‭AMS 7/8 Grade Band - 1/30‬

‭Mr. Tyler Long‬

‭ tandards Being Addressed:‬

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‭MU:Pr4.3.E.Ia‬‭Demonstrate an understanding of context in a varied repertoire of music through‬
‭prepared and improvised performances.‬
‭MU:Pr5.3.E.8a‬‭Develop strategies to address technical challenges in a varied repertoire of‬
‭music and evaluate their success using feedback from ensemble peers and other sources to refine‬
‭performances.‬
‭MU:Pr4.2.E.Ia‬‭Demonstrate, 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.‬

‭Materials of Instruction:‬
‭●‬ ‭“The Big Circus March” by Robert E. Foster‬
‭●‬ ‭Respective Instruments‬
‭●‬ ‭Pencils‬

‭Warm-Up/Transition:‬
‭1.‬ ‭Review what was covered last rehearsal‬

‭Lesson Sequence:‬
‭ ctivity #1 Objective:‬‭By the end of the activity, 7th/8th grade students will‬
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‭be able to perform the trio section of “The Big Circus March” by Robert‬
‭Foster to the end, with accurate pitches, rhythms, articulations, dynamics, and‬
‭balance.‬
‭1.‬ ‭Begin with run-through of 64 - end (second time)‬
‭2.‬ ‭Ending‬
‭a.‬ ‭2nd ending STRONG – accents, space‬
‭i.‬ ‭Quality air = quality sound‬
‭b.‬ ‭Unison 74‬
‭i.‬ ‭Play slowly to end for intonation and balance‬
‭1.‬ ‭Fit sound inside lows‬
‭c.‬ ‭76 – BEAT 2!‬
‭i.‬ ‭Everyone with rest on beat 1 play, bring out!‬
‭d.‬ ‭Percussion “solos!” – BIG‬
‭e.‬ ‭Accents!‬
 i‭.‬ ‭Strong front, slight separation‬
‭3.‬ ‭Run 64 - end (second time)‬

‭Transition:‬
‭1.‬ ‭“Who here has been to a circus before?”‬
‭a.‬ ‭Circus marches – utilized to introduce an act and stir up the‬
‭audience‬
‭2.‬ ‭Think of the big act you are introducing!‬

‭ ctivity #2 Objective:‬‭By the end of the activity, 7th/8th grade students will‬
A
‭be able to perform measures 23 – 40 of “The Big Circus March” by Robert‬
‭Foster using accurate pitches, rhythms, dynamics, articulations, and balance.‬
‭4.‬ ‭m. 23‬
‭a.‬ ‭Dynamics, articulations – almost everyone in unison!‬
‭i.‬ ‭Mp to forte, subito mp‬
‭ii.‬ ‭Each note gets louder!‬
‭1.‬ ‭Play slowly for intonation and balance‬
‭iii.‬ ‭Accents at a soft dynamic…‬
‭b.‬ ‭Beat two people (25 and on)‬
‭i.‬ ‭Where will we cut off?‬
‭ii.‬ ‭Presence – Brief shift in the spotlight!‬
‭1.‬ ‭Hit it and back off – but not fp!‬
‭c.‬ ‭Eighth notes vs. everyone else‬
‭i.‬ ‭Light and delicate‬
‭ii.‬ ‭m. 27-28 – tbn 1 and baritone!! Lead us!!‬
‭d.‬ ‭Mm. 35-36‬
‭i.‬ ‭Note lengths – eighth notes vs. quarter notes‬
‭ii.‬ ‭Altos, tpt – lean on accidental in 36 (2 before 1st ending)‬
‭5.‬ ‭Run 23 to end!‬