6th Grade Band Unit

Introduction into Tempo Terms and Changes

Ms. Elaine Snowden

 Table of Contents

Unit Objectives 2
Standards Addressed 2
Composition 3
Pre-Assessment 3
Lesson 1 4
Lesson 2 6
Lesson 3 9
Post-Assessment 11

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 Unit Objectives
 Students can smoothly transition between tempo changes
 Students can verbalize the meaning of given tempo markings
o Ex: Lento means slow, march tempo means fast, maestoso means broadly, and
moderately means medium
 Students are familiar with the six terms (tempo, lento, moderato, maestoso, ritardando,
march tempo) and can verbalize if they are slow, fast, or something different
 Students can accurately identify which tempo marking the given pop songs would be
labeled
 Students can accurately define the 6 given terms (tempo, lento, maestoso, moderato,
march tempo, and ritardando)
 Students can also continuously play through Silvergate Overture by John Edmondson

Standards Addressed
(https://www.ksde.org)
 Pr.2.I: Demonstrate, using music reading skills where appropriate, how the setting and
formal characteristics of musical works contribute to understanding the context of the
music in prepared or improvised performances.
 Pr.3.I: Demonstrate understanding and application of expressive qualities in a varied
repertoire of music through prepared and improvised performances.
 Pr.5.N.a: Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
 Re.2.I: Describe how understanding context and the way the elements of music are
manipulated inform the response to music.

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 Composition
Silvergate Overture by John Edmondson is written in an ABA (fast-slow-fast) form, with
the slow B section (Lento) based on a variation of the secondary them from the opening A sectin
(Maestoso Moderato). The introductory fanfare I quoted again at the end as a brief coda.
The opening and closing fanfares should be played in a somewhat marcato style, in
contast to the main theme at 5, which should be played legato. Thin out the low winds, if
necessary, to achieve good balance with the woodwind melody. The same applies also at 32. The
closing march at 48 should be stately in style and not be allowed to rush.
Strive for a convincing performances by stressing good style, balance, and dynamic
contrast.
This composition was selected out of a Beginning Band Book of beginning band music
composed and collected by John Edmondson and Anne McGinty. This particular piece was
selected for this unit due to the tempo and style changes that occur at measures 30, 48, and 68.
The previous notes on this composition were pulled from the score of the piece.

Pre-Assessment
This unit was composed after to rehearsals of the piece Silvergate Overture by John
Edmondson because students needed different methods of learning the contrast in tempo, style,
and dynamic changes. This unit was composed out of the necessity to be able to play the piece
through without stopping and restarting at each tempo change as well as the student confusion of
the difference between tempo and dynamic markings.

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 Lesson 1
Wamego Middle 6th Grade
Teacher/Conductor: Elaine Snowden
Rehearsal: 1 (Intro to tempo unit)
Silvergate Overture by John Edmondson
Prior Knowledge/Skills:
6th grade band students who have been in the program since 5th grade. They have been working
on syncopation, articulation such as slurring verses staccato, and key changes.
Unit Objective:
Students transition between tempo markings smoothly while playing and are also familiar with
markings to the point that they can verbalize that Lento means slow, march tempo means fast,
maestoso means broadly, and moderately means medium.
Rehearsal Objective
Students are familiar with the six terms (tempo, lento, moderato, maestoso, ritardando, march
tempo) and can verbalize if they are slow, fast, or something different.
Assessment of the Rehearsal:
Aural observations and verbal confirmation between class and teacher.
Relevant Context Factors:
6th hour is divided into two hours. In one, ¾ of the class is there only every other day because
they are in choir the rest of the time. This has resulted in the other class being further ahead and
the two bands vary in level of music that they can play.
Modifications/Accommodations needed:
Finger and sizzling parts, slower tempo, director modeling
Instructional materials, resources, & technology:
Sheet music (Silvergate), instrument for modeling, metronome, white board
Personal Improvement Objective:
Director provides helpful instruction and steps that allow students to play unfamiliar parts
confidently.

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Rehearsal Plan:
Time Activity Purpose of Activity Sequence Assessment
1-3 Intro Context -Name the tempos Class discussion
we see in our music and observation
(write those on
board)
-also write tempo
and rit (where do we
see rit?) (how many
times do we see that
and where?)
4-10 Lecture Define terms as they -tempo: the speed of
will look in quizzes the beat
and Kahoot -Lento: slowly
-set metronome and
have students move
feet to beat
-Maestoso: Style and
a tempo,
Majestic/loud and
proud (what is loud
and proud?)
-metronome pat legs
-Moderato:
moderate/medium
-set metronome and
have students pat
knees to beat
-March tempo: 120,
look at clock
-clap to beat
-Rit: gradually slow
down, symbol and
word. What 2 things
do you need to do
-What 2 things do
you need to do when
changing
immediately?
11- Discuss Confirmation -Teacher sets Visual
14 metronome observation and
-Do action that you verbal
think this is the confirmation
tempo of
-What tempo is this
closest to?

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 Lesson 2
Wamego Middle 6th Grade
Teacher/Conductor: Elaine Snowden
Rehearsal: 2 (Tempo unit)
Silvergate Overture by John Edmondson
Prior Knowledge/Skills:
6th grade band students who have been in the program since 5th grade. They have been working
on syncopation, articulation such as slurring verses staccato, and key changes.
Unit Objective:
Students transition between tempo markings smoothly while playing and are also familiar with
markings to the point that they can verbalize that Lento means slow, march tempo means fast,
maestoso means broadly, and moderately means medium.
Rehearsal Objective
Students can accurately answer questions that will be on the google quiz and can identify which
tempo marking the given pop songs would be labeled.
Assessment of the Rehearsal:
Aural observations and verbal confirmation between class and teacher.
Relevant Context Factors:
6th hour is divided into two hours. In one, ¾ of the class is there only every other day because
they are in choir the rest of the time. This has resulted in the other class being further ahead and
the two bands vary in level of music that they can play.
Modifications/Accommodations needed:
Finger and sizzling parts, slower tempo, director modeling
Instructional materials, resources, & technology:
Sheet music (Silvergate), instrument for modeling, metronome, white board
Personal Improvement Objective:
Director provides helpful instruction and steps that allow students to play unfamiliar parts
confidently.

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Rehearsal Plan:
Time Activity Purpose of Activity Sequence Assessment
1-3 Intro Review of last classes -Write terms on Terms and
lesson white board (Tempo, definitions
Lento, Maestoso, match on the
Moderato, March, board
and Ritardando The class
-Write definitions on responds
the other side in a correctly to call
different order and response
-Discuss with class
which term matches
which definition,
include one word
call and response
4-8 Tempo Apply lesson concept -Conduct a slow beat Correct
identification (what tempo would responses from
this be labeled as?) class
-Conduct other three
in order of slowest
to fastest (including
the clock math)
-Now listen to pieces
to identify what
tempo they might be
out of order: Say
Something, Just the
way you are, Don’t
Stop Believin’
-Students can use
these songs to
identify tempo in the
future or look for
some on their own.
9-13 Study Guide Reaffirm -Give students time Quiz tells right
understanding of to fill out practice or wrong but the
terms and definitions quiz on google form grade is for
for later completion
14- Rehearse Apply lesson concept -write rhythm at 5, Observation
20 to music 7, and 8 on the
board, entire class
clap and count
-ask cls where that is
in their part, a sax,
flute, bells, tpts
-play first two

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 measures
-flutes, cls, a sax
play whole line
-Tpts by themselves
at 25
-flute counterline
-how solid is the
percussion in
transitions from 16th
notes
-Everyone 5-13
20+ rehearsal Familiar with parts -tpts 13
-saxes, horn at 16
-Everyone 13-20
Tie in Put everything -1-20
together

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 Lesson 3
Wamego Middle 6th Grade
Teacher/Conductor: Elaine Snowden
Rehearsal: 3 (Tempo unit)
Silvergate Overture by John Edmondson
Prior Knowledge/Skills:
6th grade band students who have been in the program since 5th grade. They have been working
on syncopation, articulation such as slurring verses staccato, and key changes.
Unit Objective:
Students transition between tempo markings smoothly while playing and are also familiar with
markings to the point that they can verbalize that Lento means slow, march tempo means fast,
maestoso means broadly, and moderately means medium.
Rehearsal Objective
Students can accurately define the 6 given terms (tempo, lento, maestoso, moderato, march
tempo, and ritardando). Students can also continuously play through measures 1-32. (5th hour 1-
47).
Assessment of the Rehearsal:
Aural observations and verbal confirmation between class and teacher.
Relevant Context Factors:
6th hour is divided into two hours. In one, ¾ of the class is there only every other day because
they are in choir the rest of the time. This has resulted in the other class being further ahead and
the two bands vary in level of music that they can play.
Modifications/Accommodations needed:
Finger and sizzling parts, slower tempo, director modeling
Instructional materials, resources, & technology:
Sheet music (Silvergate), instrument for modeling, metronome, white board
Personal Improvement Objective:
Director provides helpful instruction and steps that allow students to play unfamiliar parts
confidently.

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Rehearsal Plan:
Time Activity Purpose of Activity Sequence Assessment
1-2 Shoulder Partner Review and affirm -Terms are written “You should have
previous material on the board mentioned”
-Think time
-Discuss terms with
shoulder partner,
quiz them by ping-
ponging terms
-“You should have
mentioned . . .”
3-6 Rehearse 1-20 Review -Do the melodies Observation
stand out?
-Who is playing
what role?
-Are the dynamics
accurate?
7 “dim e rit.” New term -Write on board Discussion
-Where do you see
this?
8-12 Rehearse 21-31 Become familiar with -Flute/bell melody Observation
new material -Tpt. Melody
-measure 27
-Time signature
change
13-15 Rehearse 32-47 Introduce new -play 32-39 Observation
material -What is the
melody?
-What does this part
feel like?
-Bell part
-Entrances at 40
-40-47
-rit.
End Run 1-47 Tie in rehearsal -Run 1-47

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 Post-Assessment
The final assessment of this unit was a google quiz identical to the one students took in
the second lesson. This quiz was out of 10 points and students that struggled were given the
option to retake so that the teachers could see a visible change between scores. If there was still
no marked improvement, Wamego Middle School had the staffing to pull students out
individually and go over the concepts students struggled with.
After this unit, students were able to perform Silvergate Overture without stopping and
restarting at each tempo change. The piece could be played once in its entirety.

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