Fanfare & Fireworks | October 31, 2018

Clarissa Budd

Warm-Up

1. Address Posture!
2. “Repeat After Me!” - Starting on a Concert Bb
a. “I will give you a cue when to come in!”
i. Ensure percussions are playing along with pitched or unpitched percussion
ii. *Make sure to listen to students as they play the repeated notes*
iii. The teacher will play a phrase and have students repeat the phrase back
1. If the students do not accurately play the phrase, the teacher will
play the phrase again, exaggerated.
iv. Phrases will begin with four quarter notes in 4/4
v. Phrases will gradually include quarter notes, eighth notes, and quarter rests
vi. Phrases will gradually include Bb - F (Do-Sol) *Concert Pitches
vii. Phrases will gradually include dynamics
viii. Phrases will gradually include specific articulations
3. Bb Major Scale
a. The conductor will give gestures prompting students to play more loudly or softly
i. Repeat if necessary

Lesson
1. Reminders: Posture, bring out QUARTER NOTES, if you don’t have quarter notes,
PLAY SOFTER
2. Play through until m. 21
Goal: SWBAT phrase the beginning themes correctly
● Break up the themes into three main sections
○ Primary Theme (half-half-whole)
○ Secondary Theme (whole notes, quarter notes)
○ Ostinato (everyone else)
● Work with Primary Theme
○ This needs to be heard above everything else
○ A constant crescendo with most growth on the first whole note
○ Aiming for downbeat of m. 7, then decrescendo to hear what’s happening in the
second theme
● Work with Secondary Theme
○ Quarter notes need to be very present and strong here, accenting every note!
○ There should not be a decrescendo on these notes
 ● Ostinato theme
○ Exciting! Heard throughout!
● Start at beginning again with all of this in mind, play until m. 21
○ Remind students about the decrescendo in m. 17

Goal: SWBAT to perform crescendo and decrescendo at m. 15 and m. 17

● Have students play at m. 13
○ Exaggerate the decrescendo in m. 17
● Have students play at m. 13
○ To really create the effect of a decrescendo at m. 17, have students crescendo
starting at m. 15
● Ask: which students have moving notes at m. 15?
○ Bari Saxophone, Trombone, Euphonium
● Have the bari, tbone and euph play at m. 15
○ These parts wil realy drive the crescendo, so these parts should be brought out
● Have all students play at m. 13-m. 45
○ Exaggerate the crescendo and decrescendo

Goal: SWBAT create appropriate balance at m. 37

● Tell saxophones they are much too loud here! They need to be softer in order to hear
other parts of the band!
● Have half notes play at m. 37
○ It’s an exciting part, but we have to save the really loud stuff for the end
○ Aim for the quarter notes in m. 4 of the phrase
● Have quarter notes plat at m. 37
○ This theme needs to be heard over eveything else!
○ Saxophones are too loud; bring out quarter notes
● Play from m. 37-end

Goal: SWBAT create appropriate ending starting at m. 50

● Starting at m. 50, percussion gets to be the stars
○ They are the only ones with notes on beat one of each bar
● The ending is like m. 15, the parts with changing notes will drive the crescendo
● Have students with moving notes play
● Have all students play m. 50-end

● Play through piece starting at m. 1