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1. Topic-
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Making a quality sound on a brass instrument, using correct posture
and hand positions. |
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2. Content-
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Embouchure- how you form your mouth in order to produce a sound.
Aperture- the opening where air is expelled between the lips. Breath
control- the manner in which air is allow taken in, held, and expelled.
Diaphragm- the muscle under the lungs that aids in expanding and contracting
lungs. |
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3. Goals: Aims/Outcomes-
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1.Students will be able to produce a characteristic embouchure for
their instrument.
2. Students will understand what it means to take a "deep breath"
and how to control their airstream so that air is not all allowed
to escape too quickly(also known as air management).
3.Students will be able to produce a high quality sound on their instrument. |
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4. Objectives-
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Play and sustain a steady tone on the mouthpiece and instrument
for five seconds. Students will play trumpets, trombones and baritones.
Students will all skill and drill playing a "Concert F" on both the
trumpet and trombone. |
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5. Materials and Aids-
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Band method books with pictures of embouchure and instructions on
producing sound, instruments, white board, large clean towel. Enough
mint flavored cleaning solution for all mouthpieces, which will be
played by more than one student. |
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6. Procedures/Methods-
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A. Introduction-
Students will review previous lesson on posture and new vocabulary
words - embouchure, aperture, and diaphragm. The teacher will hand
out "clean" mouthpieces to half of the class- 7 trombone mouthpieces
and 7 trumpet mouthpieces. Teacher and "gifted student will model
the technique for sustaining a pitch on either mouthpiece |
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B. Development-
First the teacher will demonstrate proper posture and then will
sustain a pitch (around concert f) for five seconds on a trumpet mouthpiece.
The gifted student will do the same activity on the trombone mouthpiece.
One-half of the class will then try to replicate the demonstration
- first trumpets then trombones. The students will spray the mouthpieces
and hand them to the other 14 students who will repeat the activity. |
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C. Practice-
Skill and drill. Teacher and gifted student will have a competition
using the mouthpieces. The teacher will play a high note, a low note,
and another high note. The gifted student will copy the three notes
and their motions. The teacher will play many different arrangements
of low and high pitches and the student will mimic them. Next the
class will try to follow the same activity with the teacher playing
opposite the class. The class will clean the mouthpieces and trade
so the other half of the class has a chance to do the exercise. |
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D. Accommodations (Differentiated Instruction)-
The ADHD students will be assigned different groups and will be
seated near the teacher. The teacher will closely monitor the ADHD
students for any focus problems. The ELL student will be able to join
this activity because the lesson is visual and the sounds have less
to do with English and more to do with sounds. The student with a
learning disability can play along just like the rest of the class.
He will be expected to try both mouthpieces and horns and also exhibit
proper posture. He may have an easier time with the trumpet because
it is smaller, a cornet will also be provided which is even smaller
than a trumpet. |
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E. Checking for understanding-
The assessment is simple and fun. The students will play in groups
of seven. Trumpets VS Trombones. The students will assemble the horns
and play a Concert F for five seconds on the seven trumpets and then
the trombones will play their F for five seconds. After several rounds
of "skill and drill" the teacher will check for individual success
by checking one by one. |
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F. Closure-
The ADHD kids should be able to keep focused because of the temptation
of playing the shiny new horns. The teacher will check their progress
constantly by asking "are you with me?" "Does everyone understand?"
and look for affirmation in the eyes of the ADHD, the learning disabled,
and ELL student. All students should be able to get some sounds out
of the horns. |
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7. Evaluation-
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The special needs students may need a few more attempts, but all
students should achieve success on this "Brass Lesson." |
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8. Teacher Reflection-
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