Beginning Band Unit

Julia McCabe
MUSIC 513
Spring 2021
Goals and Objectives:

Beginning band students will achieve proper and precise rhythmic accuracy, note
accuracy, articulation, and tone quality while learning excerpts from Robert W. Smith’s The
Tempest. By executing proper techniques of the instrument, students will be able to translate the
warm-ups to the exercises and gain continuity throughout.

Rationale:

I chose The Tempest by Robert W. Smith for the Beginning Band Unit. Smith does a
great job of using all elements of music for the beginning ensemble. Some of these include long
tones, breathing dynamics, several articulation patterns, finger work, and serves as a potential
first “real” band arrangement for 5th, 6th, or 7th grade band students.
The warm-ups and lessons I have provided go hand in hand. Warm-up 1 and Lesson 1
tackle breathing and long tones. How early is too early, for students to learn proper air support?
Warm-up 2 and Lesson 2 go after different articulation styles. Early on in the band world,
students struggle to remember all of the letters, numbers, and symbols they’ve been given. These
exercises shall reinforce those articulation markings. Lastly, Lesson 3 focuses on all of the
above, but in different parts. The instruments can no longer rely on a unison melody, but must
hold themselves accountable for knowing their music.
 Warm-Up #1 (FOCUS - Breathing / Measures 1-8)
Objectives:
● Students will learn the importance of taking in air for their instrument.
● Students will start to gain control of their release of air.
● Students will successfully be able to exhale for 16 counts
○ Directly to measures 1-4 and 5-8

Materials:
● Self
● Metronome
● Back track (optional)
● Measures 1-8 of The Tempest

Introduction:
T: “Hello everybody, happy Monday! Go ahead and pull up “The Tempest” by Robert W. Smith.
Once you’ve gotten it pulled up, stand up and look at me!”
Ss: *Pull up page and stand up*
T: “Great. Now carefully set your instrument on your chair and look back at me.”

Warm-Up (need metronome OR back track set up and ON!):

T: “Okay everybody, let’s breathe in for 4 counts and out for 4 counts. Watch me first, then join
me!”
Ss: *Follow*
T: “Now, in for 4 out for 6”
(Repeating, the next exercises will be implemented:
● In for 4 out for 8
● In for 4 out for 10
● In for 3 out for 12
● In for 3 out for 14
● In for 2 out for 16)
T: “Great work. Really strive to control where we let air escape. This time, lets make a fist with
our right hand. We are going to breathe in for 4 counts and out for 16. On counts 1, 5, 7, 9, 11,
and 13, we are going to hit our fist down, like we are a judge.”
T demonstrates this once and has students follow for a few times.

Transition:
T: “Okay, go ahead and safely pick up your instruments and sit down. We’re going to focus on
measures 1-4. This song requires a lot of air, so we will be practicing our breathing each day!”
 Warm-Up #2 (FOCUS - Articulation and Technique / Measures 9-12)
Objectives:
● Students will learn the difference in articulation markings
○ Accent
○ Staccato
○ Tentuo
○ Slur
● Students will be able to vocally produce these differences prior to adding them to their
instrument
● Scatting will be prominent, which will transition well into sizzling as students learn their
music.

Materials:
● Metronome or back track
● Tempest Warm-Up

Introduction:
T: “Hello everybody, happy Tuesday! Go ahead and have those warm-ups out that I placed on
your chairs. Once you’ve gotten it pulled up, stand up and look at me!”
Ss: *Pull up page and stand up*
T: “Great. Now carefully set your instrument on your chair and look back at me.

Warm-Up (need metronome OR back track set up and ON!):

T: “Okay everyone, pull out your Tempest Warm-Ups.”
T: “Who can tell me what word is above the first measure?”
● Ss: “Accent!”
T: “Who can recall what an accent is?”
● Ss: “Put emphasis on the note!”
T: “That’s right. Follow my lead now! 1, 2, ready, and..”
● T models measure 1
● Ss play measure 1
● T models measure 1
● Ss play measure 1
T: “Great work. What does it say above measure two?”
● Ss: “Staccato!”
T: “We haven’t seen this articulation yet. A staccato means that we play separately and lightly.
Listen to me demonstrate measure 2.”
● T models measure 2
● T: “Now I want you all to follow me. 1, 2, ready, and..”
● T models measure 2
● Ss play measure 2
● T models measure 2
● Ss play measure 2
● T models measures 1 and 2
● Ss play measures 1 and 2
T: “Let’s try that one more time, really change the articulation between measures 1 and 2.”
● T models measure 1 and 2
● Ss model measure 1 and 2

*REPEAT ACTION FOR MEASURES 3, 4, 5, AND DO FULL RUN*

Transition: T: “Let’s go ahead and take a look at the song The Tempest. We will start at measure
9.
 Lesson #1 (FOCUS - Breathing, Tone / Measures 1-8)
Objectives:
● In continuation of Warm-Up #1, Lesson #1 implements breathing into music and the
importance of maintaining air through a phrase.
○ Many young students think they need to breathe in between each note. This is not
the case!
● Reinforces stagger breathing to students who may still have trouble maintaining the 16
counts.

Goals/Materials:
● Students will be able to play measures 1-4 and measures 5-8 of The Tempest without
breathing in the middle of a phrase.
● Utilizing the metronome/back track in the lesson, students will be able to identify when
to change notes in the piece.

T: “If you play clarinet or trombone let’s look at your first note. Go ahead and play it.
Trombones, you’ll play the bassoon cue.”
Ss: *play note*
T: “Sweet. Let’s count the rhythms of measures 1-4 together. All other instruments, let’s clap
with the metronome. 1, 2, ready, and..”
Ss: “1……….1..3..1..3..1………..”
T: “Clarinets and trombones, now lets sizzle the rhythms - try to take a big enough breath that
you do not have to breathe at all during the four measures. Everyone else keep clapping the beat.
Breathe in, 2, ready, sizzle!”
Ss: *Sizzle/Clap*
T: “Same routine, but clarinets and trombones will sizzle and finger! Sizzle and finger here we
go..”
Ss: *Sizzle & Finger/Clap*
T: “Again, 2, 3, and..” This time, T will play on clarinet to model.
Ss: *Sizzle & Finger/Clap*
T: “Trombones and clarinets lets play, everyone else be looking at measures 5-8. 1, 2, ready,
play!”
Ss: *Play 1-4*
T: “Take a few seconds… alright. We will try it one more time and try to keep the air flowing.
Just because we change notes does not mean we have to breathe! One more time.. 1, 2, 3, play.”
Ss: *play 1-4*

T: “Sweet. Alright, lets add everyone else to the mix in measure 5. We are going to count the
rhythms using a strong airflow. 1, 2, 3, and.”
Ss: ““1……….1..3..1..3..1………..”
T: “Cool! Notice how these are the same exact rhythms as the first 4 measures? Let’s sizzle and
finger this time around.”
Ss: *Sizzle and finger*
T: “Let’s do that one more time.”
Ss: *Sizzle and finger + teacher model*
T: *Put it to the horn! Really focus on the air. Notice how our notes are long and slurred, really
connected? Let’s aim to create that connected sound the very first time we play. Here we go!”
Ss: *Play*

Assessment: Can students make it through four measures at a time without breathing? Do
students understand the phrasing?

Assessment Tool: On page 13

 LESSON #2 (FOCUS - articulation and technique / Measures 9-12)

Objectives:
● In continuation of Warm-Up #2, Lesson #2 implements the articulation markings
discussed in the warm-up
○ In fact, some students may find the warm-up more challenging than the actual
music.
● Reinforces students to hold themselves accountable for playing at the correct time with
correct articulation.

Goals/Materials:
● Students will be able to play measures 9-12 The Tempest with proper articulation and self
accountability.
 ● Utilizing the metronome/back track in the lesson, students will be able to identify when
to change notes in the piece. This will also help them listen to their neighbor to match
articulations.

T: “Now that we’re at measure 9, let’s go ahead and count our rhythms out loud. Flutes,
clarinets, and trumpets only play on beat one of the first three measures. Clarinets, altos,
trombones and percussion, we continue on through each beat. Just because one section might be
doing something different does not make you wrong. Okay? Let’s count these four measures.. 1,
2, ready, and..”
● Ss count rhythm
T: “Great! Now match articulation with your section. Again, 2, ready, and..”
● Ss count rhythm with matching articulation
● T reviews articulation as needed
T:”Cool! Now, sizzle, 2, ready, go..”
● Ss sizzle
T: “Sizzle and finger!”
● Ss sizzle and finger
T: “Sizzle and finger again, I’ll play the trumpet part!”
 ● T plays trumpet, Ss sizzle and finger
T: “Put it on your instruments!”
● Ss play excerpt

Assessment: Can students in like parts play the measures with correct articulation? T:”Flutes,
clarinets, trumpets - let’s have you play!”
● Group plays
T: “Clarinets, altos, trombones, percussion - lets have you play!”
● Group plays
● ALL students play

Assessment Tool: On page 13

Data Plan: What works and what doesn’t? We may need to go back to the basics if students are
not at least averaging the scores on the rubric.
 Lesson #3 (FOCUS - Group alignment / Measures 45-48)

Objectives:
● In conjunction with Lesson #2, Lesson #3 could be taught directly after.
● Reinforces accountability for individual note placement. Sections are playing at different
times.
● Reinforces articulations used earlier in the piece.

Goals/Materials:
● Students will be able to play measures 45-48 of The Tempest with proper note placement
and articulation.
● Utilizing the metronome/back track in the lesson, students will be able to identify when
to change notes in the piece and keep tempo.
T: “Now let’s take a look at measure 45. Some of us have different parts. Let’s have flutes and
alto saxes count their parts together out loud.”
● Ss count.
● Process repeats with clarinets and trombones, then with trumpets and percussion.
T: “Notice how each of you has a different rhythm. Let’s all confidently put these rhythms
together. Count, 2, ready, and!”
● ALL Ss count
T: “Sizzle it!”
● ALL Ss sizzle
T:”Sizzle and finger!”
● This is done twice, the second time T will model the melody.
T:”Okay, now we will play in GROUPS!” Group 1 is flutes and alto saxophones. Group 2 is
clarinets and trombones. Group 3 is percussion and trumpets.”
● Group 1 plays
● Group 2 plays
● Group 3 plays
● Group 1 and 2 play
● Group 1 and 3 play
● Group 2 and 3 play
● ALL groups play

Assessment: Can students in like parts play their respective lines WITH the rest of the ensemble?
Address and explain when needed until successful.

Assessment Tool: On page 13

Data Plan: What works and what doesn’t? We may need to go back to the basics if students are
not at least averaging the scores on the rubric.