Sarah Wagner

Brass Techniques 9/3/17

Content and Achievement Standards
Singing, alone and with others, a varied repertoire of music.
Playing an instrument alone and with others.

Class Goals and Objectives

Continue to develop students echo translation skills through various singing activities.
Develop basic pitch awareness and tonguing skills

Materials
A copy of Mary Ann and brass instruments.

Procedures
1. Introduction.
a. P: Good afternoon, class.
2. The instructor will keep a steady beat and play along with the students as they play the
first five pitches.
a. P: Today we will be playing in Bb major. Lets play Do up to Sol in half notes.
Keep a steady beat with your foot.
3. Students will echo translate the instructors melodic patterns.
a. P: I will sing patterns on pa. Echo translate them.
4. Students will pat their legs to keep a steady beat while the instructor plays Mary Ann.
a. P: Find the pitch patterns in the piece as you keep a steady beat.
5. The instructor will sing the first phrase of Mary Ann on pa and have students echo
translate vocally, then play on their instruments.
a. (Mi Sol, Do Mi, Mi Re Fa)
6. The instructor will sing the second phrase of Mary Ann on pa and have students echo
translate, then play on their instruments.
a. (Re Fa Fa, Ti Re, Re Do Mi)
7. The instructor will sing the third phrase of Mary Ann on pa and have students echo
translate, then play on their instruments.
a. (Mi Mi Sol Sol, Do Mi, Mi Re Fa)
8. The instructor will sing the fourth phrase of Mary Ann on pa and have students echo
translate, then play on their instruments.
a. (Re Fa Fa, Ti Re, Re Do Do)
9. The instructor will sing the solfege of the first two phrases and have the students play on
their instruments.
a. (Mi Sol, Do Mi, Mi Re Fa)
b. (Re Fa Fa, Ti Re, Re Do Mi)
10. The instructor will sing the solfege of the last two phrases and have the students play on
their instruments.
a. (Mi Mi Sol Sol, Do Mi, Mi Re Fa)
b. (Re Fa Fa, Ti Re, Re Do Do)
11. The instructor and students will play Mary Ann together while keeping a steady beat.
a. P: Now tap your foot as we play the whole song. Breathe together.
Sarah Wagner
Brass Techniques 9/3/17
12. The instructor will split up instruments with phrases and students will keep a steady beat.
Those not playing will sing the solfege.
a. P: Tuba/Euphonium play phrase one, Trombones play phrase two, horns play
phrase three, and trumpets play phrase four. If you are not playing, you are still
keeping a steady beat and singing the solfege.
13. The instruments will be assigned a number 1-4 to determine which phrase to play in
Mary Ann.
a. P: If you are a 1, play the first phrase (etc).
14. The instructor will demonstrate staccato and legato articulation with the first phrase.
a. Q: What is the difference between the two times I play the first phrase?
b. P: Legato is long and staccato is separated.
15. The instructor and students will play Mary Ann and demonstrate both articulations.
a. P: Lets play the whole piece. Play the first and third phrases staccato and the
second and fourth phrases legato.
16. A review of the lesson and a preview of the next lesson by the instructor will close out
the lesson.
a. P: Today we learned about the difference between staccato and legato. Next time,
we will talk about different kinds of accents and how to tongue them.

Assessment of Goals and Objectives

Assessment of the lesson will be as a full group and as individual sections.

Follow up Lessons
Future lessons will focus on marcato accent tonguing by using tonguing exercises that separate
the different types of articulation.