Rachel Harney

6th Period Band

November 11, 2010
National Standards
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.

Ohio Academic Content Standards

II. Creative Expression and Communication
III. Analyzing and Responding

Concepts: slurs, new notes, accidentals, dotted rhythms, different/individual parts, dynamics

Objectives:
Students will execute a slur and define what it is correctly.
Students will understand what a dot adds to the note.
Students will play independent parts.
Students will execute and define various dynamic markings.

Materials: Jolly Old St. Nick score

Procedures:
1. Greet students as they come in. Last time, we went through Jolly forward, I want to
work on playing it backward today.
2. Warm-up with #52 and rhythm etude. Listen for articulation and playing together.
3. Start at measure 29 in Jolly Old St. Nick.
4. Ask "Who remembers how many beats, the note in measure 32 gets?" "Why?"
Expand by asking, "so if a whole note has a dot, it gets how many beats?"
5. Play to the end, may need to stop around 37-38.
6. Ask "What is difficult about measure 39?"
7. Flutes and Saxes clap 4 from the end.
8. Clarinets clap 4 from the end.
9. Play 4 from the end.
10. Play from 33 to the end.
11. Tell them the next chunk is from 20-29.
12. Begin in measure 20.
13. Listen to sax and clarinet slurs in 24 and 25. Ask flutes to listen and follow along.
14. Ask, "What dynamic marking do we have 20?" Have everyone begin at 20, be sure it
doesn't slow down just because it's loud.
15. Play 5-13, remind clarinets and saxes about their accidental in 11.
16. Great, back to the beginning. Listen to measure 3 and 4 by instrument.
17. "What does the dynamic marking in measure 4 tell us?" Once they can play
measure 1-4 run the piece.

Assessment: When individual sections play, it gives me a chance to listen individually to each
student, to be sure they are executing what was asked of them correctly such as slurs and
correct pitches. A week ago, they looked at this piece of music and said, there's no way I can
play this, so the fact that they can get through the entire piece is a huge deal and means that
they are improving.