Parker Sterling

1 November 2018
Combined Ens. LP

(Long Term) Goal: Establish ability to play a piece stylistically, accurately, and effectively.

(Short Term) Objectives: Students will better understand the use of a similar syllable when singing
and playing as well as the connection of notes, and phrases. Students will also continue to work on
transitions of the piece as well as the inner voicings

Materials Needed: Encanto

Metronome
Warm Up Book
Baton

State Standards Addressed:

Standard 4 Listening and responding to a varied repertoire of music by audiating music
9-12 (LR.4.12.1) Audiate and recognize age appropriate pitch and rhythm patterns, motifs, and known
melodies from movement, gesture, traditional, or non-traditional notation.
9-12 (LR.4.12.2) Audiate and accurately sing and perform pitch and rhythm patterns, motifs, and
melodies, including indicated expressive elements, in both major and minor modes and simple and
compound meters on sight.
9-12 (LR.4.12.3) Audiate all the elements of music in a given excerpt or piece and perform it on sight
in a musical and culturally authentic way.
Standard 5 Listening and respond to a varied repertoire of music by describing, interpreting,
analyzing, evaluating music and its elemental components
9-12 (LR.5.12.1) Recall, explore, comprehend, and apply appropriate music vocabulary.
9-12 (LR.5.12.2) Identify elements of music and compare how they are utilized to create specific music
styles and/or cultural traditions.
9-12 (LR.5.12.3) Evaluate the aesthetic impact of musical works by applying specific criteria and
comparing them to known, exemplary models of similar style and/or cultural tradition
Standard 7 Performing a varied repertoire of music by singing, alone and with others, from
rote memory and written notation
9-12 (P.7.12.1) Sing accurate pitches and rhythms, as modeled and/or visually notated, in tune and with
good breath control, diction, and tone quality throughout an expected and appropriate singing range.
9-12 (P.7.12.2) Sing with expressive qualities and technical accuracy, as modeled and/or visually
notated, and portray appropriate style and affect.
9-12 (P.7.12.3) Sing tonal ostinati, canon, counter melodies, drones, or descants, as modeled and/or
visually notated, to create harmony and sing in three or more parts.
9-12 (P.7.12.4) Maintain pitch and rhythm accuracy, tone quality, tonal center, a steady beat, and
appropriate style while singing both with accompaniment and a cappella to both portray and challenge
the composer's intent
Standard 8 Performing a varied repertoire of music by playing instruments, alone and with
others, from rote memory and written notation
9-12 (P.8.12.1) Play accurate pitches and rhythms, as modeled and/or visually notated, in tune with a
steady beat, good tone quality, and exemplary technique throughout the entire range of the
instrument(s)
9-12 (P.8.12.2) Play unpitched, melodic, and harmonic instruments with expression and technical
accuracy, as modeled and/or visually notated, and portray appropriate style and affect.
9-12 (P.8.12.3) Play both rhythmic and tonal ostinati, canon, counter melodies, drones, and descants, as
modeled and/or visually notated, to create harmony and play instruments in three or more parts.
9-12 (P.8.12.4) Maintain pitch and rhythm accuracy, tone quality, tonal center, a steady beat,
exemplary technique, and appropriate style while playing unpitched, melodic, and harmonic
instruments to both portray and challenge the composer's intent.

Procedure
1. MAKE SURE STUDENTS HAVE PENCIL! REQUIRED FOR EVERY REHEARSAL
2. Students will play 1-1 to encourage a good breaths for entrances and releases 2 Minutes
a. Mention how string players have things they physically have to do
i. Bow Speed
ii. Bow Pressure
iii. Bow Placement
iv. Bow Angle
v. Making fingers not touch other strings
b. Think about the things we have to do as musicians to be able to play with a good sound
i. Consistent air (breathing exercises)
ii. Relaxed jaw
iii. Firm corners
iv. Centered buzz
v. Proper syllable
c. Review what syllable we want to play with and transfer it around the room on an F
i. Do you hear the discrepancies? Analyze your own sound
ii. Try again with F around the room
3. Students will mimic the teacher in a three note pattern. Note that they must get out their
a. F-E-F
b. F-Eb-F
c. F-D-F
d. F-Db-F
e. What exercise is that? Try to do that same thing but start on Bb, make sure to have a
fingering chart out
f. Transpose to starting on Bb
g. F-Gb-F
h. F-G-F
i. F-Ab-F
j. F-A-F
k. What exercise is that? Try to do that same thing but start on Bb
l. Transpose to starting on Bb
4. Students will play through Encanto checking for understanding of syllable retention throughout
the piece as well as the use of transitions throughout the piece, particularly out of the beginning
fanfare, into the coda and from the fanfare of the coda to the presto section. 5-15 Minutes
a. Students will label in their music where to look up at the conductor for transitions
5. Students will play the inner voice sections of 81-95 in order to understand their pitches and
rhythms. 10 Minutes
a. Play along with them
 b. Target individual sections (second and third trumpets)in order to understand their
unified sound
Follow Up
Students will work on the expansion of their range and utilizing the same syllable sensation
Sections will play their lines together to check understanding of notes and rhythms along with
projection

Assessment
Individuals will be asked to contribute their own ideas to the ensembles vision for the piece

Sections will be isolated in order to determine if individuals are taking in the information given to them

How do we want to rehearse this music?

Do we want to just play notes on a page or create music?

Accommodations for Diverse Learners

Students with additional learning requirements