Stetson University Music Education

Name: Victoria Rogers MICROTEACH Date: 3/10/2020 Period: 1st

Ensemble or Class: Beginning Band, Period 1 Lesson Topic: Warm-ups, scale: G, F, Bb, Eb, Ab, Pass
offs, Creepy Crawlies, Rock with Bach
Standards: (CCSS/NGSSS)
MU.68.S.3.1: Sing and/or play age-appropriate repertoire expressively.
MU.68.S.3.2: Demonstrate proper vocal or instrumental technique.
MU.68.S.3.6: Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

Long Term Goal: The long-term goal is to know 7 Major scales (G, C, F, Bb, Eb, Ab, Db) comfortably so that all members of the
ensemble can approach a piece of music and be able to identify key signatures instantly. As a result, sight reading,
fingerings/slide positions, and overall conceptualization of music should improve significantly.
Instructional objectives(s): Students will be able to play the concert G, F, Bb, Eb, Ab scales. Flute, clarinet, bassoon and mallets
2 octave Eb scale
Key Vocabulary: Arpeggio, All-state pattern, key signature Instructional Materials/Resources/Technology:
and octave, subdivision Tuner, music for Creepy Crawlies and Rock with Bach

Critical Thinking: Lesson Structure:

What is the relationship between this scale and the previous Tune, Concert F 16 Warm-up, scale review with note check
scale you learned? for woodwinds and brass, creepy crawlies.
Why is it important to have all of the instruments represented
in a band?
ESE Modifications CPLAMS Access Points http://www.cpalms.org/Standards/AccesspointSearch.aspx
(identify access point, if needed)
Independent:

Supported:

Participatory:

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures: 1. Use a tuner and ears
to see if sharp or flat.
-Concert F 16 2. See students push in
1. 3 min or pull out
- tune the low brass and low reeds on concert, then flutes and 3. Listen for percussion
2. 2 min Saxophone. to keep a steady beat
and if they can follow
-B on saxophone.
3. 3 min the conducting/
- Have everyone play concert F 16 snapping
4. Look at student's
embouchure
Lesson/Rehearsal Procedures:  Do they have the right
4. 3 min Review all the scales: G, F, Bb, Ab and Eb valves pushed down?
 if it is not a block day, only do one scale.  Is posture correct?
Stetson University Music Education

 Newest scale, Eb. o Feet flat

 Woodwinds play Eb two octaves (not oboe) o Straight backs
o Front of chair
o Horn angle
*If review needes, folloe steps below* o Chin position
o Hand
5. 3 min placement
Everyone look at the Eb scale:
 Do they have enough
mouthpiece in?
 Are fingers covering
What are the first notes for: (ask or tell students): the entire hole?
6. 30  Are they blocking
seconds - show fingers and look for correct fingerings their air ways?
7. 2 min  Do they have the
8. 1 min Clarinets and Trumpets- F (Low F = Cl) - you have 1 flat, what is it? correct slide position?
9. 4 min Bb 5. Ask students in
ensemble the order of
Saxophones: C - you have no flats or sharps, everything is natural. sharps and flats
10. 3 min that means F natural. 6. Have them write in on
white board
11. 3 min Horns - Bb scale –2 flats. Bb and Eb is the flat note for you that is 7. Show me correct
second finger. fingering and slide
positions for 4th and 7th
Oboes (won’t play two octaves), Flute, Bassoon, Trombone, note
Baritone and Tuba - Eb - you have three flats, what are they? Bb, 8. Show correct fingering
Eb and Ab for Eb scale.
9. Observe if they use
- trombones, Eb and Ab are the same position their fingering charts

- remind them of Ab ask for fingering

Play scale in half notes with percussion

- BRASS I am going to work with the woodwinds, look at the

Eb scale. Especially the slide position and fingerings for the last 4
notes.

While working on brass, have woodwinds go through fingerings

for the upper octave

-Do flutes know the fingering for High D?

Clarinets flute and saxophone, review the new scale sheet you got
and review the upper octave

*if woodwinds do not know fingering, go to each section and

review with fingering chart, have them show and tell*

GO BACK TO WOODWINDS

Go in sections, have the clarinets tell and show upper octave

Stetson University Music Education

Then Have flutes do this as well - high D and Eb should be easy

Saxophone is similar to Clarinet, just lifting fingers

Bassoon same thing

BRASS

This is a hard scale, go through each player or each section.

 It’s okay if brass cannot play the higher notes right

now, if they are putting down the right fingers and
trying.
 What will help, is correct posture to optimize the
diaphragm, having your scale sheet out, fingering
chart out, and knowing the notes of the scale.

CREEPY CRAWLIES
Have them play it right away

 Count out loud while they play if needed

Run it through to see what is sounds like

 Address notes, breathing through bar line (woodwinds

and trumpet) mm. 11
 Horn playing right pitches - beginning
 Low brass at 25 and the change in rests
 Low brass – mm 30
 Low brass – mm 29
 Put 29 and 30 together
 Clarinets, oboes and flute 45 to end (four before end)
 Rehearse each section individually
 Last measure every person – to long

Then have them play from the beginning again. Move on

ROCK WITH BACH

Every person play the Bb melody, see how long you can go
without having to take a breath

Reminders:
Stetson University Music Education

 Saxophone = F
 trumpet and clarinet = B NATURAL
 Oboe= A natural
 Low brass Ab

Have each section play measure three

 Play measure three altogether

Move on to the counter melody have them count and clap.

 Low brass on half sheet of paper

 first 8 measures, then play
count and clap rehearsal D or B then play

 Next 8 measures
put it all together

 Including trumpets with the melody

Show the low brass the full sheet of paper

 have trombones play rhythm on page

 Tubas play quarter note bass line
 Put together = play together
Put everything together from letter C

then the beginning

Post Rehearsal or Lesson Reflections

Stetson University Music Education

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire or
activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s lesson/rehearsal?

NA

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

I would have spent more time reviewing scales, especially Eb, rather than move on to a piece of music.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.

Eb scale was out newest scale. The students have only spent about a week on it and the fingerings are hard as well as range.
Brass struggle because this is the highest, they have gone note wise and for woodwinds it is two octaves. The students had a
hard time remembering fingerings, especially flutes in the upper octave. Brass really struggled with squeaking out those last
four notes but some of the students were getting there.
I went back and re addressed fingerings with almost every section and had them show me and tell me the fingering.