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12/1/15
Brass Methods 1
BEGINNING TRUMPET
a three-day lesson plan intended to start 6th grade students on trumpet with good habits
pertaining to embouchure, posture, tone, and discipline; enforce musical knowledge gained in
general music classes years prior, and generate genuine interest in instrumental music.
EDUCATIONAL STANDARDS
MU:Pr4.2.E.5a
Demonstrate, using music reading skills where appropriate, how knowledge
of formal aspects in musical works inform prepared or improvised performances.
MU:Cr1.1.2a
Improvise rhythmic and melodic patterns and musical ideas for a specific
purpose.
MU:Pr4.2.Ka
With guidance, explore and demonstrate awareness of music contrasts (such as
high/low, loud/soft, same/different) in a variety of music selected for performance.
MU:Pr4.2.1b
When analyzing selected music, read and perform rhythmic patterns using
iconic or standard notation.
See the last page of this lesson plan for a more detailed list of NAfME Educational Standards met.
Day 1
LESSON OBJECTIVE
to start beginners on trumpet with basic knowledge of care and procedure
play first notes
send students home with confidence
After the lesson have them put the instrument away as instructed. Send them home with
the 1-3-5 song notated in different combinations on staff paper, as well as a letter to
parents about the instrument and contact information.
BEGINNING TRUMPET
Day 2
LESSON OBJECTIVE
To review trumpet basics and procedure
to learn about articulation and strengthen playing
Learn staff notation and fingering chart
After the lesson have them put the instrument away as instructed. Send them home with
the 1-3-5 song, long tones, and different combinations of C through G to practice in
various articulations. Explain that we will play through these in the next lesson.
BEGINNING TRUMPET
Day 3
LESSON OBJECTIVE
Review Articulation, Rhythms, and C through G
Introduce the concept of dynamics with Lightly Row
Sight-Read Saints
Review (7 min)
Question students about things they learned last time, have them demonstrate to
the class. Topics include:
how to sit (posture)
how to breathe
how to form your face (embouchure)
how to buzz
What Staccato means
What Legato means
Application
Do a quick warm-up and then pass out Lightly Row copies with dynamics written
in (a 1, 3, 5 would be sufficient)
Ask students to identify what levels the piano, mp, and forte are on the number
scale
You can choose at this point to explain getting louder and softer are
crescendos and decrescendos, but only if youre early on time.
Ask students to identify anything else with the music, such as key/time signature,
fingerings for notes, etc.
Know that the combination of playing the instrument and reading the staff
will be difficult for them. Be patient, gentle, and remind them of what they
do know!
Have students play the first four bars, then again but with more of the dynamics
do the same with the last four bars
Play it together! Congrats! Its a their first real song! Make sure to praise students,
because this
is
hard for them to do, and just trying it is an accomplishment, just
after a week.
After the lesson have them put the instrument away as instructed. Have students work
on Etude. No. 1 and Lightly Row/Saints, warming up with sirens and long-tones. In reality,
not many of your students will practice all of these things, but still encourage them.
10
EDUCATIONAL STANDARDS
MU:Cr1.1.2a
Improvise rhythmic and melodic patterns and musical ideas for a
specific purpose.
MU:Cr3.2.E.5a
Share personally-developed melodic and rhythmic ideas or
motives individually or as an ensemble that demonstrate understanding of
characteristics of music or texts studied in rehearsal.
MU:Pr4.2.Ka
With guidance, explore and demonstrate awareness of music
contrasts (such as high/low, loud/soft, same/different) in a variety of music
selected for performance.
MU:Pr4.2.1b
When analyzing selected music, read and perform rhythmic
patterns using iconic or standard notation.
MU:Pr4.2.E.5a
Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
MU:Pr5.3.E.5a
Use self-reflection and peer feedback to refine individual and
ensemble performances of a varied repertoire of music.
MU:Pr6.1.E.5a
Demonstrate attention to technical accuracy and expressive
qualities in prepared and improvised performances of a varied repertoire of
music.
MU:Re8.1.PKa
With substantial guidance, explore musics expressive qualities
(such as dynamics and tempo).
These standards are set forth by the National Association for Music Education and can be
found at the following links:
NAfME Core Standards
Ensemble Strand
Pre-K through 8 General Music Strand
11
Flat chin
Firm corners
Teeth apart
Wet the lips
Dont puff the cheeks
Posture
Breathing
Breathing Deep
Blowing a steady stream of air
Dont raise your shoulders while breathing
Buzzing/Articulation
Oh-Em Face and then blow on hot soup
bring lips together to buzz
Steady stream of air
Articulate using Tooh