Materials Needed:

Metronome
Trombone
Trombone Stand

(6.3) Creative Expression. The

student demonstrates musical
artistry by singing or playing an
instrument, alone or in groups,
performing a variety of unison,
homophonic, and polyphonic
repertoire. The student makes music
at an appropriate level of difficulty
and performs in a variety of genres
from notation and by memory. A)
Demonstrate, alone or in groups,
characteristic vocal or instrument
timbre; B) Perform music alone and
in groups, demonstrating
appropriate physical fundamental
technique such as hand position,
bowing, embouchure, articulation,
and posture.

Blooms Taxonomy
Remembering
Analyzing
Understanding
Evaluating
Applying
Creating

Grade: 6

Week # 2 Date 03/28/2016

Objectives: Students will demonstrate warm-ups and the daily drill

with characteristic tone and normal articulations.
Introduction/Focus:
Good afternoon low brass class.
Who can tell me why warming-up is so important?
Why is having a good tone essential to playing your
instrument?

Procedures:
Rehearsal Frame 1: Buzzing
Take out your mouthpieces.
Set metronome to quarter note equals 100.
Lets do our buzzing exercises.
Count off, 1, 2, ready breath.
Students will buzz a low Bb for a whole of four beats then rest
for four betas. They will again buzz a whole note for four beats
then again rest for another four beats. Students will then play
four quarter notes and rest for four beats. They will then play
four more quarter notes and rest for a final four beats.
Give feedback during the four counts of rest.
Remind students there should be no movement of during the
exercise and after the exercise is over.
Cut metronome off.
Rehearsal Frame 2: Daily Drill
Plug your mouthpieces back on, and lets do our daily drill.
Turn metronome back on at quarter note equals 100.
Count off, 1, 2, ready breath.
Students start off the drill on low Bb and play the same pattern
as the buzzing exercise, whole note, rest for four counts, whole
note, rest for four counts, four quarter notes, rest for four
counts, four quarter notes, and rest for four counts.
After this pattern is down on Bb, students will continue on the
next note of the Bb Major scale and stop after they reach the
octave Bb.
Give feedback during the four counts of rest to ensure students
are keeping a characteristic tone and good articulation during
the quarter notes.
Cut metronome off.
Rehearsal Frame 3: Lip Slurs
Now lets move on to lip slurs.
Turn metronome back on at quarter note equals 100.
Count off, 1, 2, ready breath.
Students start on F and ascend up to a Bb, slurring down a
fourth. They holding the first two notes as half notes and the
last as a whole note. There will be four beats of rest between

Give feedback during the four counts of rest to ensure students are keeping a characteristic tone and good
articulation during the quarter notes.
Cut metronome off.
Rehearsal Frame 4: Chromatic Scale
Now lets do our chromatic scale, going up and going down.
Turn metronome back on and set it at quarter note equals 120.
First lets say and finger the chromatic scale.
Count off, 1, 2, ready breath.
Lets play it now.
Students slur the scale going up and articulate going down.
Count off, 1, 2, ready breath.
Give feedback during the scale and after the scale is over.
Repeat playing the chromatic scale as many times as needed so each student is playing with a characteristic
tone and articulation.
Review and Closure:
Good job on our warm up low brass! Warming up properly is very important because it sets you up for
success in your everyday practicing and playing. Working on and maintaining a good tone is essential because
without a good tone, doing anything else will not be performed to the highest level you can perform.
Make sure you are thinking about all these things as you practice and warm up at home or in your own
personal practice time.
Assessment:
Students will perform the chromatic scale, going up and down, with characteristic tone and normal articulation.