Stephanie Lane

Brass Methods
3/24/15
Setting: College music education students who have 0-10 years of experience with brass instruments in
a classroom setting learning how to play and teach brass instruments. The class meets in the day time
Tuesdays and Thursdays at 11am-12:15pm.
Rationale: It is important to teach and understand fundamental concepts on trombone such as playing
higher, improving range and sight reading. #22 will allow the students and myself to overcome larger
ranges, rhythmic complexity and how to approach them when teaching in the classroom.
Standards:
Common Core
1. B. Demonstrate understanding of the structure and the elements of the music such as rhythm,
pitch and form in music selected for performance
2. B. Rehearse to refine technical accuracy and expressive qualities and address performance
challenges
Colorado Standards
1. 1 Expression of Music
2. 3 Theory Of music
NAfME Standards
1. 1 Singing, alone and with others, a varied repertoire of music.
2. 2 Performing on instruments, alone and with others, a varied repertoire of music.
3. 5 Reading and notating music.
Materials:
1. Chairs
2. Stands
3. Brass Methods Book
4. Pencil
5. Trumpet
Objectives: SWBAT...
1. Say, Say and finger, sing in solfege and play #22 Advanced Song beginning to measure 8 with
90% accuracy at quarter note=75.
2. Understand and describe the correct voicing used when playing the high register of the
trombone in mm. 6-8.
3. Play the notes and positions in tune.
Anticipatory Set: 1 Minute
Frame
1. Discuss the objectives listed above.
Engage
2. Promptly ask students to turn to #22 Advanced Song
3. Begin by counting the rhythms
a. First Four Measures, it is basically the same throughout the song except the last two
measures
Procedures: 6 minutes
Elaboration
1. Count #22 all the way through while fingering the notes. Make sure all of the students are
participating and that they have their trombones in the playing position.
a. Watch for the fourth position

2. Solfege the notes while fingering

3. Play the first eight measures
Acquisition
4. Measure 6-7 might be a problem with range,
a. Why are the higher notes harder?
b. What can we do to help the high notes come out? (Voicing, embouchure, air)
c. Teach class what is needed to create high notes on trombone.
i. Smaller aperture
ii. Firm corners
d. Model for the class
5. Run the measures 6-7 again with the information given
a. Feedback depending on circumstances
Memory strengthening
6. Play through mm. 1-8 a couple times to build consistency
a. Stop to correct any tuning issues
7. Play through #22 Advanced Song beginning to end.
Assessment:
1. Formative Assessment.
a. Are the students able to play higher after teaching them how to do so? I will listen for
this
b. Students will self asses and give me a thumbs up/down for how well they think they did
in playing the higher notes and in tune (Objective 3 and 4)
Closure: 1 minute
What have we learned today? Did we get through our objectives?
What can we do to ensure we play in tune?
What exercises will help us play in tune and increase range?