Liz Miller

MUSE 350
9/29/15
Modified for ELL Class 1
Delta Woodwind Sectionals
Title of Selection: March of the Trolls, from Lyric Suite Op. 54 by
Edvard Grieg, arr. by Brian Beck
Materials: Lesson plan, March of the Trolls, instruments, pencils, and
stands. Recording of March of the Trolls if possible, or piano. Setup:
Choir room, first two rows, sit like normal.
UDL/ELL: Worksheets, musical map projection, dynamic vocabulary
cards, journals, space for movement
Content/Concepts: Rhythms (steady sixteenth notes),
phrasing/dynamics, legato style
National Standards:
2. Playing instruments, alone and with others, a varied repertoire of
music.
6. Listening to, analyzing, and describing music.
Instructional Objectives:
1. With teacher questioning, students will be able to identify and
discuss the characteristics of a four-bar phrase.
2. When given options, students will choose and play appropriate
dynamics for the given phrases.

3. With teacher assistance (listening to recording, playing on piano,

keeping a steady pulse) students will be able to play steady
sixteenth notes.
Procedure:
Warm-ups: Students will warm-up with the classroom instructor before
sectional time.
March of the Trolls:
1. Students and teacher will discuss March of the Trolls in terms of
its style up to measure 38. Students will be asked to listen during
the first read-through for a style change.
a. Students will play mm. 38-45
i. Is there a style change here? Legato style-smooth
and connected
ELL: All main questions asked will be in yes or no format, with
follow up questions adding in more detail.
2. Going back to mm. 38, the instructor will ask everyone who does
not have melody to play. (Cl. 1,2,3 Fl. 1,2 B.CL.) Pay special
attention to the dynamics.
a. Based on what you just heard, minus the melody how
many phrases are in those eight bars? (2 4-bar phrases). If
no answer is given, go back and add melody.
ELL: Teacher will have visual representation of phrases in
the form of a small worksheet where students can circle
their answers.
b. Play mm. 38-45 again with melody. Mark phrases in music
with pencil.

3. During each four bar phrase we have two statements of the

melody. Are they exactly the same or slightly different? Should
we play them the same? What about the accompaniment?
a. Lets experiment with some different phrasing options:
i. Softer on the first statement than the second
ii. Louder on the first statement than the second
ELL: The teacher will use key dynamic vocabulary words (piano,
mezzo piano, mezzo forte) repeatedly and hold up cards with the
words and abbreviations on them.
b. Mark the dynamics changes in music
UDL: The students will act out each phrasing option while
listening to a recording of the piece.
4. Now lets move on to mm. 46-50
a. First, lets just count these measures. Whenever you have
sixteenth notes, bring them out.
i. What kind of style are we still playing with?
b. Go back and play this section. Anticipated problem:
sixteenth notes will be uneven.
i. Students will listen to March of the Trolls piano
recording
1. Notice how smooth and even the sixteenth
notes are.
ii. What are some reasons why its much harder for us
to play so smoothly and even?
UDL: ELL: Students will write a short journal entry, which can
include pictures, about how their instrument differs from a
piano, using examples discussed in class.

c. At mm. 46 everyone play but the first flute. These parts

should line up fairly easily.
i. Now just first flute play- teacher plays along on piano
UDL: Teacher plays along on piano with first flutes for
added support
1. Other sections tap steady pulse.
d. Add in everyone at mm. 46
5. Now we are going to go on to the second half of this section. Is it
similar? Can we go ahead and put the same phrase markings in
our part?
a. Play mm. 51-58, using same concepts from mm. 38-45
b. Play mm. 59-64
i. If time: rehearse rhythms in this passage.
UDL: ELL: Students will now complete a fill in the blank musical
map with teacher assistance, using key vocabulary words and
pictures to provide another means of representation.
6. With the time remaining, teacher will lead students in a runthrough of mm. 38-64.
a. What was our focus on today? Dynamics, Phrasing,
Sixteenth notes
b. Incorporate these changes into the run-through
Assessment: There will be no formal assessment during this
sectional. Informal assessment will take place through the instructor
listening to the students and having the students reflect on their
playing as it pertains to the concepts addressed.
Follow-Up: Future lessons will work to expand the students
knowledge of phrasing and begin to explore the form of the piece.