Adopt-A-Peer

Lesson Plan #2 Key: Pretest Postest

Pre-Test:

0 1 2 3 Student can play different partials

• Student will be asked to play open Bb, F, Bb

• Student will be asked to play Ab, Eb, Ab

3 points will be awarded if student can play all 6 notes

2 points will be awarded if the student can play 2 different partials in each exercise

1 point will be awarded if student can demonstrate once that they can play a particle

0 points will be awarded if student can not demonstrate playing different partials

0 1 2 3 Rhythmic/tempo accuracy and constancy

0 1 2 3 Pitch accuracy

• Student will be asked to play the Eb Major scale 1 octave

Rhythmic/tempo accuracy and constancy:

3 points will be awarded if student demonstrates a steady tempo (regardless of

correct pitches) in the rhythmic pattern of half, quarter, 4, 4, 4, 4, 4, half

2 points will be awarded if the scale is mostly even, with a few hesitations

1 point will be awarded if the half note to quarter note ratio is clear, but over wise

e there is no constancy.

0 points will be awarded if student plays freely.

Pitch accuracy:

3 points will be awarded for 100% correct pitches (regardless of rhythmic/tempo a

a accuracy and constancy)

2 points will be awarded for demonstrating the correct fingerings, but being unable

a to voice the higher octave

1 point will be awarded for having the correct scalar shape, but having a lot of a a

a wrong pitches caused by not knowing the fingerings.

0 points will be awarded if students doesn’t know any of the fingerings from a a a

a memory

0 1 2 3 4 Student can demonstrate a variety of articulations

• Student will be asked to play 4 quarter notes

o Legato (same pitch)

o Staccato (same pitch)

o Accented (same pitch)

o Slurred (first 4 notes of Eb Major scale)

Each of the above articulations is valued at 1 point a piece.

Side Note: point lost for staccato

 Lesson 1:

Objectives:

Student will learn the fingerings of the Eb Major scale

Student will demonstrate that they understand how to play at a steady tempo

Student will demonstrate various articulations

Procedure:

I. Student will warm-up

a. buzzing sirens

b. singing an Eb Major scale after hearing the starting pitch on piano

c. Buzzing an Eb Major scale after hearing the starting pitch on piano

II. Student will be lead through a scalar exercise

a. Exercise: Eb, | Eb Bb Eb | Eb Bb C Bb Eb etc while looking at a

fingering chart

b. Student will repeat exercise without fingering chart.

III. Student will be lead through a rhythmic exercise

a. Student will play the Eb Major scale at steady quarter notes

b. Student will clap the rhythm of Half, Quarter, 4, 4, 4, 4, 4, Half

c. Student will play the Eb Major scale in the rhythm of Half, Quarter,

4, 4, 4, 4, 4, Half

IV. Student will be lead through a series of different articulation exercises

a. Student will see different versions of the Eb Major scale, all with

the same rhythms, but with various placements of slurs, and

accents. Ex: Slur two tonged two. Ex: Accents on Re and Ti etc.
 Lesson 2:

Objectives:

Student will apply accurate rhythms, articulations, and pitches in SoE #133

Procedures:

I. Student will warm-up

a. buzzing sirens

b. singing an Eb Major scale after hearing the starting pitch on piano

c. Buzzing an Eb Major scale after hearing the starting pitch on piano

II. Student will sight read the last 4 measures of ACH! Du Lieber

Augustine

a. Notice will be given to the accuracy of pitches, articulation, and

rhythm

b. After the student’s initial read of the last 4 measures, the student

will hear it played on the piano.

c. The student will play the last 4 measures again.

i. Based on this result, the student will be guided through

exercises to more accurately play this lick (pitches,

articulation, and rhythm)

III. Student will identify all places where the last 4 measure phrase is

repeated throughout the piece.

a. Student will notice dynamic differences with the repetition so as

not to play the lick exactly the same.

IV. Student will have two chances to play the whole exercise (SoE #133)
 Reflection:

My lesson plans were within the student’s range as a player, and I saw

growth during the lessons as we worked on certain aspects (pitch and fingering

accuracy, articulations, and tempo).

The first lesson was unfortunately extremely rudimentary, but based on the

pre-test, the Eb Major scale needed a lot of work, and I had already picked out SoE

exercise #133. I could have abandoned this plan after the pre-test, but I thought it

would be a better experience to work with Lauren to grow her to where I needed

her to play as long as I gaged that this achievement was still within the student’s

abilities.

In the second lesson there was a significant difference between the first time

Lauren played the last 4 measures, and the second time after she heard it on the

piano. In retrospect I have no way of knowing how much of this improvement was

because of the piano, and how much was just from playing it a second time. If I

want to assess immediate growth in the future, I should assess in a way so that I

know what caused the growth. With that being said, I think allowing Lauren to hear

the phrase was helpful to her. When developing my future brass players I will want

to develop their ability to hear pitches and phrase shapes before they hear them

because I think this would have a huge impact of their overall abilities as players. It

is important for me to develop their abilities to do this on their own so that I don’t

cripple them by playing it on the piano every time.