Polly Oliver

Thomas R. Root
Unit Plan Created by: Ashley Hilton
Objectives: SWBAT perform on their instrument with good posture/hand position, good tone, accurate articulation, and steady tempo SWBAT subdivide throughout the piece to play with a steady tempo SWBAT play individual part with technical accuracy SWBAT play individual part with appropriate expressiveness SWBAT listen to ensemble and identify who has the melody/countermelody/harmony is any section of the music SWBAT recognize the form of the piece (ABA)

National Standards Addressed: 2. Performing on instruments, alone and with others, a varied repertoire of music. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 9. Understanding music in relation to history and culture.

State Standards Addressed:

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.2. Historical and Cultural Contexts 9.3. Critical Response 9.4. Aesthetic Response

Composer Information: Thomas Root is currently the professor of Music at Weber State University in Ogden, Utah. He has received his bachelor's and master's degrees at the University of Minnesota, and he received a Doctorate in Music Composition from Michigan State University. He has been the recipient of many awards including nine Utah Composers' Guild Awards. He has also recently been voted President-elect of the College Band Directors National Association, Western Division. He has composed both works for winds as well as for solo instruments. Some of his works include, Polly Oliver, Under the Rose, and Chorale Prelude on Sleepers Awake.

About the Piece: Polly Oliver is based off of an English Folk Song. It was composed by Thomas Root. The text to the original poem can be found below:

As sweet Polly Oliver lay musing in bed, A sudden strange fancy came into her head. "Nor father nor mother shall make me false prove, I'll 'list as a soldier, and follow my love." So early next morning she softly arose, And dressed herself up in her dead brother's clothes. She cut her hair close, and she stained her face brown, And went for a soldier to fair London Town. Then up spoke the sergeant one day at his drill, "Now who's good for nursing? A captain, he's ill." "I'm ready," said Polly. To nurse him she's gone, And finds it's her true love all wasted and wan. The first week the doctor kept shaking his head, "No nursing, young fellow, can save him," he said.

But when Polly Oliver had nursed him back to life He cried, "You have cherished him as if you were his wife". O then Polly Oliver, she burst into tears And told the good doctor her hopes and her fears, And very shortly after, for better or for worse, The captain took joyfully his pretty soldier nurse.

Student Learning Guide

Learning Objectives: SWBAT perform on their instrument with good posture/hand position, good tone, accurate articulation, and steady tempo SWBAT subdivide throughout the piece to play with a steady tempo SWBAT play individual part with technical accuracy SWBAT play individual part with appropriate expressiveness SWBAT listen to ensemble and identify who has the melody/countermelody/harmony is any section of the music

SWBAT recognize the form of the piece (ABA)

Composer Information: Thomas Root is currently the professor of Music at Weber State University in Ogden, Utah. He has received his bachelor's and master's degrees at the University of Minnesota, and he received a Doctorate in Music Composition from Michigan State University. He has been the recipient of many awards including nine Utah Composers' Guild Awards. He has also recently been voted President-elect of the College Band Directors National Association, Western Division. He has composed both works for winds as well as for solo instruments. Some of his works include, Polly Oliver, Under the Rose, and Chorale Prelude on Sleepers Awake.

About the Piece: Polly Oliver is based off of an English Folk Song. It was composed by Thomas Root. The text to the original poem can be found below:

As sweet Polly Oliver lay musing in bed, A sudden strange fancy came into her head. "Nor father nor mother shall make me false prove, I'll 'list as a soldier, and follow my love." So early next morning she softly arose, And dressed herself up in her dead brother's clothes. She cut her hair close, and she stained her face brown, And went for a soldier to fair London Town. Then up spoke the sergeant one day at his drill, "Now who's good for nursing? A captain, he's ill." "I'm ready," said Polly. To nurse him she's gone, And finds it's her true love all wasted and wan. The first week the doctor kept shaking his head, "No nursing, young fellow, can save him," he said. But when Polly Oliver had nursed him back to life He cried, "You have cherished him as if you were his wife". O then Polly Oliver, she burst into tears

And told the good doctor her hopes and her fears, And very shortly after, for better or for worse, The captain took joyfully his pretty soldier nurse. The form of the piece is ABA. This piece also trades the melody, countermelody and harmonies around the ensemble. See if you can determine when you are the melody, countermelody or harmony. Also determine who has the melody at various times throughout the piece.

Glossary: Melody-a sequence of notes, often singable, often reoccurs throughout a piece of music Countermelody- a sequence of notes, perceived as a melody, written to be played simultaneously with a melody Harmony- The combination of simultaneously sounded musical notes to produce chords and chord progressions with a pleasing effect. Andantino- More lighthearted than andante, and in most cases quicker. Allegretto-moderately quick tempo Unison-performing the same pitches Allargando- Broadening style and slowing tempo Tutti-everyone Accelerando-to get faster Poco a poco-little by little

Assessment: Here is a rubric that can be used to assess how each student is doing with performing their part. Students will receive a score of 1-4 for each category; points will be totaled out of 24 points. Teacher can also leave comments and suggestions for future practice and performance.

Student Name:_____________
CATEGORY Rhythm 4 The beat is steady and the rhythms are consistently accurate. 3 The beat is secure and the rhythms are mostly accurate. There are a few duration errors, but these do not detract from the overall performance. 2

Class:______________
1
The beat is usually unsteady and rhythms are usually not accurate detracting significantly from the overall performance.

The beat is somewhat unsteady. Some rhythms are accurate. Frequent or repeated duration errors. Rhythm problems occasionally detract from the overall performance.

Pitch

almost no errors. Pitch is very accurate.

Occasional isolated errors, but most of the time pitch is accurate and secure. Dynamic levels are usually accurate and consistent and mostly show the dynamics and style of the piece.

Some accurate Very few pitches, but there accurate or are frequent and/or secure pitches. repeated errors.

Dynamics

Dynamic levels are obvious, consistent and accurately show the dynamics and style of the piece.

Dynamic levels Attention to fluctuate but can dynamic levels is be discerned, but not obvious. do not accurately show the dynamics and style of the piece.

Articulation

Markings (staccato, legato, slur, accents, etc.) are executed accurately as directed by the score and/or the conductor. Almost no errors. Notes are consistently played in tune

Markings are often executed accurately as directed by the score and/or the conductor.

Markings are sometimes executed accurately as directed by the score and/or the conductor but may be hard to discern.

Markings are typically not executed accurately or hard to discern.

Intonation

Occasional isolated intonation errors, but most of the time notes are played in tune. Typically performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Some accurate Very few notes pitches, but there played well in are frequent and/or tune. repeated intonation issues. Sometimes performs with nuance and style that is indicated in the score or which is suggested by instructor or peer.

Expression and Style

Performs with a creative nuance and style in response to the score and limited coaching.

Rarely demonstrates expression and style. Just plays the notes.

Comments/Suggestions: Lesson plans: Here you will find some sequential lesson plans I have used to guide the band through performing Polly Oliver. The following lesson plans are the last 3 rehearsals I have had with the 7th grade band.

7th grade Band-week of 4/8/13

Obj: SWBAT perform Polly Oliver from measure 43-92 with good tone, steady tempo, accurate articulation and correct pitches and rhythms National Standards: 2, 5, 6, 7, 9 State Standards: 9.1, 9.2, 9.3, 9.4 Materials: score/baton

Activities/Strategies: Warm-up: concert e flat staccato Tune- b flat from clarinet, low brass, high brass, woodwinds, everyone Polly Oliver: o Run 43-92

Listen for problem areas Listen for horn entrance m.m. 49, flute beat 3 of 54

Have ostinato play alone (tbn/bar/tuba)-check that notes are staccato and group is keeping a steady tempo Can ask group what beat they have an eight rest on

43-70 Have everyone count/clap rhythm patterns on board taken from Polly Oliver (m.m. m4-56 flute, 58-59, 81-83 trumpet) If needed have trumpets play m.m. 46 If needed flutes alone at m.m. 54 and m.m. 66 w/trumpet Tell students to bring out the melody

70-92 Who has melody at m.m. 70? (sax/horn) have them play, Who has melody at m.m. 78? (trumpet beat 3, horn sax/tbn beat 1), have them play. Have everyone else listen for one of the patterns written on the board. If trumpet entrances are still an issue, slow down the tempo, model for them, have trumpet 2/3 play alone then add 1st trumpets back in.

If needed: Check percussion entrances 78-89-percussion play alone Check clarinet/flute 8th notes-play alone

Run 78-92 and then 43-92

Check time, run 92-end Check clarinet m.m. 127, slower then at tempo Have students watch at m.m. 126

Strategies or rhythmic errors: Make sure they are subdividing (students can count while teacher conducts)

Slow down tempo, then slowly speed it back up to original tempo Practice a small unit of the piece at one time, adding longer sections until students can perform the whole part of the piece correctly

Strategies for incorrect pitches Give students a second try to look at accidentals or key signature and try playing section again Slow down tempo, then slowly speed it back up to original tempo Isolate small chunks of the music and have students perform small chunks, slowly adding chunks of music together.

Strategies for inconsistent tempo Make sure students are subdividing/ask what subdividing means Have students count out loud while teacher conducts Some students count, other students perform section

Overall strategies Check student posture, hand position, breathing Listen for accurate articulation/tone quality For inaccurate articulation tell students to look at the marked articulation/model correct articulation

7th Grade Band-week of 4/15/13 OBJ: SWBAT perform Polly Oliver with good tone, accurate articulation, steady tempo and dynamic contrast National Standards: 2, 5, 6, 7, 9 State Standards: 9.1, 9.2, 9.3, 9.4 Materials: Baton/Score Activities/Strategies:

Warm-up: concert b Flat in half notes, concert e flat, in quarter notes, watching conductor for tempo changes. Tune Polly Oliver Start at pickup to m.m. 28 (beat 2 m.m. 27) o o Goal: watching/think ahead and prepare/listen to other parts Transition into 43 o Check 3rd trumpet entrance beat 3 m.m. 52 Make sure everyone is subdividing, count 1&2&3&

M.m. 61 Bring out melody Still watching 70-careful not to get faster Watch 89 Bring out melody, who has melody? M.m. 78 trumpet I/trombone/clarinet and flute play, find melody

Run m.m.28-92, if time continue to end of piece o o o o Still subdividing-can change tempo and see if group follows Identify melody 109 Forte 127 8th notes watch Strategies or rhythmic errors: Make sure they are subdividing (students can count while teacher conducts) Slow down tempo, then slowly speed it back up to original tempo

Practice a small unit of the piece at one time, adding longer sections until students can perform the whole part of the piece correctly

Strategies for incorrect pitches Give students a second try to look at accidentals or key signature and try playing section again Slow down tempo, then slowly speed it back up to original tempo Isolate small chunks of the music and have students perform small chunks, slowly adding chunks of music together.

Strategies for inconsistent tempo Make sure students are subdividing/ask what subdividing means Have students count out loud while teacher conducts Some students count, other students perform section

Overall strategies Check student posture, hand position, breathing Listen for accurate articulation/tone quality For inaccurate articulation tell students to look at the marked articulation/model correct articulation

7th Grade Band-week of 4/22/13 Obj: SWBAT perform Polly Oliver w/ good tone, accurate articulation, steady tempo, accurate rhythm and pitches National Standards: 2, 5, 6, 7, 9 State Standards: 9.1, 9.2, 9.3, 9.4 Materials: score/baton Activities/Strategies: Warm-up: concert b flat scale in half notes, concert e flat scale half notes in a 2 part round o Check posture/breathing

Tune Polly Oliver o Run piece o o Goals: exaggerate dynamics

If needed transition into 43 Check trumpets/horn-melody at 43 Make sure everyone is subdividing

43-70 Listen for accuracy of notes rhythms Exaggerate dynamics, p at 45 Hear individual lines: trumpet/flute/clarinet/horn if needed Run middle section

o o o o

70- saxophones-bring out melody 78- trumpet I, 82 trumpet 2/3-slow tempo and check pitches Crescendo into 109 Run 109-end Listen for clarinets at end

Strategies or rhythmic errors: Make sure they are subdividing (students can count while teacher conducts) Slow down tempo, then slowly speed it back up to original tempo Practice a small unit of the piece at one time, adding longer sections until students can perform the whole part of the piece correctly

Strategies for incorrect pitches Give students a second try to look at accidentals or key signature and try playing section again

Slow down tempo, then slowly speed it back up to original tempo Isolate small chunks of the music and have students perform small chunks, slowly adding chunks of music together.

Strategies for inconsistent tempo Make sure students are subdividing/ask what subdividing means Have students count out loud while teacher conducts Some students count, other students perform section

Overall strategies Check student posture, hand position, breathing Listen for accurate articulation/tone quality For inaccurate articulation tell students to look at the marked articulation/model correct articulation