Spring 2019

High School Placement

Student Impact Project
Sea Songs

Unit Objectives

• Students will demonstrate proper instrumental and breathing techniques

• Students will perform Sea Songs by Ralph Vaughan Williams demonstrate proper
ensemble skills and ensemble musicianship
• Students will recite and play through the notes of the Circle the Fourths
• Students will understand their role in the ensemble as they perform Sea Songs

Pre-Test

The pre-test for this unit consisted of a run-through of Sea Songs by Ralph Vaughan
Williams which I graded as if I was a judge at a state assessment. The purpose of this pre-test
was for me to discovery the ensemble’s areas of development so that I could determine the
pacing and content of the Unit. I graded the ensemble using the Concert Band VBODA
Performance Assessment Rubric which I copied below.
 VBODA Performance Assessment Rubric – Concert Band
Achievement Level Grade Use the “Achievement Level” for each “Indicator” section to assist in determining a
grade for each “Category”. Ensembles may earn a grade in a given “Category” without
Performers consistently =A all indicators having the same “Achievement Level”.
Performers frequently =B You may use + and – marks within each category.
Performers occasionally =C “Key Words” may be used to provide additional information, and should reflect
achievement within the category.
Performers rarely =D
Your final overall rating should reflect the grades assigned to each category.
Performers almost never =F No + or – signs may be used for the final rating.

Category Indicator Key Words (+/-)

produce a dark, characteristic tone quality Breath Support

C
produce a focused, controlled sound in all ranges and registers Upper range
Tone Quality demonstrate proper use of vibrato Lower range
produce a quality sound on percussion instruments through proper technique
and choice of equipment Embouchure

produce uniform tonal focus throughout the ensemble Listening for pitch

D
demonstrate careful attention to tuning and pitch processes Adjusting pitch issues
Intonation understand chordal and harmonic structures Unisons
adjust any perceived pitch issues
Melodic pitch
demonstrate percussion tuning to match the ensemble

Finger precision
meet technical demands with precision Light tonguing

Technique
demonstrate an understanding of styles of articulation
demonstrate dexterity in performing technical passages
Slurring
Accent, marcato
D
start and stop together, within sections and across the ensemble
Legato articulation

Dotted rhythms

F
demonstrate control of rhythms-- accuracy and precision
Agogic pulse
maintain tempo
Rhythm produce a natural feel to rhythmic passages Vertical alignment
demonstrate control in multi-metered passages Subdivision

produce correct balance in all sections of the music

D
demonstrate balance between inner and outer voices Environment
Balance demonstrate the melodic line as the prevalent voice Placement
understand the supportive relationship between the percussion and wind
sections in the ensemble

demonstrate attention to detail

demonstrate the music's expressive features Sensitivity
Musicianship shape phrases using dynamics, articulation, and direction
produce effective moods and emotions
demonstrate an understanding of musical style
Training
D
Quality of literature
provide evidence that selected literature is appropriate for the ensemble

C
General Instrumentation
present a variety of idioms
Factors demonstrate appropriate appearance and demeanor Recognition
radiate confidence Recovery from error
 Lesson Plans

Unit 1
Objectives:
TSW demonstrate proper breathing techniques and playing posture
TSW produce characteristic sounds on their instrument
TSW play their C scale (two octaves) and one octave arpeggio
TSW play around the circle of 4ths
Materials:
Instrument/Chair/Stand/Pencil
Foundations for Superior Performance Books
Metronome/Drone/Speakers
All Virginia Scale Requirements Sheets
Standards:
HIAD: 1, 2, 8, 11-13, 15, 18
Procedures:
1. Prior to the start of class, the teacher will write the lesson plan on the board and set
chairs and stands.
2. TTW welcome all of the students to the band room and instruct them to warm up on
their own and get ready for rehearsal.
3. TTW begin the class with the breathing exercise that they are all familiar with. Then
TTW introduce “In Sip Sip, Out Push Push” to the class. TTW also ask the class why we
need strengthening exercises when we never play our instruments with that type of air.
4. TTW then have the students play from their Foundations for Superior Performance
Book. WWs will play and Brass will buzz the Warm Up Set #__, Option 1. TTW focus
comments on phrasing and making sure the students are playing to the end of the
phrase. Then the students will all play Option #1. TTW then have the students play
Option #3 and the WWs will play all the notes staccato. TTW have the students play
Option #5 and the WWs will play up an octave legato tonguing. TTW focus comments
on phrasing for Brass and technique for WWs.
5. TTW then conduct the C major scale and arpeggio test.
Assessment:
For this lesson, the teachers will be using a mixture of formal and informal assessment.
The C scale test will be assessed formally according to Joesph Witowski’s rubric. The
rest of the class will be assessed informally and the teacher will focus comments on
phrasing, tone production, and ensemble balance.
Adaptations:
Color — Different colors can be associated with the different notes of the C major
scale.
Size — Accommodations can be made for bigger sheet music if needed.
Modality — When going over rhythms, the teacher can have the students count the
different rhythms out loud.
Pacing — Pacing will be monitored continually and if needed, the teacher can decide
not to move on to the next section.
 Unit 2
Objectives:
TSW demonstrate proper breathing and instrumental technique
TSW play in Concert Db major
TSW play rhythms from “Sea Songs” around the Circle of 4ths
TSW play “Sea Songs” from the Trio to the end
Materials:
“Sea Songs” by Ralph Vaughan Williams
Foundations for Superior Band Performance
Circle of 4ths Sheet
Instrument/Chairs/Stands/Pencils
Speaker/Metronome/Drone
Standards:
HII: 1-2, 4-5, 8-13
Procedures:
1. Prior to the start of class, the teacher will write the lesson plan on the board, set chairs
and stands, and write 2 rhythms from Sea Songs on the whiteboard.
2. TTW welcome all of the students to the band room and instruct them to warm up on
their own for the first 5 minutes of class and get ready for rehearsal.
3. TTW then go over the objectives of the class with the students and begin the class with
the 3 breathing exercises with which they are familiar.
4. TTW then go through the warm up sequence and tune the band.
5. TTW then review Circle of 4ths by having the students take out the Circle of 4ths sheet
and by holding out each note (starting on Concert C) for a whole note.
6. TTW have the students say the rhythms on the board as the teacher writes
underneath. Then TTW have the students clap the rhythm and then play the rhythms
around the Circle of 4ths.
7. TTW then have the students go to page 24 of their Foundations book to work on
playing in the key of Concert Db. TTW have the students play through the Db “mini-
scale”, the full scale, and another exercise or two from that page.
 8. TTW then have the students take out “Sea Songs” begin to rehearse it. TTW start off
rehearsal by doing a quick run down from the Trio to the end. TTW then begin to
work with each section to identify their roles in the ensemble (melody/rhythmic/
harmony/long note). TTW prioritize comments on right notes, rhythms, and style.
9. To ensure right notes and rhythms, TTW use several rehearsal techniques such as
sizzle, sizzle and finger, wind patter/air solfege, slowing the tempo, clapping the
rhythm, etc.
10. After working through from the Trio to the end, TTW finish off this portion of the class
by doing another run through from the Trio to the end with the metronome.
Assessment:
For this class, the students will primarily be assessed informally within their sections
throughout the class. The teacher has the opportunity to give individual comments as
the teacher works with each section and can hear individuals clearly.
Adaptations:
Color: Different colors can be associated with the flat notes of the Concert Db major
scale.
Size: Accommodations can be made for bigger sheet music.
Modality: Rhythms and notes can be taught using different modalities.
Pacing: Pacing will be monitored continuously. If needed, the teacher can decide not
to do the section run-through at the end.
 Unit 3
Objectives:
TSW demonstrate proper breathing and instrumental techniques
TSW demonstrate a basic understanding of notes, rhythms, and dynamics in “Sea
Songs” from beginning to the Trio
TSW play in the key of Concert Ab major
Materials:
Chairs/Stands/Instrument
Sea Songs by Ralph Vaughan Williams
Metronome/Speaker
Foundations for Superior Performance
Standards:
HII: 1-2, 4-5, 8-13, 16
Procedures:
1. Prior to the start of class, TTW set up the classroom and write the lesson plan on the
whiteboard.
2. As the students walk in, TTW instruct them to get their instruments and warm up on
their own.
3. Once all the students have gotten their instruments and have settled into their seats,
TTW begin class by having the students stand, do a few stretches, and go through
their breathing routines. TTW focus comments on posture, and proper breathing
techniques.
4. TTW then have the students play Long Tones #2. TTW focus comments on posture,
proper breathing techniques, tone production, ensemble balance, and ensemble
attacks/releases.
5. TTW then have the students go to their Foundations book to Concert Ab major. TTW
have the students play the mini scale, and the full scale (2 octaves if comfortable).
TTW then have the students play 8 staccato eight notes on each note of the Ab major
scale (in the style of Sea Songs). TTW focus comments on matching note lengths.
6. TTW then have the students play a chorale in the key of Ab major from their
foundations book. TTW focus comments on playing good tone quality, and intonation.
 7. TTW then have the students take out “Sea Songs” and begin to rehearse it. TTW
rehearse from the beginning of the piece to the Trio and will focus comments on big
picture ideas and getting the students to play with right notes and rhythms. TTW use
several rehearsal techniques to ensure the students play with right notes and rhythms.
8. At the end of rehearsal, TTW take a recording of the students’ performance so that
the students can assess it during the next class period.
Assessment:
For this class, the teacher will be assessing the students primarily using informal
methods. TTW listening to sections play during the rehearsal and will give group
comments during those times. At the end of class, TTW be taking a recording of the
students so the students can assess their own growth and identify strategies to continue
their growth.
Adaptations:
Color: Different colors can be associated with the flat notes of the Ab major scale
Size: Accommodations can be made for bigger sheet music
Modality: To assist with the learning of notes, students can vocalize the rhythms of
“Sea Songs” by count-singing and sizzling.
Pacing: Pacing will be monitored continuously. If time allows, the teacher can move on
to the Trio section of “Sea Songs”
 Post-Test

The pre-test for this unit consisted of a run-through of Sea Songs by Ralph Vaughan
Williams which I graded as if I was a judge at a state assessment. The purpose of this pre-test
was for me to discovery the ensemble’s areas of development so that I could determine the
pacing and content of the Unit. I graded the ensemble using the Concert Band VBODA
Performance Assessment Rubric which I copied below.

 VBODA Performance Assessment Rubric – Concert Band
Achievement Level Grade Use the “Achievement Level” for each “Indicator” section to assist in determining a
grade for each “Category”. Ensembles may earn a grade in a given “Category” without
Performers consistently =A all indicators having the same “Achievement Level”.
Performers frequently =B You may use + and – marks within each category.
Performers occasionally =C “Key Words” may be used to provide additional information, and should reflect
achievement within the category.
Performers rarely =D
Your final overall rating should reflect the grades assigned to each category.
Performers almost never =F No + or – signs may be used for the final rating.

Category Indicator Key Words (+/-)

produce a dark, characteristic tone quality Breath Support

B
produce a focused, controlled sound in all ranges and registers Upper range
Tone Quality demonstrate proper use of vibrato Lower range
produce a quality sound on percussion instruments through proper technique
and choice of equipment Embouchure

produce uniform tonal focus throughout the ensemble Listening for pitch

B
demonstrate careful attention to tuning and pitch processes Adjusting pitch issues
Intonation understand chordal and harmonic structures Unisons
adjust any perceived pitch issues
Melodic pitch
demonstrate percussion tuning to match the ensemble

Finger precision
meet technical demands with precision Light tonguing

Technique
demonstrate an understanding of styles of articulation
demonstrate dexterity in performing technical passages
Slurring
Accent, marcato
A
start and stop together, within sections and across the ensemble
Legato articulation

Dotted rhythms

A
demonstrate control of rhythms-- accuracy and precision
Agogic pulse
maintain tempo
Rhythm produce a natural feel to rhythmic passages Vertical alignment
demonstrate control in multi-metered passages Subdivision

produce correct balance in all sections of the music

B
demonstrate balance between inner and outer voices Environment
Balance demonstrate the melodic line as the prevalent voice Placement
understand the supportive relationship between the percussion and wind
sections in the ensemble

demonstrate attention to detail

demonstrate the music's expressive features Sensitivity
Musicianship shape phrases using dynamics, articulation, and direction
produce effective moods and emotions
demonstrate an understanding of musical style
Training
C
Quality of literature
provide evidence that selected literature is appropriate for the ensemble

B
General Instrumentation
present a variety of idioms
Factors demonstrate appropriate appearance and demeanor Recognition
radiate confidence Recovery from error
 Reflection and Modification

For my high school placement, my cooperating teacher asked me to come up with

several pieces, grades 2 through 4, that I wanted to conduct and rehearse with the school’s
Symphonic Band. I decided to go with Ralph Vaughan Williams’ piece Sea Songs because it
is a piece I am fairly familiar with from playing it in high school. My cooperating teacher also
mentioned that I would be a great selection for the band because they have not played in the
British military march style in the past.
From the Pre-test, it was evident that there were many things that would need to be
worked on in Sea Songs. My top priority from the beginning rehearsals was for the students
to understand how to play in the British military march style. I had the students play Concert
Eb, Ab, and Db scales using the different articulations from Sea Songs. Another priority for
the ensemble was to play in rhythm and in time. I continued to work on improving the musical
literacy of my students by doing rhythmic exercises and using a metronome.
As both of these priorities got attention and improved with every week’s worth of
rehearsals, I continued to struggle with involving the percussion section in a challenging and
meaningful way. As a wind player, I found it much easier to listen to the problems of the wind
section and to focus all of my comments towards them. As a result, I don’t believe that the
percussion section has been getting as rewarding of a musical experience as the rest of the
band. If I had the opportunity to work on Sea Songs again from the beginning, I would find
ways to lead rehearsals away from the front podium. By hearing the band from various
angles, not only can I hear different wind players better, but I can also move closer to the
percussion section so I can assess their technique and manage any behavioral issues.