National Standard #3: Improvising melodies, variations, and accompaniments.

M-S Intermediate School
4th Gr. Trumpet Lesson
11.30.11

Objectives

- The students review and play the correct pitches of C4-G4.
- The students learn the pitch and the fingerings for A4.
- The students improvise on C4 and G4 with various rhythms in
  their warm-up.
- The students review and learn new exercises from Essential
  Elements 2000 Book 1.

National Standards

(2) Performing on instruments, alone and with others, a varied repertoire of music.
(3) Improvising melodies, variations, and accompaniments.
(5) Reading and notating music.

Materials

1) B-flat trumpet, 2) “Trumpet Lesson Assignment 9” Handout (seen here), 3) Interactive board, 4) SMART Notebook program, 5) Essential Elements 2000 Book 1 (teacher and student edition)

New York State Standards

(1) Creating, performing, and participating in the arts.
(2) Knowing and using arts materials and resources.

Procedure

Collect old practice logs, grade new practice logs, set up instruments. Make sure there is no playing, with or without a mouthpiece.
- Warm-up and “Scaling Around”:
- Buzz on mouthpiece alone a low and high buzz, C4 and G4.
- Move to trumpet, playing between C4 and G4 on different rhythms using call and response between teacher and students.
 - Play on solos for individual assessment.
 - Finger through C4-G4 to check on their fingering. Correct incorrect hand posture.
- After playing a variety of rhythms, have the students improvise their own rhythms only playing C4 and G4. Each student will be a
  leader in the call and response with the rest of the group.
 - Give a further explanation on what improvisation is and how it is used.
 - Give them some time to think up of their first rhythm, but for the second round through, they’ll have to think on their feet!
- Before playing through “Scaling Around”, sing and finger along with the correct pitches.
 - Play through, and include solos.
 - Play through both lines straight through.
- Handout “Trumpet Lesson Assignment 9”, learn A4:
  - Explain that like how the C4 and G4 are the same exact fingerings, but are a low buzz and a high buzz, the same idea goes for
    E4 and A4.
  - Sing and finger the pitches.
  - Play through it together, and then solo for individual assessment.
- Essential Elements 2000 Book 1: Open up to pg. 6, #16
  - What kind of pattern do you see? (A scale!)
  - Clap, tap, and count, making sure not to clap during the rests.
  - Sing and finger.
  - Play on the trumpet. Check for tonguing and correct duration of notes.
  - If there is trouble with note reading, use the link provided on the SMART notebook program. (The link leads to musictheory.net,
    where we’ve created a note-reading exercise that’s customized for the notes that they’ve learned to play.)
Recap:
 - Review what we’ve played and the new things that are added, specifically in the Essential Elements 2000 Book 1.

Prior Knowledge and Experiences

- The students must be able to set up their instruments.
- The students must also know how to buzz on their own and on their mouthpieces.
- The students must also hear and play the correct pitches, along with the fingerings, for C4-G4.

Indicators of Success

- The students were able to play through exercises of scales, technique, and in the method book with the correct pitches and
  fingerings. They were able to implement better articulation, breathing, and posture.
- The students were able to successfully lip slur from an E4 to an A4, with the correct fingering and pitches.
- The students were also able to create their own rhythms, using the guidelines given, and were able to lead the group in a call and
  response.

Transfer of Learning

- The students will be able to play more correct notes and fingerings (now extended to C4-A4) either individually or in a group, in
  their future lessons and rehearsal pieces.
- The students will be able to see the concepts of scales and techniques, layering their knowledge, and applying it to music later on
  in the future.

Reflection

Classroom management is key, no matter what the size of the group may be or if they are well behaved than most. I’ve learned that what behavior is created in lessons can easily be transferred over to band. It is best to stop or even prevent the problem before it gets out of hand. This is something I’ll always keep working on.