Lesson

Stormchasing William Owens Date Tuesday, March 14

Title/Focus
Subject/Grade Time
Grade 6 Band - Brass 11:23 - 12:07
Level Duration

Unit Festival Preparation Teacher Miss Standish

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Develop skills in listening, performing and using notational systems
Learning
Outcomes: To encourage students to strive for musical excellence, individually and as members of groups

Specific ENRICHEMENT:
Learning Explore Required Concepts More Deeply Repertoire
Outcomes:
REMEDIATION:
Enhance Self-Confidence
LEARNING OBJECTIVES
Students will:
1. Understand (B) how the use of dynamics affect the style (P) in Stormchasing (M)
2. Perform (B) with proper articulations and dynamic markings (P) in Stormchasing (M)
ASSESSMENTS
Key Questions How do dynamics add to the piece?
& Can we hear the difference in the music when we use our dynamics?
Observations: Can we hear the difference in the music when we accent a note compared to no accent?
Can we perform our articulations with our different dynamics?
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Stormchasing by William Owens SCORE Score
Junior High Instrumental Music Program of Study Baton
Chairs & stands (set-up prior)
PROCEDURE
Prior to lesson
Introduction Time
Assessment of Prior Do students know their fingerings?
Knowledge Do students know their dynamic markings?
Do students know their articulation markings?
Expectations for Students will:
Learning and Behaviour Actively participate
Act appropriately in class
Play to their best ability on their instrument
Advance Scores are out (Stormchasing and Pirates cave)
Organizer/Agenda Baton is available for use
Transition to Body SAY: Hey gang. I hope you are all doing great today so far Today we will
be working on Stormchasing for the majority of the class! If we have time at
the end, we will run Pirates Cave. We are doing great on Pirates Cave so 11:23ish
thats why we need to get Stormchasing up to the same level! First, we will
start with our C minor scale to warm us up!
Body Time
Learning Activity #1 WARM-UP: C minor scale
11:27 -11:43
Focus being dynamics and accents

1
 *Remind students of good playing posture back off the back of their seat*

C minor scale:

ASK: What I want is I want our first note to be and a piano! Which means
again?
o Wait for response: Quiet, soft, etc.

SAY: So, we will start at a piano then crescendo as we move up the scale and
decrescendo when I come down the scale! Ill demonstrate for you!

*Play scale on euphonium

SAY: So this is what we will do first!

1) Straight quarter notes up and down with crescendo and

decrescendo

SAY: If we look through our music, we can see we have tons of accents! So,
for this next scale lets make sure we accent every note! Lets leave out the
crescendo and decrescendo this time through!

2) Accented quarter notes up and down

ADD IN DYNAMICS
3) Accented quarter notes up and down with crescendo and
decrescendo

SAY: Okay, lets now do the scale all slurred! If we look through our music
again, we can see at measures 11 for the trumpet and horn and 27 for all of us,
we have slurs! So this means we dont use any tongue note to note!
Trombones, this is a little different for you, as you need to use a light tongue
to help get that slur! Like we did with the accented scale, the first time we
wont cresc. or decresc.

4) Slur quarter notes up and down

ADD IN DYNAMICS
5) Slur quarter notes up and down with crescendo and decrescendo

OBSERVATIONS:
Do students understand the difference between dynamic markings (p,
mp, f)?
Can students hear the difference of articulations?
Can students hear the difference when dynamics are brought in?
Are students able to use dynamics with articulations?
Learning Activity #2 STORMCHASING Dynamics 11:43-12:03
SAY: Lets take out Stormchasing and see if we can get through it! When you
see the dynamic markings like crescendos or decrescendos, lets make sure we
play them! Also, when we see our accents, lets use them like we did in the
scale!

DURING RUN THROUGH:

Yell out rehearsal numbers in case students are lost
Count rests and pattern to ensure clarity
Yell out dynamic changes
Yell out articulations (accents) when they are supposed to happen

2
 * Possible might not get through whole piece THIS IS O.K

Work on measures with specific dynamic markings

Before The storm:

M. 5 13: Low brass @ 5, Tpt. & Hn. @ 10
o Cresc. @ M. 12 into Storm

After The storm:

M.14: Low brass
o Crescendo into M.15
M. 22: Low brass & Hn.
o Crescendo into M.23
M.28: EVERYONE
o Decrescendo into 29

*Have students all play to avoid students misbehaving, etc.

These sections are sections mainly at the beginning with dynamic

changes. Once worked through a couple times each, run piece again to
hear difference. Students work on these sections should have them
understand and recognize the other sections throughout the piece.

OBSERVATIONS:
Did students apply crescendos and decrescendos in the music as we
practiced in the warm up?
Did students use accents where notated?
Was there a difference between accented and not?
Did students struggle with performing dynamics AND
articulations?
Closure Time
SAY: Okay, lets pack up! Great work today on your dynamics and accents!
12:03
It makes it sound so much more like a storm is really coming!
Consolidation of Students performed to their best ability Stormchasing while
Learning: including the dynamic markings and articulations (accents)
Students understand the musical difference between dynamic
markings when performing
Students understand the impact of dynamics on the repertoire

Sponge Activity/Activities Pirates Cave inclusion of musical aspects worked on in todays lesson.

Reflections from the

lesson

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