Katelyn Proffitt

7th Grade 2/17/22 + 2/18/22

Baywood March

Objective: Play through Baywood March, focusing on the trio section for a pre-assessment of the clarinet
and horn melodic lines

Goal: Play together with good balance, articulation, correct notes, and tone

Procedures:
 After warm-ups (Mrs. Slagle)
 Run through Baywood March
 Isolate trio
o Write mm 41 – 77 on board
o Listen to bass line – staccato!
o 61 – listen to trumpets, same as low voices but up an octave. Staccato and piano
 Listen to bassline play and have clarinets/horns air band their melodic line
 Listen to clarinets/horns only, mm 41 – 77
o Count and clap rhythms if needed, sing rhythm to students if struggling
o Percussion and other winds – air band/mentally practice first and second strain, write in
any notes you need
o Ask students to practice on own
 Write in notes/accidentals with a different color in music
 Isolate 3 – 4 students to listen closely to individuals and assess according to pre-assessment rubric
o Tell students: I’d like to hear you all individually over the next couple classes. A 90 is
needed to play the soli in the concert
o Encourage students
 Combine everyone together, play the trio (41—77)
o Listen for clarinet/horn improvements
 Start at the repeat of the first strain after the trio and continue to the end
 Feedback (look at low voices specifically, trombones**)
 Play through again

Assessment:

Informal
 Listen to ensemble play together.

Formal
 Listen to small groups of students to hear individual progress. Notate grades as described on the
rubric.

Winding:

Forwards
 Focus on dynamics rather than note/rhythm accuracy
 Work on balancing trumpets/low voices during staccato rhythm
 Detailed work on first and second strains – tuning intervals
Backwards
  Discuss how to articulate notes
 Count and clap rhythm
 Isolate specific notes
 Go over fingerings of notes
 Remind students of how to make a good sound/embouchure
Adaptations:

Color
 Ask students to write in natural/flat signs in a different color on their music if they are missing it

Size
 Write trouble rhythms on board in large print

Modality
 Visually: write the measures on the board
 Aurally: say dynamics and speak rhythms if needed
 Kinesthetic: encourage students to write in notes, air band when not playing

Pacing
 Separate pieces into small chunks (1-2 measures)
 Time to practice on own.

SOL Standards:

MII.12 The student will demonstrate music literacy.

a) Identify, define, and use standard notation for pitch, rhythm, meter, articulation,
dynamics, and other elements of music.

c) Sing independent parts selected from the music being studied.

d) Echo, read, count (using a counting system), and perform rhythms and rhythmic
patterns

e) Identify, read, and perform music written in 2/2

g) Define and apply music terminology found in the music literature being studied

MII.16 The Student will demonstrate musicianship and ensemble skills at an intermediate level.

a) Identify and produce the characteristic sound of the instrument being studied.

b) Blend and balance instrumental timbres.

c) Make adjustments to facilitate correct intonation.

d) Match Dynamic levels and playing style.

e) Respond to conducting patterns and gestures.

f) Maintain a steady beat at various tempos in the music literature being studied.

g) Use articulations, dynamic contrasts, and phrasing as means of expression.