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Keith Kelsey
Middle School Unit Plan Project
MUS 3470- Instrumental Methods II
Western Michigan University
Fall 2012

Program'Description'

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The!North!Junior!High!School!instrumental!music!program!is!a!fun,!strong,!and!
successful!program.!The!curriculum!is!designed!for!students!to!meet!and!
experience!all!9!of!the!national!music!standards.!The!goal!is!for!students!to!leave!
the!program!with!a!comprehensive!knowledge!and!appreciation!for!instrumental!
music!making!and!to!have!exceptional!performance!skills!on!their!instrument.!
!
North!Junior!High!School!is!a!class!B!school!located!in!Chandler,!Arizona.!There!
are!a!total!of!123!students!participating!in!instrumental!music;!58!in!8th!grade,!
65!in!the!7th!grade!band.!Both!ensembles!have!a!very!decent!instrumentation.!We!
have!a!lot!of!students!playing!Flute,!Clarinet,!and!Trumpet!and!we!are!lacking!in!
the!low!brass!sections.!The!low!brass!instruments!are!something!we!need!to!
focus!on!with!our!recruitment!efforts.!
!
The!instrumental!program!usually!holds!3!concerts!per!school!year;!a!holiday!
concert!during!the!conclusion!of!the!fall!semester,!a!prePfestival!concert!in!the!
middle!of!the!spring!semester.!The!prePfestival!concert!takes!place!one!week!
before!we!go!to!band!festival!to!give!friends!and!families!a!chance!to!see!the!
performances.!After!festival!season,!we!would!then!put!on!a!concert!towards!the!
end!of!the!school!year!featuring!fun/pop!charts!and!select!student!chamber!
groups.!Student!chamber!groups!are!selected!by!the!teacher!through!assessment!
of!their!chamber!project!and!performance!assignments!in!the!late!spring!
semester.!
!
Since!the!curriculum!is!focuses!on!the!9!national!standards,!the!curriculum!
covers!a!lot!of!fundamentals.!Assignments!and!projects!are!designed!by!the!
teacher!or!used!from!different!activities!in!the!method!book.!Since!the!
curriculum!focuses!heavily!on!different!fundamentals!and!laying!down!a!basic!
foundation!for!students,!we!usually!have!about!6!weeks!to!prepare!for!students.!
Literature!for!the!concerts!are!selected!based!off!of!where!students!are!in!the!
curriculum!and!used!to!further!teach!different!skills!and!fundamentals!
!
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**!For!this!project,!the!concert!programing!is!selected!and!prepared!for!the!8th!
grade!ensemble.!This!will!be!the!prePfestival!concert.!
!

Music Choice and Preparation

Animal'Krackers'
Animal'Krackers'was!written!by!Christopher!Tucker.!This!
piece!is!at!a!Grade!2!level!and!the!performance!time!is!about!6!
minutes.!This!is!a!programmatic!work!that!portrays!the!
experience!of!eating!animal!crackers.!Students!will!have!to!
focus!on!playing!expressively!to!bring!out!the!characters!in!
each!movement.!

Country'Wildflowers'
!
Country!Wildflowers!is!a!more!lyrical!piece!and!gives!the!
audience!calm!and!peaceful!to!listen!to,!compared!to!the!rest!
of!the!program.!This!piece!presents!students!with!excellent!
opportunities!for!expressive!playing!

Snake'Charmer'
This!piece!is!the!more!difficult!piece!of!the!program!and!a!
great!way!to!end!the!concert!with!a!bang.!
Like!the!rest!of!the!program,!this!piece!allows!for!students!to!
play!expressively!due!to!the!programmatic!nature!of!the!
work.!This!piece!will!help!develop!new!skills!to!further!
advance!their!technique!and!it!is!always!enjoyable!to!play.!

Justification'of'Concert'Program'

This!concert!programing,!while!not!too!technically!difficult,!will!challenge!
students!to!develop!their!musicianship!and!play!the!music,!not!just!read!
notes!off!of!the!page.!In!preparation!of!the!concert,!the!teacher!will!
provide!students!with!different!assignments!and!exercises!to!help!channel!
their!inner!musicianship.!The!goal!is!for!the!ensemble!to!tell!the!story!of!
each!work!through!their!playing.!!
*This!program!will!be!a!work!out!for!the!trombone!section!as!they!are!
being!exposed!to!numerous!extended!techniques!

Teacher
Preparation

Animal'Krackers'
'
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Basic&Information&
&
Title:&
Animal'Crackers'
I. The'Box'Opens'
II. Elephant'Stomp'
III. Short'Monkey'Tale'
IV. The'Regal'Lion'
&
Composer:&
Christopher'Tucker'
&
Grade&Level:&'2+'
'
Time:&
About'615'
&
Score:&
FullKTransposed'
Errata:'None'
&
Range&Concerns:&
Instrument'ranges'are'appropriate'for'this'grade'level.'The'only'time'flute'1'
range'is'above'C3'occurs'in'the'last'movement,'mm.'29K36.'The'highest'note'
for'Trumpet'1'and'Clarinet'1'is'their'written'G2.'Trombone'1'has'several'F1'
notes.'All'second'parts'(Flute/Clarinet/Trumpet/'Trombone)'have'modest'
ranges'to'add'support'for'first'parts'when'divided.'
&
Unusual&Requirements:&
Extended'techniques:''
o Extended'techniques'used'in'this'piece'are'trills,'flutterKtongue,'
glissando,'forteKpiano,'and'pencil'clicking'on'a'stand.'
A'full'complement'of'percussion'(five'players)'is'needed'to'acquire'
the'necessary'sounds'within'the'movements.'Other'than'the'standard'
percussion'instruments,'one'will'need'a'guiro,'shaker,'anvil,'and'slide'
whistle.'
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INSTRUMENTATION&
Flute'1'
'
Flute'2'
'
Oboe'
'
Clarinet'1'
'
Clarinet'2'
'
Bass'Clarinet'
'
Bassoon'
'
Alto'Saxophone'
'
Tenor'Saxophone'
'
Baritone'Saxophone'
'
French'Horn'1'
'
French'Horn'2'

Trumpet'1'
'
Trumpet'2'
'
Trombone'1'
'
Trombone'2'
'
Euphonium'
'
Tuba'
'
Timpani'
'
Percussion'1'
Snare&Drum,&cowbell&

Percussion'2'

Crash&cym.,&Bass&Drum&

Percussion'3'

Bells,&Anvil,&Tam:tam,&
Xylophone,&Slide&Whistle&

Percussion'4'

Sus.&Cym.,&Guiro,&
Tambourine,&shaker&

&

&
Christopher&Tucker&
&
&

Christopher&Tucker's'(b.'1976)'music'has'
been'heralded'as'having'wonderful'
maturity,'musical'imagination,'and'
sensitivity.'He'has'composed'works'for'
chamber'ensembles,'chorus,'band'and'
orchestra'creating'an'impressive'catalogue'
of'compositions'at'such'an'early'age.'In'
addition,'Tucker'has'begun'to'amass'
numerous'awards'in'composition'and'
conducting'from'organizations'including'
the'College'Band'Directors'National'
Association,'Phi'Beta'Mu,'the'National'Band'
Association,'World'Association'for'
Symphonic'Bands'and'Ensembles'and'
ASCAP.'He'has'received'praise'for'his'radio'
broadcast'production'and'personality'work'
while'at'WRR'Classical'101.1'FM'in'Dallas,'
Texas,'winning'a'Communicator'Award'and'
being'a'finalist'for'a'coveted'Silver'Microphone'Award.'Tucker'holds'memberships'
in'ASCAP'and'the'American'Composers'Forum.'He'is'the'Director'of'Artistic'
Planning'and'a'founder'of'the'Lone'Star'Wind'Orchestra.'''
'
Christopher'Tucker'earned'a'Bachelor'of'Music'degree'cum'laude'in'Music'
Composition'with'a'minor'in'Music'Theory'from'the'University'of'North'Texas,'a'
student'of'the'late'Dr.'Martin'Mailman.'Afterwards,'he'received'his'Master'of'Music'
from'the'University'of'Texas'at'Austin'studying'composition'with'Dan'Welcher'and'
Donald'Grantham,'while'also'completing'a'Performance'Certificate'in'Conducting'
studying'with'Kevin'Sedatole.'Other'musical'studies'included'masterclasses'with'
notables'Judith'Weir,'Lowell'Liebermann,'John'Corigliano,'Warren'Benson,'David'
Maslanka,'Samuel'Adler,'Elliot'Del'Borgo'and'Walter'Hartley,'as'well'as'additional'
work'with'Mark'Camphouse,'Timothy'Mahr'and'Jack'Stamp.'''
'
Christopher'Tucker'has'received'commissions'from'over'thirty'schools'and'arts'
organizations'including'the'University'of'Wisconsin'at'Milwaukee'and'the'Texas'
Bandmasters'Association.'His'music'has'been'performed'across'the'nation'and'all'
over'the'world'including'Japan,'Germany'and'England.'Tuckers'music'is'published'
by'Southern'Music'Company,'TRN'Music,'C.'Alan'Publications,'Healing'Eagle'Music'
and'TMW'Press.'

The'DeSoto'West'(Texas)'Junior'High'School'Bands,'Kimberly'Kriston'
and'Karen'Blake,'directors,'commissioned'Animal&Krackers.'Tucker'
offers'the'following'about'his'composition:'
'

Animal&Krackers&is'a'character'suite'inspired'by'the'youthful'joys'
of'eating'animal'crackers'as'well'as'admiring'works'like'Camille'
SaintKSanss'Carnival&of&the&Animals.'And'Sergei'Prokofievs'Peter&
and&the&Wolf.'The'first','The'Box'Opens,'is'a'short'fanfare'
depicting'the'zipping'or'ripping'of'the'box'in'order'to'reach'those'
delicious'cookies.'Percussion'is'used'predominantly'for'
programmatic'purposes'employing'the'guiro'and'snare'drum'rim'
shot'to'represent'the'opening'of'the'box.'Elephant'Stomp,'the'
second'movement,'represents'a'traveling'caravan'of'elephants'
and'one'lonely'elephant'striving'to'be'a'part'of'the'group.'Short'
Monkey'Tale'is'a'short'tale'about'mischief'caused'by'a'monkey,'
and'the'final'movement,'The'Regal'Lion,'describes'the'nobility'
and'grace'of'the'king'of'the'jungle.'
'
Related&History:&

'

o The'History'of'Animal'Crackers:'Children'of'all'ages'have'been'enjoying'
animal'crackers'for'over'a'century'now.'
o In'1936'Sergei'Prokofiev'was'commissioned'by'the'Central'Children's'
Theatre'in'Moscow'to'write'a'new'musical'symphony'for'children,'Peter'and'
the'Wolf'
o Camille'SaintKSanss'Carnival&of&the&Animals'was'composed'in'1886'

PROGRAM&NOTE&
'

'
Animal&Krackers'is'a'character'suite'inspired'by'the'youthful'joys'of'
eating'animal'crackers'and'the'admiration'of'Camille'SaintKSaens''
Carnival&of&the&Animals.'The'first'movement,'The'Box'Opens,'is'a'short'
fanfare'depicting'the'zipping'or'ripping'of'the'box'in'order'to'reach'
those'delicious'cookies'with'the'guiro'and'rim'shot'snare'hit'
programmatically'representing'the'physical'opening'of'the'box.'
Elephant'Stomp,'the'second'movement,'represents'a'traveling'caravan'
of'elephants'and'one'lonely'elephant'striving'to'be'a'part'of'the'group.'
Short'Monkey'Tale'is'a'short'tale'about'the'mischief'caused'by'a'
monkey.'The'final'movement,'The'Regal'Lion,'describes'the'nobility'
and'passion'of'the'king'of'the'jungle.'
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Formal'Analysis'

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Section&

Measure&

Event&/Scoring&

I.&The&Box&Opens&
Introduction'

1K2'

Motif'1'

3K8'

Motifs'1/2'

9K11'

'

11K6'

Closing'

17K19'

Introduction'

&
II.&Elephant&Stomp&
G'minor;'theme'1'presented'
1K4'
rhythmically'in'timpani'and'bass'

Section'1'

5K8'

'

9K12'

Theme'1'

13K20'

BKflat'major;'glockenspiel'plays'
threeKnote'motif'(m.1);'snare'plays'a'
secondary'motif'(m.2)'as'four'16th'
notes;'accompanied'by'crash'and'
suspended'cymbal.'
Open'5th'intervals'on'BKflat'and'F'in'
flute/oboe/clarinet'followed'by'
motif'1,'m.4;'harmonic'texture'
created'by'contrary'motion'
Motif'2'added'to'motif'1;'dominant'
emphasized'
Augmentation'of'motif'1'into'half'
notes;'homophonic'texture;'
precision'of'guiro'and'snare'drum'
important;'this'section'is'on'long'
crescendo'
All'players'motif'1;'dominant'
function'leading'to'unison'BKflat'in'
the'last'measure'

drum'
Harmonic'motif'1'(fragment'of'motif'
1'in'first'movement)'added'to'
rhythmic'theme'1;'harmonic'
movement'is'contrary'motion'
Expanded'harmonic'theme'with'
added'trombone'glissando'in'm.11'
Rhythmic'theme'1'becomes'melodic,'
in'unison,'in'bass'
clarinet/bassoon/baritone/saxopho
ne/tuba'

'

21K28'

Transition'

29K36'

Theme'1a'

37K44'

'

45K48'

Recapitulation'

49K56'

Melody'shifts'to'clarinet/tenor'
saxophone/euphonium'in'unison;'
accompanying'line'creates'
homophonic'texture'
Fragments'of'theme'1'in'the'
dominant;'dynamic'contrasts;'
percussion'added'with'glockenspiel'
playing'melodic'content'
Contrapuntal;'theme'1'in'imitation'
starting'on'G'(first'parts'and'tuba)'
or'D'(second'parts'and'euphonium);'
polyphonic'texture'
Rhythmic'theme'returns;'polyphony'
concludes'
Literal'restatement'of'section'1'

III.&Short&Monkey&Tale&
Introduction'

1K2'

A'

3K6'

'

7K10'

A1'

11K16'

A2'

17K20'

Transition'

20K21'

EKflat'major;'full'percussion'
(timpani/snare'drum/bass'
drum/tambourine/anvile)'
foreshadows'the'melody;'clarinet'2/'
bass'clarinet/'tenor'
saxophone/horn/euphonium/tuba'
begin'on'a'unison'EKflat.'
Melody'in'bassoon/alto'saxophone;'
soft'dynamic;'accompanied'by'
unison'EKflat'
Melody'in'upper'woodwinds'and'
xylophone;'harmonized'by'second'
parts;'homophonic'texture'
Melody'presented'rhythmically'in'
trumpets'and'snare'drum;'glissando'
line'(monkey'silliness)'in'
bassoon/tenor'
saxophone/horn/trombone/euphon
ium'
BKflat'major'(key'change);'melody'in'
upper'woodwinds'and'glockenspiel'
in'homophonic'texture;'brass'tap'
the'melodic'rhythm'on'stand'with'a'
pencil,'also'in'snare'drum'
Percussion'only;'identical'to'
introduction'without'anvil'

A1'

23K26'

Transition'

27K28'

A1'

29K32'

Closing'

33K37'

'

38K39'

'

40'

Similar'to'previous'statement;'
upper'woodwinds'tap'the'melodic'
rhythm'pattern'on'the'stand'with'a'
pencil;'glissando'line'returns'
Percussion'only;'rhythms'as'before;'
timpani'adds'note'changes'(BK
flat/E)'and'anvil'returns'
Compilation'of'ideas:'melody'with'
harmony,'glissandos,'and'melodic'
rhythmic'pattern;'tambourine'only'
Melody'written'in'diminution;'
clever'percussin'solo'effects'
(cowbell/slide'whistle/crash'
cymbal/timpani/tambourine)'
Chord'is'all'notes'of'the'BKflat'major'
scale;'all'players'trill'or'flutter;'
melodic'rhythm'pattern'stated'in'
percussion'
Second'inversion'tonic'to'unison'BK
flat'with'a'slide'whistle'solo'

IV.&The&Regal&Lion&
Introduction'

1K5'

A'

6K10'

'

11K14'

'

15K16'

B'

17K18'

Chorale'section;'snare'drum'pulse;'
no'flute'or'oboe'

'

29K32'

'

33K36'

Chorale'melody'fragmented'with'
durations'augmented;'counter'line'
in'trumpet'solo;'glockenspiel'outline'
harmony,'major'triads'BKflat'to'F'to'
BKflat'to'F'
Horn'solo;'continuation'of'
augmented'chorale'melody'and'
glockenspiel'harmony'

BKflat'major;'percussion'only;'
timpani'presents'BKflat'to'F'motif'
accompanied'by'bass'
drum/shaker/chimes'
FanfareKlike'winds'present'fifth'
motif'
Repeat'of'fanfare,'same'instruments'
with'same'notes'played'by'different'
voices'
Elongated'suspension'chord'based'
on'dominant'

'

37K44'

'

45K47'

'

48'

A1'

49K55'

'

56K57'

Closing'

58K59'

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Chorale'returns;'fanfare'theme'
returns'as'a'variant'to'the'melody;'
full'percussion'
Counter'line'returns'orchestrated'in'
flute/oboe/clarinet/alto'
saxophone/'trumpet'1/'snare'drum;'
BKflat'major'chord'in'
accompaniment'
Accelerando'
Fifth'motif'returns'overlapped'by'
upper'woodwind'trills;'chimes'
added'to'emphasize'chord'structure'
Tutti'orchestration;'full'chords;'
dominant'function'
BKflat'major'chords;'full'percussion'

'

&
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Performance Notes
&
Parts'are'doubled'throughout'to'allow'for'weakness'in'instrumentation&
&
Wind'parts'in'pairs'include:'Flute,'Clarinet,'Trumpet,'horn,'and'trombone.'
All'other'wind'parts'are'not'divided&
'
Instrument'ranges'are'appropriate'for'this'grade'level.'The'only'time'flute'
1'range'is'above'C3'occurs'in'the'last'movement,'mm.'29K36.'The'highest'
note'for'Trumpet'1'and'Clarinet'1'is'their'written'G2.'Trombone'1'has'
several'F1'notes.'All'second'parts'(Flute/Clarinet/Trumpet/'Trombone)'
have'modest'ranges'to'add'support'for'first'parts'when'divided.'
'
Extended'techniques'used'in'this'piece'are'trills,'flutterKtongue,'glissando,'
forteKpiano,'and'pencil'clicking'on'a'stand.'
&
A'full'complement'of'percussion'(five'players)'is'needed'to'acquire'the'
necessary'sounds'within'the'movements.'Other'than'the'standard'
percussion'instruments,'one'will'need'a'guiro,'shaker,'anvil,'and'slide'
whistle.&
&
The'timpani'part'requires'four'(4)'drums'with'pitch'changes'between'
movements&

&
&

The'key'signature'through'out'the'piece'is'either'BKflat'major'or'EKflat'
major&
Trumpets'will'need'straight'mutes&

&
&

Trumpet'and'horn'solos&
There'are'variety'of'tempos'with'accelerando'and&ritardando&

&
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Attention'to'articulation,'dynamics,'and'style'should'be'a'huge'priority&
Given'the'programmatic'implication'of'the'titles,'players'must'explore'
each'perception'to'stylistically'characterize'each'movement'through'
specific'tempos,'articulations,'and'dynamics&

'

Objectives for students

'
Make'sure'percussionist'understand'the'pedagogical'approaches'to'
playing'the'auxiliary'instruments'
'
Each'percussionist'needs'to'have'their'stations'set'up'so'that'they'are'able'
to'reach'all'of'their'instruments,'as'switches'are'almost'sudden.'
'
Make'sure'timpani'is'able'to'manipulate'the'different'pitch'changes.'
'
Students'will'need'to'play'close'attention'to'all'dynamic'and'articulation'
markings'and'be'dramatic'with'the'to'portray'each'character'within'the'
movements.'
'
Students'playing'the'Trumpet'and'Horn'solo'in'the'final'movement'need'
to'be'confident'and'play'close'attention'to'the'articulation'
'
'

'
'

Students'must'always'have'a'pencil'at'hand,'not'only'for'marking'in'the'
music,'but'for'the'stand'clicks'in'the'3rd'movement'
Students'will'need'to'have'an'appropriate'story'or'vision'of'each'
character'in'order'to'portray'each'character'in'their'approach'to'
performing'the'piece'
Trombones'will'need'to'be'able'to'properly'play'the'extended'techniques'
'

'

Glossary of terms
'
L.V.&
o Let'Vibrate,'Let'ring'
Ord&
o Ordinary:'Play'with'the'original'approach'
Marcato&
o Play'with'strong'accentuation'
P&sub&
o Suddenly&piano'
Soli&
o Solo'requiring'more'than'one'player;'section'feature'
Solo&
o One'person'only'
Tutti&
o All'players'
Glissando&
o A'continuous'sliding'to'one'pitch'to'another'
Flutter&
o Flutter'tongue'
Dolce&
o Play'with'a'sweet,'lyrical'style'
Accelerando&
o Gradually'increase'tempo'
Retardando&
o Gradually'decrease'tempo'

'

'
'
STRATEGIES
ACTIVITIES
ASSIGNMENTS
'

! Have'students'listen'to'a'recording'of'the'piece.'Supply'a'burned'CD'with'
a'recording'to'all'students'to'listen'to'on'their'own.'
! For'the'teacher,'try'to'record'each'rehearsal.'Listen'to'each'recording'and'
point'out'areas'that'need'improvement.'
! Create'different'assignments'for'students'to'complete'that'will'give'them'
a'better'understanding'of'the'work'they'are'playing''
! Have'occasional'playing'assessments'

Assignment&
The'piece'Animal&Krackers'is'a'programmatic'work'in'which'the'music'tells'a'
story'to'the'audience.'
With'the'CD'that'was'given'to'you'in'class,'listen'to'the'piece'and'visualize'come'
up'with'your'very'own'story'of'each'animal'based'off'of'your'listening'
experience.'Be'very'detailed.'
After'you'have'written'your'story,'explain'how'and'why'you'came'up'with'your'
story.'What'effects'and'what'parts'of'the'music'gave'you'your'ideas?'
You'will'then'share'your'story'with'the'rest'of'the'class.'
The'class'will'then'vote'on'a'story'to'be'shared'with'the'audience'during'the'
performance.'
'

Practice&Guide&
Movement'III'features'a'continuous'rhythmic'motif'in'the'main'melody'that'is'
passed'around'throughout'the'ensemble.'The'rhythm'requires'precision'and'
attention'to'the'accents'and'articulation.'Apply'that'rhythm'to'a'warmKup/'scale'
exercise.'

''
'

'

&
RELATED&ITEMS&
'
&
OTHER&WORKS&BY&THE&COMPOSER:&
&

'

ON&CLIFFS&EDGE:SAME&
TANGO&APASIONADO:SAME&
VINYL&GROOVES:SAME&
JOURNEY&DOWN&NIAGRE:SAME&
WINDS&OF&ENCHANTMENT:SAME&
AMBER&TERRACE&DREAMS:SAME&
BRIGHT&RAINS&HUMMINGBIRD:MORE'DIFFICULT&
COOL&BEANS&IN&LITTLE&MEXICO:MORE'DIFFICULT&
FLOURISH&BY&THE&ROCK&WALL:MORE'DIFFICULT&
EARTH,&THE&GENTLEST&MOTHER:MORE'DIFICULT&

&
SIMILAR&WORKS&BY&OTHER&COMPOSERS&
&

DANIEL'BUKVICH:'
o BUFFALO&JUMPKSAME'
o DINOSAURS:SAME'
MICHAEL'DAUGHERTY,'ALLIGATOR&ALLEY:SAME'
HENRY'FILMORE,'THE&CIRCUS&BEEK'MORE'DIFFICULT'
DAVID'MASLANKA,'ALEX&AND&THE&PHANTOM&BANDKMORE'
DIFFICULT'
SERGEI'PROKOFIEV,'PETER&AND&THE&WOLFKMORE'DIFFICULT'
CAMILLE'SAINTKSANS,'CARNIVAL&OF&THE&ANIMIALS,'MORE'
DIFFICULT'
FRANK'TICHELI,'PORTRAIT&OF&A&CLOWNKMORE'DIFFICULT'

EVALUATION'

o Students'will'have'an'occasional'playing'test.'The'material'the'

students'will'be'tested'on'will'be'whatever'parts'of'the'music'that'I'
see'is'difficult'for'the'ensemble'at'the'time.'I'envision'about'3K4'
playing'tests'in'preparation'for'the'concert.'Having'playing'tests'
further'encourages'students'to'practice.'

Playing&Exam&
'
'
Student'Name__________________________________''''''Instrument_______________________________________'
'
'
'
'
'
Needs'Improvement''
''''''''''Fair'
'
'
'
Excellent'
'
'
Tone'Production:'' '
1'
'
2'
'
3'
'
4'
'
5'
'
Rhythm:'
'
'
1'
'
2'
'
3'
'
4'
'
5'
'
Intonation:' '
'
1'
'
2'
'
3'
'
4'
'
5'
'
Tempo:'
'
'
1'
'
2'
'
3'
'
4'
'
5'
'
Articulation:' '
'
1'
'
2'
'
3'
'
4'
'
5'
'
Dynamics:' '
'
1'
'
2'
'
3'
'
4'
'
5'
'
Technique:' '
'
1'
'
2'
'
3'
'
4'
'
5'
'
'
'
'
Total:______________/35'
'
Additional'Comments:'
'
'
'

'

Country(Wildflowers(
(
Basic(Information(
(
Title:(Country(Wildflowers(
(
Composer:(Larry(Daehn(
(
Publisher:(Daehn(Publications(
(
Grade:((2(
(
Performance(Time:(3minutes(
(
Score:(Full<Transposed(
(
Range(Concerns:(
Due(to(the(technical(simplicity(of(this(piece,(there(are(limited(
range(demands.((
It(may(be(difficult(for(Flute(1(to(play(in(their(higher(register(with(a(
controlled(tone(quality(with(a!piano(dynamic.(
(
Instrumentation(
(
(
Flute(I(and(II(
Bb(Tenor(Sax(
Tuba(
Oboe(
Eb(Baritone(Sax(
Timpani(
(
Bb(Clarinet(I(
Bb(Trumpet(I(
Percussion(I(
(
Bb(Clarinet(II(
Bb(Trumpet(II(
(Bells)!
(
Bb(Bass(Clarinet(
Horn(in(F(
Percussion(II(
(
Bassoon(
Trombone(I(
(Triangle)!
(Eb(Alto(Sax(I(
Trombone(II(
Percussion(III(
(
Eb(Alto(Sax(II(
Euphonium(B.C.(
(Sus.!Cymbal)(
Euphonium(T.C.(
(
(
(
(
(
(
(
(
(

About(the(Composer(
Larry(Daehn(was(born(in(Rosendale,(Wisconsin,(in(1939(and(grew(up(on(the(farms(of(
that(state.(He(received(his(bachelor's(degree(from(the(University(of(Wisconsin<
Oshkosh(and(his(master's(degree(from(the(University(of(Wisconsin<Platteville.(His(
35<year(teaching(career(consisted(of(teaching(vocal(and(instrumental(music(in(
various(Wisconsin(schools,(including(New(Glarus(High(School,(where(he(directed(for(
twenty<seven(years(and(won(numerous(state(and(national(awards.(Currently,(Daehn(
is(a(member(of(several(music(organizations,(including(MENC,(Wisonsin(Bandmasters(
Association,(ASBDA,(Phi(Beta(Mu,(and(the(Percy(Grainger(Society.(He(as(also(chosen(
for(Leaders(of(American(Education(in(1971(and(was(named(Outstanding(
Bandmaster(by(Phi(Beta(Mu,(Pi(Chapter,(in(1988.(In(addition(to(his(composing(and(
arranging(project(for(concert(band,(Daehn(maintains(extensive(research(on(the(life(
of(Percy(Grainger.(He(is(also(the(owner(and(operator(of(Daehn(Publications,(a(
company(specializing(in(concert(band(music(since(1988.(

(
About(the(Work(

The(composer(included(the(following(note(in(the(score:(
This(setting(for(concert(band(is(loosely(based(on(an(old(Scottish(folk(
song,(In(April,(When(Primroses(Paint(the(Sweet(Prairie,(also(known(
as(The(Yellow<Haird(Laddies.(This(song(first(appeared(in(Mrs.(
Crockats(Manuscript(Music(Book(in(1709,(and(later(in(The(Tea<Table(
Miscellany(in(1725(
(
With(deepest(affection,(admiration(and(appreciation,(Country(
Wildflowers(is(dedicated(to(my(dear(friends,(Sally(and(Harvey(Ott.(
Like(spring(and(summer(wildflowers,(they(make(the(world(beautiful.(
(

Historical(Perspective(

The(folk(song(repertoire(and(traditions(of(the(British(Isles(continue(to(be(a(rich(
source(of(engaging(melodies(destined(to(be(set(for(wind(band.(Daehns(interest(in(
the(folk(song(tradition(is(no(exception,(and(Country!Wildflowers!is(one(of(a(growing(
list(of(quality(arrangements(and(compositions(by(Larry(Daehn.(Daehns(previous(
editions(of(Graingers(settings((Im!Seventeen!Come!Sunday,!Walking!Tune,!and!
Themes!from!Green!Bushes)(were(an(attempt(to(faithfully(preserve(the(voicing(and(
harmonies(of(the(original.(Similar(in(intent,!Country!Wildflowers!retains(the(essence(
of(the(tune(and(harmonic(character(of(the(folk(song(within(the(musical(and(technical(
capabilities(of(young(ensembles.(
(
(
(
(
(

Program(Note(
(
(
(

Larry(Daehn((b.1939)(was(an(active(public(school(music(teach(for(35(
years.(Since(1988,(he(has(devoted(his(career(energies(to(
composing/arranging(and(publishing(quality(repertoire(for(wind(
band(as(owner(of(Daehn(Publications.(
Country(Wildflowers(is(loosely(based(on(an(old(Scottish(folk(song,(In(
April,(When(Primroses(Paint(the(Sweet(Prairie,(also(known(as(The(
Yellow<Haird(Laddies.(This(song(first(appeared(in(Mrs.(Crockats(
Manuscript(Music(Book(in(1709,(and(later(in(The(Tea<Table(
Miscellany(in(1725.(
Daehn(mentions(in(the(conductors(score:(
With(deepest(affection,(admiration(and(appreciation,(
Country(Wildflowers(is(dedicated(to(my(dear(friends,(
Sally(and(Harvey(Ott.(Like(spring(and(summer(
wildflowers,(they(make(the(world(beautiful.(
(

(
(
(
(
(
(
(
(
(
(
(
(
(
(
(
(
(
(

Formal(Analysis(
(
(
(

Section(

Measure(

A(

1<8(

B(

9<16(

B(

17<24(

A(

25<32(

B(

33<40(

B(

41<48(

Event/Scoring(
First(statement(of(Theme(I(
by(clarinet(and(horn(
supported(by(remainder(
of(ensemble((except(for(
flute,(oboe,(and(trumpet)(
B(section(begins(with(
Theme(II(stated(by(flute(
and(oboe(accompanied(by(
clarinet,(saxophone,(
trumpet,(and(percussion;(
saxophone,(trumpet,(and(
percussion;(second(half(of(
Themes(I(returns(with(
original(accompaniment(
Exact(repetition(of(B(
section(except(for(
dramatic(conclusion(that(
includes(first!forte(
dynamic(with(
fermata/caesura(and(
modulation(to(E<flat(
major.(
Tutti!scoring(with(theme(
stated(in(flute,(oboe,(alto(
saxophone(I,(and(trumpet(
(partially);(overall(
dynamic(level(increased(to(
mezzo!forte(and(above;(
percussion(voices(play(
throughout.(
Piano(dynamic(returns(
with(new(statement(of(B(
section(but(with(expanded(
instrumentation;(
continuation(of(previous(
melodic(voice(
assignments(
Final(climactic(statement(
of(B(section,(which(also(
brings(work(to(peaceful(
pianissimo!conclusion(

PERFORMANCE(NOTES(
Phrase(shaping(is(clearly(marked(with(dynamics(by(the(composer,(but(
there(is(still(a(lot(room(for(the(conductors(and(performers(own(
expression(
The(phrasing(that(is(clearly(marked(by(the(composer(must(have(close(
attention(
There(are(a(few(subtle(tempo(changes(
The(predominant(legato(and(slurred(articulations(reinforce(the!sostenuto(
character(of(this(work(
Whether(melody(or(accompaniment,(each(voice(requires(adherence(to(the(
singing(quality(of(its(line.(
Divided(parts(in(Flute,(Clarinet,(Alto(sax,(Trumpet,(Trombone(
The(limited(percussion(parts(are(employed(sparingly(to(enhance(the(
altered(textures(of(the(ensemble.(
Blending(and(balance(is(key(
GLOSSARY(OF(TERMS(
Crescendo:(Gradually(get(louder(
Decrescendo:(Gradually(get(softer(
Ritardando:(Gradually(decrease(tempo(
a(tempo:(Original(Tempo(
Rallentando:(Gradually(get(slower(
OBJECTIVES(FOR(STUDENTS(
Students(will(need(to(be(able(to(follow(the(conductor(due(to(the(free(range(
of(expressiveness(
Students(will(need(to(develop(good(ears(to(work(on(blending,(balance,(and(
intonation(
Students(will(need(to(develop(a(warm,(mellow(tone(quality(
Students(will(need(to(be(very(expressive(and(dramatic(with(dynamic(
marking(in(the(music(and(dynamics(shown(by(the(conductor(
Students(will(need(to(develop(better(breath(support(to(properly(play(the(
long,!legato(phrases.(
Student(will(need(to(understand(phrase(shaping(and(how(the(phrases(are(
shaped(in(the(music(

STRATEGIES(AND(ACTIVITIES(
Have(students(listen(to(a(recording(of(the(piece.(Supply(a(burned(CD(with(a(
recording(to(all(students(to(listen(to(on(their(own.(
For(the(teacher,(try(to(record(each(rehearsal.(Listen(to(each(recording(and(
point(out(areas(that(need(improvement.(
Have occasional playing tests
Use chorales and long tones in the warm-up to work on intonation, blending,
and balance, and discuss phrase shaping.
Listen to Scottish Folk Song In April, When Promises Paint the Sweet Prairie

EVALUATION(

o Students(will(have(an(occasional(playing(test.(The(material(the(

(
(

students(will(be(tested(on(will(be(whatever(parts(of(the(music(that(I(
see(is(difficult(for(the(ensemble(at(the(time.(I(envision(about(3<4(
playing(tests(in(preparation(for(the(concert.(Having(playing(tests(
further(encourages(students(to(practice.(

Playing(Exam(

(
(
Student(Name__________________________________((((((Instrument_______________________________________(
(
(
(
(
(
Needs(Improvement((
((((((((((Fair(
(
(
(
Excellent(
(
(
Tone(Production:(( (
1(
(
2(
(
3(
(
4(
(
5(
(
Rhythm:(
(
(
1(
(
2(
(
3(
(
4(
(
5(
(
Intonation:( (
(
1(
(
2(
(
3(
(
4(
(
5(
(
Tempo:(
(
(
1(
(
2(
(
3(
(
4(
(
5(
(
Articulation:( (
(
1(
(
2(
(
3(
(
4(
(
5(
(
Dynamics:( (
(
1(
(
2(
(
3(
(
4(
(
5(
(
Technique:( (
(
1(
(
2(
(
3(
(
4(
(
5(
(
(
(
(
Total:______________/35(
(
Additional(Comments:(
(
(
(

(
(

!
!
!
Snake!Charmer!
!
Basic!Information!
!
Title:!Snake!Charmer!
!
Composer:!Randall!Standridge!
!
Publisher:!Grand!Mesa!Music!Publishers!
!
Grade!Level:!2+!
!
Performance!Time:!About!6!minutes!
!
Score:!Full>!Transposed!
!
Range!Concerns:!The!range!is!very!appropriate!for!a!work!at!this!grade!
level.!The!upper!clarion!register!for!Clarinet!1!maybe!a!challenge,!but!it!
is!definitely!doable.!
!
!
INSTRUMENTATION!
!
!
Flute!
!
!
!
!
Oboe!
Clarinet!in!Bb!1!
Clarinet!in!Bb!2!
Bass!Clarinet!
Alto!Saxophone!
Tenor!Saxophone!
Baritone!Saxophone!

Trumpet!in!Bb!1!
Trumpet!in!Bb!2!
Horn!in!F!
Trombone!1!
Trombone!2!
Euphonium!B.C!
Bassoon!
Euphonium!T.C!
Low!W.W.,!Tuba!

Mallets!
Timpani!
Percussion!1!

Bongos/'
Wind'Chimes'
Bass'Drum/'
Sus.'Cym.'

Percussion!2!

Tambourine'
Maracas/Sus.'
Cym.'

Percussion!3!

Triangle/'
Crash'Cym.'

!
!
!
ABOUT!THE!COMPOSER!
Randall!Standridge!was!born!in!Little!Rock,!Arkansas.!He!attended!college!at!
Arkansas!State!University,!where!he!received!a!Bachelor!of!Music!Education.!He!has!
studied!composition!with!Dr.!Tim!OConnor!and!Dr.!Tim!Crist.!He!is!currently!
Director!of!Bands!at!Harrisburg!Public!Schools!in!northeast!Arkansas,!where!he!
continues!to!compose!for!young!and!advanced!band.!
!

ABOUT!THE!WORK!

Snake'Charmer!is!a!single!movement!programmatic!work.!The!piece!depicts!the!
hypnotic!performance!of!a!street!snake!charmer!and!is!intended!to!invoke!the!air!of!
exotic!mystery!that!surrounds!the!art!of!snake!charming.!An!altered!scale!gives!the!
piece!a!slightly!Middle>Eastern!flavor.!It!begins!with!the!image!of!a!charmer!setting!
up!his!performance!area!in!the!street,!opening!the!lid!of!his!basket!to!let!the!serpent!
appear.!Then!the!snake!begins!its!swaying,!dangerous!dance!until,!exhausted,!it!
returns!to!the!dark!safety!of!its!basket.!
When!inspired!to!write!Snake'Charmer,!Standridge!was!heavily!influenced!by!the!
movie!scores!of!Bollywood!and!Middle!Eastern!music!in!general.!The!piece!features!
the!option!of!either!a!slow!or!fast!ending,!thereby!creating!interpretive!and!
programming!possibilities.!Snake!Charmer!was!performed!and!was!selected!for!J.W.!
Peppers!2009>10!Editors!Choice!List.!
!

HISTORICAL!CONTEXT!

In!Snake!Charmer,!Standridge!was!influenced!by!exoticism!in!music!and!by!the!long!
tradition!of!programmatic!writing.!Composers!in!the!Western!hemisphere!have!long!
been!enamored!with!the!exotic!sound!of!music!from!the!Middle!East,!India,!China,!
and!Japan.!Culturally!based!rhythms,!melodic!constructs,!and!instrumentation!are!
used!to!evoke!the!atmosphere!of!far>off!lands.!The!allure!of!the!exotic!sounds!of!
Eastern!and!Middle!Eastern!music!is!strong.!Programmatic!music!is!a!staple!of!our!
musical!art!as!a!whole.!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

!
!

Formal!Analysis!
!

Section!
Measure! Event/Scoring!
A!!Section:!Slow,!mysterious,!Soloistic!
Tuba!solo!(optional)!and!
Introduction!
1>4!
percussion!
Theme!1!

5>12!

13>20!

Theme!1,!Variation1!

25>31!

Transition!

32!

Theme!1!with!
obbligato!

33>40!

Transition!

40!

Theme!2!

Flute!solo!(optional)!
with!tutti!tuba!and!
percussion!
accompaniment!
Tutti!flute,!oboe,!
clarinet,!and!horn!with!
full!accompaniment!
minus!trumpet!and!
euphonium/bassoon!
Flute!and!oboe!join!
trumpet!melody!with!
full!accompaniment!
Percussion!soli!
transition!
Alto!saxophone!and!
euphonium/!bassoon!
melody!with!flute!and!
oboe!obblihato!
Percussion!transition!
material!

B!Section:!Fast,!serpentine!
Tutti!winds!perform!
41>48!
short!statements!with!

Theme!1,!Variation!3!

49>56!

Theme1,!Variation!4!

57>64!

continuous,!driving!
percussion!
Clarinet!and!alto!
saxophone!melody!with!
low!brass!and!
percussion!
accompaniment!
Flute,!oboe,!and!tumpet!
melody!with!low!brass!
and!percussion!
accompaniment;!

Transition!

64>67!

Theme!2,!Variation!1!

68>77!

Theme2,!Variation2!

78>87!

Transition!

clarinet!and!alto!
saxophone!take!over!the!
melody!at!m.!61!
Transitional!material!
based!on!them!2!
Tenor!saxophone,!horn,!
trombone,!and!
euphonium/bassoon!
melody!in!
conversational!
interactions!with!other!
voices!(tutti)!
Oboe,!clarinet,!alto!
saxophone,!
euphonium/bassoon,!
and!mallets!melody!with!
conversational!
interactions!that!are!
similar!but!more!lightly!
scored!than!in!theme!2,!
variation!1!
Extended!cadence!

84>87!
A!section:!Slow,!daydream!
Aleatoric!techniques!in!
Introduction!
87>88!
trombone!and!timpani!
Theme!1!

89>95!

used!as!transitional!
material!that!continues!
through!the!section!
Restatement!or!reprise!
of!opening!theme!in!a!
duet!between!solo!horn!
(optional!tutti!or!played!
with/by!clarinet!1)!

B!Section:!fast,!increase!intensity,!aggressive!
Theme!2!melody!in!flute!
Introduction/transition! 98>105!
and!oboe!with!theme!2!
Theme1,!Variation!3!
motif!interjections!by!
Theme1,!Variation!4!

106>113!

Theme2,!Variation!1!

114>123!

various!section!
combinations!
Reprise!of!theme!1,!
variation!4!in!flute,!
oboe,!and!alto!
saxophone!with!theme!2!
motif!interjected!
Slightly!altered!reprise!
of!theme!2,!variation!1!
with!melody!in!tenor!
saxophone,!horn,!

Transition!
Theme1,!Variation!4!

124!
125>132!

Theme1,!Variation!4!

133>139!

Theme2,!Variation!2!

140>148!

trombone,!and!
euphonium/bassoon!
Percussion!
Key!Change;!altered!
reprise!of!theme1,!
variation!4!with!melody!
in!alto!saxophone,!and!
trumpet!and!
countermelodic!material!
in!flute,!oboe,!clarinet,!
horn,!and!mallets!
Slightly!altered!reprise!
of!theme!2,!variation!1!
with!melody!in!flute!and!
oboe!(lke!original!
statement)!adding!
clarinet,!alto!saxophone,!
and!mallets!with!tenor!
saxophone,!trumpet,!
and!horn!leading!the!
melody!at!m.!136!
Slightly!alteres!reprise!
of!theme!2,!variation!2!
with!melody!in!flute,!
oboe,!clarinet,!alto!
saxophone,!and!mallets!
Extended!cadence!

Transition!
146>148!
Coda:!slow,!mysterious,!and!(optional)!fast,!intense!
Aleatoric!techniques!in!
Introduction!
149!
trombone!and!timpani!
Optional!ending!
no.1>Theme!1,!
variation!3!
Optional!ending!
no.2>!Theme!1,!
variation!3!
Theme!2,!
Variation!2!
!

150>155!

used!as!transitional!
material!that!continues!for!
four!bars!
Flute!(optional!solo)!and!
oboe!(optional!solo)!duet!
as!the!music!gently!fades!
away!

150>152!

Flute!(optional!solo)!and!
oboe!(optional!solo)!duet!

156>160!

Very!fast!build>up!led!by!
percussion!with!clarinet!
and!alto!saxophone!to!
driving,!rhythmic!tutti!
ending!

!
!

Program!Note!
!

!
Snake'Charmer!is!a!piece!of!music!intended!to!invoke!the!air!of!
exotic!mystery!that!surrounds!the!art!of!snake!charming.!An!
altered!scale!gives!the!piece!a!slightly!middle>eastern!flavor.!
The!piece!begins!with!the!image!of!the!charmer!setting!up!his!
performance!area!in!the!streets,!opening!the!lid,!and!letting!the!
serpent!appear.!Then,!the!snake!begins!its!swaying,!dangerous!
dance!until,!exhausted,!it!returns!to!the!dark!safety!of!its!
basket.!
!

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

!
!
!

PERFORMANCE!NOTES!
A!scale!study!sheet!is!provided!to!help!with!the!preparation!of!this!piece.!
Taking!the!time!to!learn!the!scale!used!will!increase!the!students!ability!
to!play!the!piece.!It!is!highly!recommended!to!begin!preparation!by!
learning!the!scale!sheet!thoroughly!before!attempting!to!play!the!actual!
piece.!

!
Percussion!color!will!have!a!great!impact!on!the!exotic!flavor!of!the!piece.!
If!at!all!possible,!it!is!recommended!that!finger!cymbals!be!used!in!place!of!
a!triangle,!and!that!true!bongos!be!used!(or!congas!for!a!deeper,!richer!
sound)!instead!of!tom!drums.!However,!if!these!instruments!are!
unavailable,!use!what!ever!you!have!at!your!disposal!
!

!
!

!
!
!

Percussion!should!take!great!care!in!how!they!set!up!their!equipment.!As!
many!of!them!are!playing!more!than!one!instrument,!pathways!and!
transitions!to!the!various!instruments,!in!addition!to!their!placement,!will!
be!important!for!a!successful!performance.!
Students!should!be!encouraged!to!use!the!full!range!of!dynamics!to!create!
the!maximum!effect!for!the!crescendos!and!decrescendos!indicated.!
This!piece!contains!two!aleatoric!sections!(m.!87>95!and!m.!149>End).!The!
trombones!should!not!attempt!to!match!each!others!pitch!until!the!
moments!indicated!on!the!score.!The!movement!of!the!slide!should!be!
slow!and!deliberate,!although!everyone!should!go!a!slightly!different!
speed.!This!should!create!a!band!of!sound!where!the!frequencies!are!
slowly!tearing!away!from!each!other!and!joining!back!together;!it!should!
sound!like!snaked!writhing!and!swaying!in!a!trance.!The!timpani!should!
glissandi!in!a!similar!manner!(if!you!have!extra!timpani!available,!you!
may!consider!having!more!players!glissandi!on!timpani!at!this!point)!
The!piece!contains!two!endings,!a!down!ending!and!a!surprise!attack!
ending.!It!is!up!to!the!conductor!to!determine!which!ending!will!best!suit!
their!group!and!the!function!of!the!piece!in!their!program.!
Students!playing!Clarinet!1!will!need!to!work!on!articulating!in!the!upper!
clarion!register!
Students!will!need!further!develop!a!good!since!of!rhythm!
There!are!optional!flute,!oboe,!and!tuba!solos!

!
!

Percussion!parts!must!be!played!accurately!and!with!style;!accents!and!
phrase!shaping!are!crucial!
Students!playing!percussion!will!need!to!listen!to!the!ensemble!and!
understand!how!their!parts!fit!in!and!enhances!the!ensemble!

!
!
GLOSSARY!OF!TERMS!
Solo:!one!player!
Cresc.!:!Crescendo,!gradually!get!louder!
Rit.!:!Ritardando,!gradually!decrease!tempo!
Div.!:!Divisi,!part!is!divided!
STRATEGIES!AND!ACTIVITIES!
!

Have!students!listen!to!a!recording!of!the!piece.!Supply!a!burned!CD!with!
a!recording!to!all!students!to!listen!to!on!their!own.!
For!the!teacher,!try!to!record!each!rehearsal.!Listen!to!each!recording!and!
point!out!areas!that!need!improvement.!
Create!different!assignments!for!students!to!complete!that!will!give!them!
a!better!understanding!of!the!work!they!are!playing!
Have!occasional!playing!exams!

Sample!Assignment!
Students!will!be!assigned!to!research!the!art!and!culture!of!snake!
charming!and!write!a!paper!about!what!theyve!learned.!Students!are!to!
then!listen!to!the!piece!and!write!about!their!listening!experience.!How!
does!the!piece!envision!the!art!of!snake!charming?!What!do!you!picture!or!
see!as!you!listen!to!the!piece?!
!
Guided!Practice!
A!scale!study!sheet!is!provided!to!help!with!the!preparation!of!this!piece.!
Taking!the!time!to!learn!the!scale!used!will!increase!the!students!ability!
to!play!the!piece.!It!is!highly!recommended!to!begin!preparation!by!
learning!the!scale!sheet!thoroughly!before!attempting!to!play!the!actual!
piece.!
!

EVALUATION!

o Students!will!have!an!occasional!playing!test.!The!material!the!

students!will!be!tested!on!will!be!whatever!parts!of!the!music!that!I!
see!is!difficult!for!the!ensemble!at!the!time.!I!envision!about!3>4!
playing!tests!in!preparation!for!the!concert.!Having!playing!tests!
further!encourages!students!to!practice.!
!
!
!
!
!
!
!

!
Playing!Exam!
!
!
Student!Name__________________________________!!!!!!Instrument_______________________________________!
!
!
!
!
!
Needs!Improvement!!
!!!!!!!!!!Fair!
!
!
!
Excellent!
!
!
Tone!Production:!! !
1!
!
2!
!
3!
!
4!
!
5!
!
Rhythm:!
!
!
1!
!
2!
!
3!
!
4!
!
5!
!
Intonation:! !
!
1!
!
2!
!
3!
!
4!
!
5!
!
Tempo:!
!
!
1!
!
2!
!
3!
!
4!
!
5!
!
Articulation:! !
!
1!
!
2!
!
3!
!
4!
!
5!
!
Dynamics:! !
!
1!
!
2!
!
3!
!
4!
!
5!
!
Technique:! !
!
1!
!
2!
!
3!
!
4!
!
5!
!
!
!
!
Total:______________/35!
!
Additional!Comments:!
!
!
!

!
!
!
!

RELATED!ITEMS!

!
!
!
OTHER!WORKS!BY!THE!COMPOSER:!
!
Adrenaline'Engines>'(same)!
Afterburn>(same)!
Aggressivo!>!(same)!
Art(isms)>!(same)!
Pandora>'(same)!
!
!
SIMILAR!WORKS!BY!OTHER!COMPOSERS:!
!
Frank!Ticheli,!Portrait'of'a'Clown>!(same)!
Micheal!Colgrass,!The'Winds'of'Nagal>!(Same)!
Anne!McGinty,!The'Red'Balloon>!(Same)!
Robert!W.!Smith,!The'Great'Locomotive'Chase>!(Same)!

CALENDAR(
(

DAY$1$

DAY$2$

DAY$3$

DAY$4$

DAY5$

WEEK$1$

Standridge(

Daehn(

Tucker(

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WEEK$3$

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Daehn(

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Daehn(

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Daehn(

Tucker(
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PLAYING(
TEST!(

WEEK$4$

Tucker(
Daehn(

Daehn(
Standridge(

Tucker(
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Daehn(
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PLAYING(
TEST!(

WEEK$5$

Tucker(
Daehn(

Daehn(
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Daehn(

PLAYING(
TEST!(

WEEK$6$

Tucker(
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CONCERT!(

8th$Grade$Band$
!
Flutes$
Edda!Quintero!
Delpha!Rusch!
Wally!Gantt!
Ashton!Serrano!
Dong!Schimke!
Jules!Kania!
Oboe$
Megan!Beecher!
Clarinets$
Nakisha!Falgout!
Jamie!Dupre!!
Taryn!Liberty!
Bethel!Proto!
June!Gaumer!
Beverley!Old!
Chance!Gresham!
Keenan!Then!
Lonny!
bumbalough!
Felipe!Printz!
Dalene!Solis!
Alto$Sax$
Lavinia!Stayton!
Wiley!Kalis!
Yvonne!Housel!
Zonia!Bucci!

Tenor$Sax$
Abbey!Garon!
Bassoon$
Zoe!bucci!
Trumpet$
Charlette!Schere!
Jayson!Flavell!
Krishna!
Zuckerman!
Willian!Pratico!
Alyse!Daizell!
Ashley!Swensen!
Ebonie!Brow!
Valentin!Kinsella!
Brain!Logston!

French$Horn$
Sina!Coomes!
Ben!Simonson!
Fay!Uvalle!
Loise!Blanca!
Belia!Scola!

The!North!Junior!High!School!
Instrumental!Music!Department!
welcomes!you!to!the!

Trombone$
Yolande!Destefano!
Margarette!Libby!
Ona!Recalde!
Ernestina!Pavia!
Ernest!Check!
Agatha!Feaster!
Tyron!Yohe!
!
Euphonium$
Clarinda!Bolger!
Ching!Seyfried!
!
Tuba$
Melita!Minnifeld!
Darleen!Harlin!
!
Percussion$
Charlse!Arpin!
Reita!Tooker!
Betsy!Moor!
Marisha!Bledsoe!
Christina!Casanova!
Kathyrn!
Laughridge!
!

2013 Spring Concert

!
!
!

!
Mr.!Keith!Kelsey,!Director!of!Bands!
!
Thursday,!May!2,!2013!
North!Middle!School!Auditorium!
Chandler,!Arizona!
7:00!PM!

Program
!
7th$Grade$Band$

$
Nottingham!Castle! !
!
A!quiet!Rain! !
!
!
The!Tempest! !
!
!

Larry!Daehn!

Walter!Cummings!

Robert!W.!Smith!

$
$
$
$
8th$Grade$Band$

!
Animal!Krackers!
!
!
Christopher!Tucker!
I.
The!Box!Opens!
II.
Elephant!Stomp!
III.
Short!Monkey!Tale!
IV.
The!Regal!Lion!
Country!Wildflowers!!
!
Larry!Daehn!
!
Snake!Charmer!
!
!
Randall!Standrige!
!
!
!
*!A!special!thank!you!to!the!North!Junior!High!School!
Band!Booster!Parents!and!supporters.!And!a!special!
thank!to!Principle!Rick!Williams.!

!!

7th$Grade$Band$
Flute$
Demetria!Phong!
Precious!Somers!
Cristi!Rosenthal!
Daniel!Chapin!
Cherilyn!Gremillion!
Edna!Popa!
Fransisca!Restivo!
Fatimah!Marnell!
Jesus!Garnett!
Suk!Gower!
Oboe$
Miquel!Oser!
Clarinet$
Asia!Calo!
Yuki!Raiford!
Cleora!Overholt!
Toby!Awong!
Alison!Borst!
Rosena!Schupp!
Twanna!Dewald!
Reggie!Lattin!
Herta!Utterback!
Adelaide!Runner!
Kandy!Vassar!
Emilie!Reinecke!
Marceline!Manders!
Chanell!Casazza!
Noble!Lenard!
Alto$Sax$
Kenyetta!Linson!
Britni!Klump!
Vincent!Filip!
Jackeline!Tunison!
Leland!Blackford!

$
Tenor$Sax$
Florance!Lamy!
Bassoon$
Florence!Riviet!

Trumpet$
Allie!Mayfield!
Shellie!Perro!
Alysa!Griffing!
Hunter!Heyne!
Loyce!Tillison!
Gigi!Ballerini!
Kristian!Daniell!
Arleen!Timmins!
Chance!Thornington!
Teodoro!Gillette!
Jamey!Finnen!

French$Horn$
Jacquie!Tinkle!
Lucinda!Burkart!
Hayden!Gantz!
Regan!Halper!
Aaron!Thompson!
Arianna!Baldwin!

Trombone$
Myeshal!Netto!
Lurlene!Michael!
Anastasia!Eastland!
Julie!Pedro!
Hal!Heffernan!
Leoma!Routt!
Latria!Griffy!
Iris!Harsch!
Felice!Seltzer!
Constance!Millsap!

Euphonium$
Cindie!Qualey!
Monica!Nowak!
Keeley!Tarleton!
Tuba$
Kenny!Henderson!
Andrew!Barwick!

Percussion$
Raymon!Divers!
Wilhelmina!Moffat!
Heriberto!Hobson!
Cierra!Mele!
Hunter!Matsumoto!
Vanessa!Grounds!
Helen!Emory!
Maynard!Blazer!

RESOURCES'
'
BIBLIOGRAPHY:'
'
Blocher,!Larry.,!Corporon,!Eugene!Migliaro.,!Cramer,!Ray.,!!
Lautzenheiser,!Tim.,!Lisk,!Edward!S.,!Miles,!Richard.!(2007).!
Teaching)Music)through)Performance)in)Band,)Vol.6.)Richard!Miles,!
(Ed).!Chicago,!IL:!GIA!Publications,!Inc.!
Blocher,!Larry.,!Corporon,!Eugene!Migliaro.,!Cramer,!Ray.,!
Lautzenheiser,!Tim.,!Lisk,!Edward!S.,!Miles,!Richard.!(2007).!
Teaching)Music)through)Performance)in)Band,)Vol.8.)Richard!
Miles,!(Ed).!Chicago,!IL:!GIA!Publications,!Inc.
Blocher,!Larry.,!Corporon,!Eugene!Migliaro.,!Cramer,!Ray.,!
Lautzenheiser,!Tim.,!Lisk,!Edward!S.,!Miles,!Richard.!(2007).!
Teaching)Music)through)Performance)in)Beginning)Band,)Vol.1.)
Richard!Miles,!(Ed).!Chicago,!IL:!GIA!Publications,!Inc.!
!
!

RECORDINGS:'
Tucker,!Christopher.!Animal!Krackers!(Recorded!by!the!North!Texas!
Wind!Symphony).!On!Teaching)Music)Through)Performance)in)
Band)Resource)Recording,)Vol.6,)Grades)2???3.)(Edition!#:!GQQQ7027)!
Standridge,!Randall.!Dancing!at!Stonehenge!(Recorded!by!the!North!
Texas!Wind!Symphony).!On!Teaching)Music)Through)Performance)
in)Band)Resource)Recording,)Vol.8,)Grades)2???3.)(Edition!#:!CDQ
849)!
Suter,!Anthony!(2003).!Dancing!at!Stonehenge!(Recorded!by!the!
University!of!WisconsonQ!Milwaukee!Wind!Ensemble).!On!
Teaching)Music)Through)Performance)in)Beginning)Band)Resource)
Recording,)Vol.1,)Grades)1.)(Edition!#:!CDQ485)