Unit2 Lesson 1-10

Essential Elements Band Method Book 1
Unit 2 Lesson 1-10

UNIT 2 LESSON 1
OBJECTIVES NATIONAL STANDARDS
Upon completion of this lesson students should:
1. review notes and fingerings while performing an exercise that extends to a second line
2. read, count, and perform half notes and half rests
3. understand the function of a breath mark
STRATEGIES FOR TEACHING OBJECTIVES
1. Note review
- Review the notes that were presented in Unit 1. Note names and fingerings are given on page 6 of the student book.
- Create drill and practice activities to help students memorize these notes.
- Study #14, Rolling Along. Explain that students will need to play through to the second line without stopping at the
end of the first line.
- Say the note names aloud in rhythm while fingering the notes silently in #14.
- Play #14.
2. Half note and half rest
- Introduce half notes and half rests.
- Study #15, Rhythm Rap. Note that these are used throughout the book to introduce new rhythms. Count and clap #15,
with the repeat. (You may wish to use the CD provided to reinforce the rhythm and help maintain a steady beat.)
- Compare the rhythm of #16, The Half Counts, to #15, Rhythm Rap. Discover that the rhythms are the same.
- Play #16, defining the release points prior to each half rest.
- Using #17, Hot Cross Buns, demonstrate how to perform consecutive half notes, taking a breath only during the half
rests.
- Review alternate sticking and combination sticking with percussion students.
- Play #17.
3. Breath mark
- Introduce the concept of breath mark.
- Study #18, Go Tell Aunt Rhody. Identify the breath marks in this exercise.
- Play #18 with the correct use of breath marks.
ASSESSMENT OF OBJECTIVES
1. Ask students to perform #14, Rolling Along, to assess their understanding of an exercise that extends to a second
line.
2. Ask students to clap #15, Rhythm Rap with the CD provided to assess their ability to clap and count with a steady
beat.
3. Ask the students to draw the notes and rhythms in #19, Essential Elements Quiz. Check each student book for
accuracy. Then ask each student to perform #19 individually to assess mastery of notes, half note rhythms, and breath
mark.

Unit 2 Lesson 1-10
UNIT 2 LESSON 2
1. read, count and perform whole notes and whole rests, and perform multiple bounce (percussion)
2. perform as part of a duet
3. understand key signature, left hand lead (percussion)
1. Whole notes, whole rests
- Introduce whole notes and whole rests.
- Use #20, Rhythm Rap, to practice reading whole notes and whole rests. You may wish to use the CD provided to help
maintain a steady beat.
- Compare the rhythm in #21, The Whole Thing, to the rhythm in #20. Discover that they are the same.
- Note the breath marks in #21. Discuss how to play #21 with precision by defining the release point between the whole
note in measure three and the whole rest in measure four.
- Demonstrate a multiple bounce for percussion students and ask them to imitate.
- Play #21.
2. Duet
- Introduce the concept of duet.
- Play line A of #22, Split Decision, then play line B. Discuss how the lines fit together.
- Play #22 as a duet.
3. Key Signature, left hand (LH) lead
- Introduce the concept of key signature.
- Study #23, March Steps. Ask students to determine the sharps or flats in the key signature for their own instrument.
- Ask students to identify the notes that are altered by the key signature in #23.
- Demonstrate LH lead for percussion students and ask them to imitate.
- Play #23. (If students are having trouble remembering the altered notes, encourage them to draw a sharp or flat before
each altered note to aid in retention.)
- Study #24, Listening To Our Sections. Note the key signature and identify the altered notes.
- Play #24. Ask students to listen to the other sections while counting the rests in their own part.
- Study #25, Lightly Row. Note the key signature and identify the altered notes. Discover the breath marks before
playing #25.
1. Ask small groups of students (1-4 students on a part) to play #22, Split Decision, to assess their ability to perform a
duet.
2. Ask percussion students to play #20, Rhythm Rap, to evaluate their ability to execute multiple bounce eighth notes.
Ask them to play #23, March Steps, to evaluate LH lead.
3. On blank staff paper ask students to write out #25, Lightly Row. Remind them to include clef sign, time signature,
key signature, bar lines and double bar. Then ask them to label all pitches.

Unit 2 Lesson 1-10
UNIT 2 LESSON 3
1. understand fermata
2. learn a new note, flam rudiment (percussion)
3. understand the concept of harmony
4. be introduced to composer W.A. Mozart, learn to hold and strike a triangle (percussion)
1. Fermata
- Introduce the concept of fermata.
2. New note, flam rudiment
- Name the new note and demonstrate correct fingering. Play the new note as a long tone. (see additional information in
conductor book for oboe, bassoon, and horn.)
- Introduce the concept of rudiment to percussion students. Demonstrate flam, and ask students to imitate.
- Study #27, Reaching Higher. Determine how many times the new note appears in #27. Locate the fermata in #27 and
discuss how it will be performed.
- Play #27.
- Identify the key signature and altered pitches in #28, Au Claire de la Lune. Note the breath marks and identify the
new note just presented.
- Play #28, being sure to play whole and half notes for their full value.
- Identify the new note in #29, Remix. Note that the approach to the new note is by skipping up rather than stepping up.
Play #29.
3. Harmony
- Present the concept of harmony. Review the concept of duet.
- Ask students to play line A of #30, London Bridge. Play line B. Divide students into 2 groups with one group playing
line A and one group playing line B. Discuss the performance.
4. W.A. Mozart
- Read and discuss the biography of W.A. Mozart.
- Demonstrate how to hold and strike a triangle and ask percussion students to imitate.
- Note the key signature and play #31, A Mozart Melody.
1. Using #32, Essential Elements Quiz, ask students to:
- draw the musical symbols in the appropriate place on the staff.
- write in the correct note names.
- draw a fermata in an appropriate place.
- perform #32 individually.
2. Ask students to circle and count the number of times the new note appears on page 8. (16)
3. Ask students to define harmony. Ask them to name the measures that contain harmony in #30, London Bridge. (mm.
1-2, 5-6, 8)
4. Ask percussion students to demonstrate how to perform a flam rudiment, and how to hold and play a triangle.

Unit 2 Lesson 1-10
UNIT 2 LESSON 4
1. learn a new note, percussion will learn eighth note, eighth rest, and double sticking
2. understand and perform pick-up notes, paradiddle rudiment (percussion)
1. New note, eighth note and rest, double sticking
- Name the new note and demonstrate correct fingering. Play the new note as a long tone.
- Identify the new note in #33, Deep Pockets. Note the key signature, locate the breath marks and fermata.
- Introduce eighth notes and eighth rests to percussion students and locate these rhythms in the percussion part of #33,
Deep Pockets.
- Play #33, being sure to hold all notes for their full value, and observing the fermata in the last measure.
- Study #34, Doodle All Day. Determine how many times the new note appears. Identify the key signature and locate
the breath marks, half rest and repeat sign.
- Play #34.
- Note the number of times the new note appears in #35, Jump Rope. Identify the key signature and locate breath
marks.
- Demonstrate double sticking and ask the percussion students to imitate.
- Play #35.
2. Pick-up note, paradiddle
- Introduce the concept of pick-up note.
- Decide which beat you will begin on before clapping and counting #36, A-Tisket, A-Tasket.
- Demonstrate the paradiddle rudiment and ask percussion students to imitate.
- Play #36.
1. Ask students to perform #36, A-Tisket, A-Tasket in small groups or individually to assess their ability to play the
new note and their understanding of pick-up notes.
2. Ask percussion students to perform #36 to assess their understanding of eighth notes, eighth rests, double sticking
and paradiddle rudiment.

Unit 2 Lesson 1-10
UNIT 2 LESSON 5
1. identify, define, and perform the following dynamic markings: forte, mezzo forte, piano
1. Dynamics
- Introduce the concept of dynamics.
- Using #37, Loud and Soft, ask students to demonstrate their understanding of dynamics by clapping forte, mezzo
forte, and piano.
- Study #38, Jingle Bells. Identify the dynamic markings found in this exercise.
- Determine the key signature and locate breath marks before playing #38.
(Provide additional assistance with sticking to percussion students if needed.)
- Using #39, My Dreydl, review the concept of pick-up notes. Identify the key signature, breath marks, and quarter
rests.
- Note the dynamics before playing #39.
1. Ask students to name and define the new dynamic markings forte, mezzo forte, and piano. Ask student volunteers to
say their name in one of the three dynamic levels and ask the class to guess which dynamic level the student used.
2. In sections or small groups have students perform #39, My Dreydl, to assess their ability to perform dynamic
markings correctly.

Unit 2 Lesson 1-10
UNIT 2 LESSON 6
1. read, count, and perform music using eighth notes, perform multiple bounce and play suspended cymbal (percussion)
1. Eighth notes, multiple bounce, suspended cymbal
- Introduce the concept of eighth notes.
- Identify the eighth notes in #40, Rhythm Rap. Clap and count #40 while keeping a steady beat. Note the repeat sign.
- Clap and count #41, Eighth Note Jam.
- Demonstrate the concept of multiple bounce eighth notes for percussion students. Ask them to imitate.
- Determine the key signature and locate the repeat sign in #41, Eighth Note Jam.
- Play #41, reminding students to use long streams of air (not puffs) while playing tongued eighth notes.
- Ask students to write in the counting for #42, Skip To My Lou. Clap and count this exercise.
- Demonstrate how to set up and strike a suspended cymbal. Use yarn mallets. Assign the suspended cymbal part, and
ask percussion students to identify the flam rudiments and multiple bounce eighth notes found in #42.
- Identify the key signature, dynamic markings, and breath marks in #42.
- Play #42.
1. Ask percussion students to individually perform #40, Rhythm Rap, to demonstrate their ability to perform multiple
bounce eighth notes.
2. Ask each student to perform #42, Skip To My Lou, to demonstrate their understanding of eighth notes, and to assess
the percussion students' ability to play the suspended cymbal correctly.

Unit 2 Lesson 1-10
UNIT 2 LESSON 7
1. review eighth note rhythms
2. learn to hold and strike a wood block (percussion)
3. be introduced to composer Gioacchino Rossini, learn to hold and play a pair of crash cymbals (percussion)
1. Eighth note review
- Study #43, Long, Long Ago. Clap and count #43 with the repeat.
- Identify the key signature, dynamic markings, and breath mark. Finger the notes silently in rhythm.
- Play #43.
2. Wood block
- Demonstrate how to hold and strike a wood block. Ask percussion students to imitate. (Note: It is preferable to use a
yarn or hard rubber mallet when playing the wood block. The use of a snare drum stick is not encouraged.)
- Identify the key signature and dynamic markings in #44, Oh Susanna. Review the concept of pick-up note.
- Play #44.
3. Gioacchino Rossini
- Read and discuss the biography of Rossini.
- Count and clap the rhythm in #45, Essential Elements Quiz-William Tell.
- Demonstrate how to hold and play and pair of crash cymbals, and ask percussion students to imitate.
- Determine the key signature and note dynamic markings and breath marks before playing #45.
1. Ask percussion students to demonstrate the correct way to hold and play a wood block and crash cymbals for the rest
of the class.
2. Ask students to listen to a recording of the William Tell Overture by Rossini. As they listen, ask them to write down
three musical things they hear in the work. Then ask them to write down three facts about the life and work of Rossini.

Unit 2 Lesson 1-10
UNIT 2 LESSON 8
1. understand 2/4 time signature and conduct using a two beat pattern
2. read, count, and perform music using 2/4 meter, perform a flam tap rudiment (percussion)
3. define and perform tempo markings Allegro, Moderato, Andante
1. 2/4 time signature
- Introduce 2/4 time signature.
- Model conducting a two beat pattern and ask students to imitate.
- Count and clap #46, Rhythm Rap, observing the repeat.
2. Music using 2/4 meter, flam tap rudiment
- Count and conduct #47, Two By Two.
- Identify the key signature, breath mark, and repeat sign.
- Demonstrate flam tap rudiment and ask percussion students to imitate.
- Play #47.
3. Tempo markings
- Introduce the three new tempo markings, Allegro, Moderato, and Andante.
- Sing or play several musical examples to illustrate the three tempos.
- Study #48, High School Cadets. Identify the tempo marking, time signature, key signature, dynamic marking and
breath mark. Review the concept of pick-up note.
- Count and clap #48, keeping a steady beat.
- Play #48. Ask percussion students to identify the multiple bounce eighth notes and assign the crash cymbal part.
1. Ask students to count and clap #96, Rhythm Rap.
2. Observe percussion section performing #47, Two By Two, to evaluate their ability to play a flam tap rudiment.

Unit 2 Lesson 1-10
UNIT 2 LESSON 9
1. learn a new note, hold and strike a tambourine (percussion)
2. identify, define and perform the following dynamics: crescendo, decrescendo, diminuendo; play a suspended cymbal
roll (percussion)
1. New note, tambourine
- Name the new note and demonstrate the correct fingering. (Note: There is no new note for tuba, trombone or
bassoon.)
- Circle the new note each time it appears in #49, Hey Ho Nobody's Home.
- Note the time signature and clap and count #49.
- Demonstrate how to hold and strike a tambourine. Ask percussion students to imitate.
- Ask percussion students to identify flam and multiple bounce eighth notes in #49. Assign the tambourine part.
- Determine key signature, tempo, and locate the breath mark before playing #49.
2. Dynamics, suspended cymbal
- Introduce and demonstrate crescendo, decrescendo, and diminuendo.
- Study #50, Clap the Dynamics. Locate the dynamic markings and repeat sign.
- Write in the counts for #50. Clap and count this exercise with the dynamics indicated.
- Identify the crescendo, decrescendo, and diminuendo in #51, Play the Dynamics.
- Demonstrate suspended cymbal roll for percussion students and ask them to imitate. Ask percussion students to
identify flams in #51. Assign the suspended cymbal part.
- Note the key signature, time signature, breath mark and repeat sign before playing #51.
1. Ask students to count the number of times the new note appears in #49,
Hey Ho Nobody's Home. (3)
2. Ask students to add dynamic markings to #28, Au Claire de la Lune on page 8.
After writing in crescendo, decrescendo, or diminuendo, ask students to perform the exercise with those markings.
3. Ask percussion students to demonstrate crescendo on tambourine and suspended cymbal.

Unit 2 Lesson 1-10
UNIT 2 LESSON 10
1. perform a comprehensive band warm-up, understand "let ring" direction (percussion)
2. review the concept of duet
3. understand how to perform a round
4. perform a band arrangement, understand the function of measure numbers
1. Band warm-ups
- Using #52, Performance Warm-Ups, focus on good technique and the specific musical aspects of each exercise.
- Tone Builder: Identify the key signature and time signature. Play this exercise mf, at a slow tempo, using a steady
stream of air for a good tone.
- Rhythm Builder: Identify the key signature, time signature, half rest and fermata. Emphasize keeping a steady beat as
you play.
- Rhythm Rap: Identify the time signature and repeat sign. Note the foot stomp in measure four before playing.
- Chorale: Identify the key signature, time signature, tempo, dynamic markings and fermata. Demonstrate the "let ring"
marking for percussion students before playing this exercise.
2. Duet review
- Review the concept of duet.
- Identify the key signature, time signature, dynamic markings and fermata in #53, Aura Lee.
- Play line A of #53 encouraging students to use four-measure phrases.
- Play line B of #53, still using four-measure phrases.
- Play line A and B together, with different instruments on each line.
3. Round
- Study #54, Frre Jacques, noting the key signature, time signature, tempo, dynamics, and repeat sign.
- Play #54 several times to attain mastery of this exercise.
- Introduce the concept of a round.
- Play #54 as a round.
4. Band arrangement, measure numbers
- Introduce the concept of a band arrangement, recognizing that all parts do not play the same notes.
- Introduce the concept of measure numbers and identify the measure number boxes in #55, When the Saints Go
Marching In.
- Note the key signature, time signature, dynamics, and fermata. Assign the crash cymbal part.
- Play #55.
- Study #56, Old MacDonald Had a Band. Identify the key signature, time signature, tempo, and dynamics. Discuss
how #56 will be played with the repeat sign at the end of the second line.
- Count and clap #56.
- Play #56 (assign suspended cymbal and wood block)
- Identify the key signature, time signature, tempo, dynamics, and fermata in #57, Ode To Joy (from Symphony No. 9).
- Play #57 in a smooth and flowing manner. (assign triangle and suspended cymbal)
- Study #58, Hard Rock Blues. Determine the key signature, time signature, tempo, and dynamics. Note the repeat sign.
- Count and clap #58 with the repeat.
- Assign suspended cymbal and tambourine before playing #58.
1. Through classroom observation assess students' ability to correctly perform Performance Warm-Ups. Offer
suggestions for improvement.
2. Upon completing their first concert, ask students to assess their own performance by completing the Student Activity
Sheet on page 83 of this book. The evaluation may be completed in one of the following ways:
- based on students' memory and perception of the concert.
- through the use of an audio recording of the concert.

Unit 2 Lesson 1-10
- through the use of a video recording of the concert.

Unit2 Lesson 1-10

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Essential Elements Band Method Book 1

Unit 2 Lesson 1-10

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

Essential Elements Band Method Book 1

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