Lesson Plan
I.
Robin Holman
12/4/12
II.
Musical Concepts
Junior Actuarial Science
Brass Technique Class
A. Standards for learning the beginning techniques of the trombone.
1. Learning to buzz using a mouthpiece
2.
III.
Observable Learning Outcomes: Instructional Objectives
B. Given a trombone, he student will be able to make a strong sound out of the
trombone and will learn some of the beginning trombone slide positions for
the B flat concert scale with 90 percent accuracy.
IV.
Students’ Prior Knowledge
C. Prior knowledge of the student includes their ability to read music that is in
the trouble and bass clefs and their ability to use proper breathing techniques
to get the best possible sound out of the instrument.
V.
National and State Standard(s) Addressed in the Lesson
D. The National Standard addressed in this lesson is: Performing on instruments,
alone and with others.
VI.
Materials, Board and Space Preparation Needed for Lesson
E. Materials needed for this activity include two trombones (one for the student
and one for the instructor), the brass technique class book for the exercises in
it, two chairs, two stands, and a space that is large enough for the student and
instructor to play the trombone without hitting the walls or anything else in
the room.
VII.
Teaching procedures include:
A. First, to open the lesson, I will teach the student how to put the trombone
together.
B. Second, they will learn how to get a good buzz out of the trombone mouth
piece. This is important as it will help the student get a stronger sound out of
the trombone with a more consistent tone quality
C. Then, we will work on obtaining an F as a starting pitch. I will model the note
to student and then have the student play it back to me and hold it as long as
he/she can, in order to show note consistency.
D. We will continue playing an F, but we will discuss healthy breathing
techniques.
E. Next, starting from the F we would play the note again, but instead of holding
it out, the student will start articulating each note (even though they are the
same note being played). The notes will be modeled by me by playing four
quarter notes, with the student mimicking after, to show the desired tone and
texture of the notes. If the student is having trouble with the articulation, we
will check their embouchure as well as listen for other factors affecting their
success.
F. After learning the F and articulating notes, the student will then learn some of
the slide positions for going up the trombone concert F scale. We will start
with the first three slide positions. We will then play the first four notes
together twice or however many times is needed in order for the student to
show comprehension of the specific slide positions and accuracy of the
positions.
G. Finally, if there is time, the student will learn the last four notes of the F
concert scale. If there is not enough time to learn the rest of the scale, I will
reiterate all of the information that we have gone through during the lesson
and revisit any problem spots that were not addressed during the beginning of
the lesson.
VIII. Assessment of students
F. To end the class, I will assess the student through having them:
1. articulate while staying on a constant F note for at least four quarter notes
2. show correct slide positions for the first three notes of the concert F scale
(or for the first eight notes if we get to all of them).
Reflection: Overall I feel that the lesson went well. Having never played the
trombone, my student was brand new to the trombone, but picked up the
articulation and buzzing aspects of it much faster than I anticipated. I was glad
that I over planned the lesson, due to the fact the I was prepared for the rate
that the student was learning at, allowing us to move on quickly. For the next
lesson, I will try to follow my lesson plan more precisely however, as I did get
lost as to what to do next at times, and I skipped over some key elements that
a beginning trombonist needs to know, such as breathing techniques. I will
also make sure that we spend more time on the elements of the trombone that
the student has trouble with, in this case, pitch matching.