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Emily Singer

Class: 7th/8th Grade Band (7:50-8:30)

Date: 4/3/18

Unit: Expressive Elements

Essential Question: How can I use expressiveness elements to enhance the quality and effectiveness of a
performance?

Materials: instruments, music, pencils, recordings

The Lost Lady Found and Horkstow Grange


TIME TASKS QUESTIONS

7:50 WARM-UP -Define marcato, accents, staccatos,


1. Vocabulary Review on board: marcato, accents, staccatos, slurs
slurs.

2. Play each of these styles on a concert Bb (4 quarter notes).


Teacher will model on clarinet as needed.
-What’s the difference between an
3. Play Bb Major scale: staccato going up, slurs going down (one accent and a marcato?

quarter note per note)

4. Play Bb Major scale: marcato going up, accents going down (one -Why did we do this warm-up before
quarter note per note)
playing “Lost Lady Found?”

8:00 Lost Lady Found Listening -What made this so interesting to


1. Listen to Lost Lady Found
listen to?

2. Discuss student observations (Think-Pair-Share)


-What did you like about this piece?

8:05 Lost Lady Found Rehearsal (M 1-98) -Even if you are not playing right now,
1. M1 Focus on detail with the melody: bringing out and fully can you apply this somewhere else in
executing staccatos, marcatos, and accents
the piece?

2. Play though 1-98 stopping at different sections to assess where


the melody is and what is going on in the music
-What changed about the music when
3. M18: Accompaniment is added
we got to measure…. ? (see measures
4. M34: 4 different parts are going on
listed in tasks)

5. M50: style change to legato, 3 different parts

6. M66: All instruments are playing


-What might “to the fore” mean?

7. M82: “to the fore” and melody and staccato vs. legato

8. M94: Heavy and Sharp -How does Grainger keep this piece
interesting even though we are
hearing the same melody over and
over again?

8:15 Horkstow Grange Listening -What made this so interesting to


1. Listen to Horkstow Grange
listen to?

2. Discuss student observations (Think-Pair-Share)


-What did you like about this piece?

8:20 Horkstow Grange Rehearsal


-What does phrasing do to the music?

1. M1: Phrasing of the melody. Students should follow both the


markings in their music and the conductor
-What does “N.B.” mean? Why did
2. M10: We all have variations on the melody. Phrasing is important the compose but “N.B.” there?

here.

3. M.14-15: N.B. Discussion and practice not breathing between


those two measures but crescendoing through
-Where are the beats in our triplet
4. M. 27: Put rhythm on board. Clap rhythm without ties. Play rhythm rhythm?
without ties. Clap rhythm with ties. Play rhythm with ties.