Wind Ensemble Lesson Plan

April 15, 2019

Wesley Crow

Objective:
1. Rhythms
a. Count measures with sixteenth note triplets;
ex: (1-and-a, 2-and, triplet-and, 4-and-a) – m. 19
b. Two 32nd notes take the place of one 16th
c. Take out trills
d. Focus on accents/where to tongue

Procedures:
Warm-up:
1. F-Remington
2. F Harmonic Minor Scale

Rehearsal:
1. Count measures with sixteenth note triplets with woodwinds starting at m. 15
2. This is the big focus today. Count one set of four sixteenth notes on DAH (repeat 4x)
a. DAH, DAH, DAH, DAH (1, e, and, a)
b. Turn each one of the four sixteenth notes into two 32nd notes (one at a time)
i. DIGAH, DAH, DAH, DAH
ii. DAH, DIGAH, DAH, DAH
iii. DAH, DAH, DIGAH, DAH
iv. DAH, DAH, DAH, DIGAH
c. Ask students which one you notice most throughout the piece.
3. Take out trills to improve/clean up rhythms
4. Address accents and how they/where we articulate breaks up the rhythms
5. Rehearse mm. 15-41 with woodwinds and percussion (slow)
6. After working with woodwinds, work with tough sections for brass (identify the sections
that need practice)
a. Trpt, Hn, Bar. – m. 23
b. Tbn, Tuba, Bar. – m 31, m. 58
Assessment:
- Observation:
o Do the students seem more comfortable with their rhythms?
o What are the sections that are going to need the most repetition to help learn the
notes?

Self-Evaluation:
- How can I include percussion more?
- How can I effectively rehearse those sections that need repetition/work in rehearsal?