Lyricism/Dynamics/Fire 

Erica Unroe  
2/26/2020 
 
Objective: ​Students will warm-up using chords, focusing on dynamics, swells, and 
lyricism. They will then rehearse the lyrical section of Aztec Fire! 
 
Procedure: 
● Students will play a concert Bb, and sing the concert Bb 
● Students will play the concert Bb scale. 
● Students will watch the teacher to show them what number of the scale to 
play. 
○ Teacher will have students play 1,3, and 5. 
● “What notes of the scale did we just play?” 
○ 1,3,5! 
● Does anyone remember what 1,3, and 5 makes? 
○ A chord! A triad! MAJOR! 
● Let’s have back row play 1, middle row play 3, and front row play 5. 
○ Teacher will listen to each row, making sure they are in tune and playing 
the right pitch! 
● Now, think about the notes you just played, and think about what a HALF-STEP 
DOWN would be. 
○ Clarinets: C. half-step down? B! 
○ Trombone, out one slide position. 5-6. 
○ Baritone: 1 & 3 
● Everyone play your note in the concert Bb chord, go back to that chord! 
● Now, play your note a half-step down from that! Does that still sound like a 
major chord? 
○ YES! 
● Go back to Bb now, SECOND row, move a half-step down when I cue you. 
○ Let students repeat what’s happening.  
○ What did we do to the chord? Made it spooky! Minor! 
● Now, play the notes you just did, but when I cue the FIRST row, you all move 
down a half-step too! 
○ Did the chord get happier or spookier? Spookier! We made it DIMINISHED! 
● Play the notes you were just playing, when I cue the BACK row, you all move 
down a half-step. 
○ What did we do to the chord? MAJOR AGAIN! 
● We’re going to do this all in a row now. Go back to your Bb major chord. I’ll cue 
which row first? Which row second? Which row third? 
● Why is this exercise valuable? 
○ Dynamics, TENSION and RELEASE, WATCH THE CONDUCTOR! 
 ● AZTEC FIRE! ​We’re starting at pickups into 30! Count back, practice a little on 
your own! 
● Hear parts 1,2,3, pickups into 30. Really think about your notes there. 
● Add in back row- come in ON 2. Breathe on 1! 
○ No accent, nice gentle entrance. 
● DECRESCENDO into 33! Not everyone cuts off at the same time. 
○ Raise your hand if you cut off on 1, raise your hand if you cut off on 3! 
● QUESTION: What happens when you decrescendo? What do you do with your 
air? 
○ You don’t lessen the volume of air you produce, you just lessen the 
amount that comes out.  
○ Garden hose analogy! 
○ Play your note at 32 at a fuego (forte) 
■ Air pattern that, without instruments. 
■ Now, air pattern what it would be like at a piano. 
○ Now, play at a piano! 
○ Watch me, crescendo and decrescendo with me. Don’t change the 
amount of air, just how much escapes. Think garden hose! 
TIME PERMITTING!! 
● Run pickups to 30 to there. 
● Part 1 at 34! You can do it! 
● Everyone else. What is your dynamic?! 
● 36-37: SWELL 
○ Conversation about swells/hairpins! 
● Go to 42 
○ Rehearse parts individually, 
○ There’s another what? SWELL! 
● Run everything from the class! 
 
Assessment: ​Answers to questions and final performance of the section worked on 
will serve as assessment for the lesson!