Name: Courtney Kuhn

Date: 2/23/15

Materials needed: American Folk Rhapsody No. 3 Turkey in the Straw, Sound model: Spotify
recording IV: Turkey in the Straw, Bluetooth speaker w/ chord, Youtube video: Turkey in the
Straw (banjo solo 0:38). Write on board:

Standards:
- Strand 1 concept 5: PO 304: playing expressively, on pitch and in rhythm, dynamics, phrasing, tempo
markings encountered in the repertoire.
- Strand 1 concept 5: PO 307: recognizing and playing key signatures and accidentals in the repertoire
- Strand 1 concept 2: PO 306: identifying and playing articulations and symbols as they occur in the
repertoire. / PO 311: playing repertoire accurately and with good breath control, tone quality, and technique
at grade level 3-5 on a scale of 1-6.
Objectives and assessment:
Objective(s)/Assessment:
Turkey in the Straw (m. 152-175): Students will listen to several source recordings,
and they will begin to
play their parts more accurately. Students will identify when they have pieces of the
melody. Rhythms will
be clear and melody will be heard throughout this section. Students will increase
rhythmic and note
accuracy and beware of key change at m. 184.
Personal objective: Pacing of lesson will be quick and efficient; I will try to talk less
and let the students
play and rehearse for more of the lesson. Come off the podium and let the Dr. Beat
control the tempo (for
now)
___________________________________________________________________________________________
Introduction: Take out American Folk Rhapsody No. 3 well be starting at m. 152 Turkey in
the Straw. While you guys get your music out, Im going to play a quick recording. This is a
solo banjo player playing Turkey in the Straw. (Youtube: banjo solo Turkey in the straw 0:38).
Raise your hand if youve heard this style of music before? The style is bluegrass theres
not really one voice playing the melody- hes sort of playing an outline of the melody with
a lot of other embellishments on top of it. In your music, thats what the composer has done
with this section at m. 152. Lets listen listen to a recording of our piece now starting at m.
152, and follow along in your part. Whenever you see this rhythm (written on board): Thats

a clue that you have part of the melody. Listen and follow along in your part starting at m.
152.
Procedure:
M. 152- 175 5 mins
1. Students sing parts I am looking for accuracy of rhythm and loud
singing!
- put on Dr. Beat quarter=90.
- Everyone tap the beat hand across chest. This is our quarter note.
- Teacher says, 1 and 2 and 1 and 2 and
- Students sing through m. 152-175
2. Students sing rhythm and finger along on their instruments m. 152-175
3. Students PLAY m. 152-175 What key are we in? note and rhythm
accuracy?
4. Students PLAY again m. 152-175 Raise your hand if you think you have
a piece of the melody here.
M. 175 181 - 5 mins
1. Raise your hand if you play here (besides flutes/clarinets) everyone has
the same rhythm here and it has to sound together.
2. Rehearsal process:
- Dr. Beat quarter = 90 with eighth note sub.
- Everyone tap beat- hand across chest. This is quarter note.
- Teacher demonstrates tss m. 175 - 181 (students listen and tap beat)
- Sts. Hiss rhythm @ 175-181
- Are we exactly together? If not try again.
3. ALL Students air and fingers m. 175
4. ALL students play m. 175- 181
M. 182 192 5 mins

1. Find m. 182 front row (FL/CL), SING and count carefully. Everyone else,

PLAY. Listening for: ostinato stops on time, we can hear melody. KEY
CHANGE @ 184.
- Dr. Beat quarter = 90
- Trumpet melody pickups to m. 186. Everyone write trumpets over
m. 186. With two sixteenth note pickups (point to board)
- Stop at m. 192
2. Repeat flutes and clarinets play dont be louder than trumpets at m.
186. (aim for downbeats) melody heard with dynamics everyone forte
except for ostinato.
3. Repeat again if needed
M. 192 204 5 mins
1. Dr. Beat quarter = 90
2. Repeat after me: (I sing FL/CL rhythm m. 192-198)
3. FL/CL m. 192 - 198
- Slow down Dr. Beat! Quarter = 60 subdivision 8th notes
- M. 192: FL/CL sing rhythm & finger along. Everyone ELSE- PLAY
(forte, short, with accents at m. 198!!)
- Stop at m. 198 feedback for low parts

- EVERYONE play at m. 192 going on

4. Rehearsal: 192-198
- Confident low response to FL/CL melody
- More people playing together here, yes? Thick texture, loud sound,
push into m. 204 (circle crescendo and

REVIEW 5 mins
1. Students PLAY m. 152 204 w/ Dr. Beat quarter = 90.
Teacher: brief, concise feedback: entrances, rhythms, articulation, air,
dynamics
2. Students PLAY again m. 152 204 quick teacher feedback

Closure:
A lot of progress on this section today. Thanks for singing loudly! Next class, well
work on the last part
204 to the end.