective Outcome:
Students will explore moral issues and the romanticizing of historical figures through the study of Robin Hood.

Strategies
1. Watch a clip from the Robin Hood movie or discuss the fictional character of Robin Hood.
2. Have students make a list of all the things they know about the fictional Robin Hood and the real Robin Hood. (Can do
this as a class or brainstorm by themselves)
3. Learn about the real Robin Hood and how he killed many people and compare him to the fictional character that stole
money from the rich to give to the poor.
4. Discuss how Disney romanticized Robin Hood. Students will discuss whether it was morally okay for Robin Hood to
steal from the rich and give to the poor and about whether it was okay for Disney to romanticize this character since he
killed people and the implications that it has in our society.

Assessment
1. I will assess their discussion.
2. I will have them write something short about the topic we discussed and their opinion.

Skill Outcome:
Students will differentiate between legato and separated articulations.

Strategies
1. During warm-up, students can explore these different articulations by playing the scales used in the piece.
2. Play the contrasting A and B sections one after the other (or at the same time) to compare the differences.

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 3. Students will write a short melody using both articulations and play them for the class.

Assessment
1. I will assess their musical compositions to make sure they can use both articulations in a musical context.
2. I will assess their ability know what the different articulations sound like by listening to make sure there is a contrast
between what legato and separated articulations sound like.

Knowledge Outcome:
Students will classify British Band music style.

Strategies
1. Students will learn about the British Band music and the history.
2. We will discuss the musical aspects of British Band music.
3. I will ask them to name a musical element in Nottingham Castle that makes it similar to British Band music.

Assessment
1. I will assess by having them write down one thing in their part or another instrument part that is derivative of British
Band music.

Recommended Recordings
Rutgers Wind Ensemble Conducted by William Berz
I recommend this recording because it is a professionally recording of the piece. It shows good balance, a steady beat,
and shows the changes in style very well.
Zamora 8th grade Varsity band Conducted by Mr. Esparza
I recommend this recording because it is a recording of a middle school band playing the piece, so students can get an
idea of where they can reach in performing this piece. The piece was performed well with some mistakes and tuning
issues and there is no background noise in the recording.

References
Larry Daehn. Literature for Small Bands. Web. 10 September 2017. <https://smallbandlit.wikispaces.com/Larry+Daehn>.
Larry Daehn. C.L. Barnhouse Company. Web. 10 September 2017. <http://www.barnhouse.com/composers.php?id=501>

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Works for Winds
With Quiet Courage (1995)
A Song for Friends (1997)
British Isles Suite (1999)
Remembrance (2014)

Glossary of Terms
Moderato, legato

Sang through, studied, and marked parts (check off as completed)

x Piccolo x Cornets/Trumpets x 1st Violins

x Flutes x Horns x 2nd Violins
x Oboes x Trombones x Violas
x English Horn x Euphoniums x Celli
x Bassoons x Tubas x String Bass
x Eb Clarinet x Harp
x Clarinets x Timpani
x Alto Clarinets x Snare Drum x Sopranos
x Bass Clarinets x Mallet Percussion x Altos
x Contra Bass/Alto Clarinet x Remaining Percussion x Tenors
x Saxophones x Piano x Basses