Amanda Herold

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4 Grade Elementary Band
MUS_CLAS 150 Teaching and Learning Woodwind

Elementary Band – Beginning Oboe Lesson Plan

Context: Students are in a 4th grade elementary band class. They have a basic understanding of note
identification on the staff. Students are also familiar with the values of whole notes, half notes, and
quarter notes.

Section 1: Essential Questions & Standards

Essential Questions How do we prepare students for success in assembling an oboe and playing their
How are we learning? first notes?

Standards MU:Cr3.2.E.5a: Share personally developed melodic and rhythmic ideas

What is the framework for or motives – individually or as an ensemble – that
our learning outcome? demonstrate understanding of characteristics of music or
texts studied in rehearsal.
MU:Pr4.1.E.5a: Select varied repertoire to study based on interest,
music reading skills (where appropriate), an understanding
of the structure of the music, context, and the technical skill
of the individual or ensemble.
MU:Re7.1.E.5a: Identify reasons for selecting music based on
characteristics found in the music, connection to interest,
and purpose or context
MU:Cn11.0.T.5a Demonstrate understanding of relationships between
music and the other arts, other disciplines, varied contexts,
and daily life.

Section 2: Learning Outcomes

Learning Outcomes 1. Students will perform notes on the oboe
How are we relating the 2. Students will identify different parts of the oboe
standards to the lesson? 3. Students will create an oboe embouchure
4. Students will assemble an oboe

Section 3: Materials, Vocabulary, & Pre-Requisites

Materials  Oboe
 Water cup for reed
 Rubank Oboe Elementary Method Book

Glossary of Terms &  Embouchure: The position of the lips and mouth when playing a wind
Abbreviations instrument.
 Reed: A thin piece of cane, plastic, or metal used as the
principal vibrating source many instruments
 Bell: The flaring end of the oboe OnMusic Dictionary -. (n.d.). Retrieved
April 24, 2019, from http://dictionary.onmusic.org/)
 Upper Joint: The section of an oboe that connects to the lower joint.

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 OnMusic Dictionary -. (n.d.). Retrieved April 24, 2019, from
http://dictionary.onmusic.org/)
 Lower Joint: The section of an oboe that connects the upper joint  to
the bell  OnMusic Dictionary -. (n.d.). Retrieved April 24, 2019, from
http://dictionary.onmusic.org/)

Section 4: Procedures
1) Distribute oboe cases and ask the students to place their cases on the
floor in front of them
2) Talk about oboe cases. Have the students to place the case flat on the
floor with the handle facing them. Talk about how to know which side of
the case is up (label up) and how to operate the latches.
3) Have students open the case lid and identify each part of the instrument.
4) Show the students the reed and have them take theirs out. Have them
put the reed in a cup of water to soak it. Be sure to explain that both
sides need to be soaked. These reeds should be a medium hardness
5) Show students each of the sections of the oboe one-by-one (Bell, Lower
Joint, and Upper Joint).
6) Introduce the students to the other materials in the case (cork grease
and spit swab). Explain the purpose of these and have students apply a
small amount of cork grease to the cork on the reed of the oboe and the
tendons.
7) Have students connect the bell and lower joint of the oboe. If there are
keys on the bell, make sure it is aligned with the key linkages of the
lower joint.
8) Connect the lower joint and upper joint. Use gentle twisting motions and
make sure the linkages line up
9) After this, remove the reed from the water cup and have students blow
into the reed to produce a sound. This will check if the reeds work. The
pitch should be a C or B
10) Next, insert the reed into the top of the upper joint so that the blades of
the reed will be a horizontal line when in playing position. Some of the
cork will still show when the reed is inserted.
11) Describe the embouchure as a draw-string bag that has the lips wrap
around the reed but does not clamp it shut.
12) Have students place their first finger of their left hand on the first key
and blow. This will be B
13) Check the embouchures of the students to make sure the embouchure is
not too tight or too loose.
14) Remind students of playing with good posture and explain that the oboe
should be played at a 45 degree angle or higher.
15) Have students slur down to an A and then G by adding their fingers on
the left hand.
16) Have students perform the exercises in Lesson 1 on page 2 of Rubank’s
Elementary Method Oboe book. This exercise teaches students the notes
B, A, and G with whole notes and whole rests.
17) Have students dissemble their instruments. While doing this, have them

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 identify different parts of the oboe. Make sure the oboe case is still on
the floor when dissembling.
18) Remove the reed first and place reed safely in its case.
19) Separate the upper joint, lower joint, and bell by gently twisting
20) Use spit swab to remove spit in the instrument by placing the metal
weight down each part of the instrument.
21) Have students continue dissembling the instrument. Be sure that each
part of the instrument is being placed in the proper spot
22) Afterwards, make sure students properly latch the case.

Section 5: Assessment & Extensions

Assessment  Teacher will aurally assess that student perform the assigned notes on the
Checking understanding of oboe (B, A, and G)
objectives.  Teacher will visually and aurally assess students’ identification of the
different parts on the oboe when packing up instruments
 Teacher will visually assess students’ oboe embouchure
 Teacher will visually assess students’ assembly of the oboe

Extension of Lesson  Introduce tonguing on the oboe

Where can this lesson go in  Students will perform the duet “Lightly Row”
context?  Introduce the notes “F” and “E”
 Students will learn fork “F”

I affirm that I have upheld the highest principles of honesty and integrity in my academic work, and have
not witnessed a violation of the honor code.

Amanda Herold