Symphonic Band Lesson Plan

Teacher: Ms. Farrell

Date: 2/26/2024
Class: Symphonic Band

Concept of Focus: Form, Key of Db & Gb Major, Rhythm, Balance

Standard(s) Addressed:
Pr.2.P Demonstrate, using music reading skills where appropriate, how compositional devices
employed and theoretical and structural aspects of musical works impact and inform prepared or
improvised performances.
Pr.4.P Develop strategies to address expressive challenges in a varied repertoire of music, and
evaluate their success using feedback from ensemble peers and other sources to refine
performances.
Pr.5.P.a Demonstrate attention to technical accuracy and expressive qualities in prepared and
improvised performances of a varied repertoire of music representing diverse cultures, styles,
and genres

Materials Needed:
● Score and individual student parts for Nobles of the Mystic Shrine by John Philip Sousa
(arr. Frederick Fennell)
● (optional) metronome connected to audio system
● (optional) personal instrument for modeling
● Audio Recording of piece played over speakers

Activity Objective: Students in concert band will demonstrate ensemble skills and an
understanding of basic musical form through discussion, note-taking in their music, and
performance of selected excerpts from Nobles of the Mystic Shrine arr. Fennell.

Introduction:
1. Nobles of the Mystic Shrine
a. Refresher - What did we discuss about this piece last week?
b. Where did it come from?
c. What influences are there on the style of the music?
2. We will be talking about form today!
a. What is form? How do you define it? How can you mark it in your music?

Sequence:
1. Guided Listening/Form analysis of piece
a. Play audio recording for students over speakers
 i. Guided listening - Listen for different sections, mark them in your music
as you listen (A, B, C, A’, etc.)
b. After listening and letting students mark form in music, review together
i. Write on whiteboard, explaining sections and labels as you go
1. M. 1-A = Intro
2. A - C = Strain 1 (A)
3. C - E = Strain 2 (B)
4. E - I = Trio (C)
5. I - J = Break Strain (D)
6. J - End = Final Strain (C’)
ii. Ask students to fill in blanks before providing answers
1. Ask to raise hand/call out/group poll
iii. Have students follow along and write/change in their music as needed
2. Introduction and First Strain Rehearsal
a. Introduction-A
i. What is your dynamic? (ff)
1. Ask to breathe and play first note with full, focused, supported ff
sound - repeat and give feedback as necessary
ii. All play beginning - A
1. Isolate bcl, bsn, saxs, cornet2/3, horns, tbn1/2
a. Play - all else listen to how their part is different than yours
b. Emphasize quarter notes on b.4/1 of m. ⅔ - Accent!
c. All others must hear this when all play
2. All play again
a. Listen for accents, style, dynamics and give feedback
b. Dynamic change in half-note pickup to A
iii. All play beginning - go on to B or C
b. A - B
i. What does this section make you think of?
ii. What is interesting about it? (dynamics, articulation)
1. Soft, LOUD, soft, LOUD
iii. Isolate all who have half notes in first couple measures at A
1. Tenuto - long, heavy
2. Contrast with staccato - be clean and quick!
a. SIZZLE once through, then play - feel airstream change
3. Bass Clarinets - ONLY YOU have your line in m. 7-8/11-12
a. Play out!
iv. Isolate everyone else
1. Feel the pulse and anticipate/watch, do not listen!
a. WW ignore grace notes for now if needed
 2. Short, precise articulation on staccatos
v. Everyone play together
1. Listen for dynamics, articulation, balance - give feedback and
repeat as necessary
c. (If time) B-C, repeat

Assessment:
● To assess understanding of musical form, the teacher will walk around the room as the
students listen, observing their observations about the form of the piece in their music. As
it is reviewed and discussed after listening, the teacher will use questioning and polling
the students to see their general agreement and perception of the form.