Band 7 Lesson 1

Objectives
• Students will demonstrate correct breathing technique.
• Students will demonstrate the melody line of the YMCA with pitch and rhythmic accuracy.
• Students will identify and define each line and its role in the rock band/concert band.

Standards
Virginia Standards of Learning
MII.1 The student will echo, read, and notate music, including
1. identifying, defining, and using standard notation for pitch, rhythm, meter,
articulation, dynamics, and other elements of music; and
2. singing independent parts selected from the music being studied.
MII.10 The student will demonstrate proper instrumental techniques, including
2. producing tones that are clear, free of tension, sustained, and unwavering in
pitch;
3. wind student-proper breathing techniques and embouchure
MII.14 The student will perform simple rhythmic and melodic examples in call-and
response styles.

Materials
• Students: instruments, pencils, music
• Teacher: pencil, YMCA score/parts

Procedure
Welcome (5)
• Greet students as they enter the classroom
• 5 minute individual warm up
Warm Up
• Breathing (5-7)
• Why is it important to breathe with good posture? How can we have good posture?
• Build posture: shoulders shoulder-width apart, shoulders back and down, mouth open and
relaxed (yawn, swallow orange)
• Single breaths in and out
• In for 4 counts, out for 4 counts, then out for 8
• Scales (5)
• Concert Bb 2 octaves
• do-dit/long-short/legato-staccato articulations
• SING articulation, then play
• draw articulations on the board
• Concert Eb 2 octaves
• eighth note-dotted quarter rhythm on each degree
 • SING rhythm, then play
• write rhythm on the board
• Chromatic starting on concert F
YMCA (25-30)
• Hand out individual parts and melody
• Can anyone sing/does anyone know the melody?
• Everyone learn the melody
• Identify who has the melody/where it is in the music
• Identify other lines/roles in the music (bass line, backup singer, etc.)

Assessment
• Teacher will assess students’ abilities to demonstrate correct breathing technique by asking
questions for understanding and informally observing the breathing exercises.
• Teacher will assess students’ abilities to demonstrate the melody line of the YMCA with pitch
and rhythmic accuracy by listening to and watching them play the melody.
• Teacher will assess students’ abilities to identify and define each line and its role in the rock
band/concert band by asking questions for understanding.

Adaptations
• Size: Enlarged music can be provided for any students needed larger music.
• Color: Different colors can be used to differentiate rhythms/dynamics written on the board.
• Pacing: Teacher will monitor class progress through asking questions for understanding and
will adjust pacing as necessary.
• Modality: Rhythms written on the board, sheet music (visual), playing instruments
(kinesthetic), teacher modeling, singing (aural)