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Grade/Level: 8th Grade Band Duration: 20 minutes Topic: Phrasing and Musicality
Materials Needed:
• Baton
• Score for On a Hymnsong of Phillip Bliss
• Recording of On a Hymnsong of Phillip Bliss
• Computer/speaker system
• Watch
Lesson Objectives:
• Students will discuss phrasing of the melody of On a Hymnsong of Phillip Bliss and will
sing and play with proper phrasing as is discussed, demonstrated, and rehearsed by the
instructor.
• Students will write in their parts, notes about phrasing and expression while listening to a
recording of On a Hymnsong of Phillip Bliss.
• Students will sing and play their parts with intentional expressive variations.
• Students will play their instruments with accuracy of notes and rhythms, while playing in
time and producing a characteristic tone.
• Students will verbally critique and evaluate the recording of On a Hymnsong of Phillip
Bliss listened to in class and will concisely articulate their opinions on the piece.
Musical Focus:
Rhythm Melody Harmony
Singing Listening Playing Instruments
Form History Theory
Moving Conducting Intonation
Tone Color Vocabulary Creating
Expression Balance/Blend Other: Phrasing
Activities:
• Students will listen to a recording of On a Hymnsong of Phillip Bliss multiple times and,
as they do so, will be guided through activities designed to enhance their sense of
interpretation, phrasing and musicality. The order of events and listenings is as follows:
(1) Listen and follow along with finger, (2) Listen to the melody and point to the section
in the band as it is played (3) Q: What did you like about that recording? How did it make
you feel? How could this recoding be improved? What about musicality?, (4) Trace the
rise and fall of the phrase with your finger. As director, give gestures that help show
dynamics, phrases, etc. (5) Sing your part with that same expression that you just showed.
Continue to trace phrase with your finger. Don’t be afraid, really go for it! Get out of
your comfort zone. Make music! (6) Write in music elements of expression we have been
discussing – (de)crescendos, goal notes, phrase direction, phrase breaks, etc.
o Plan for 100% engagement:
§ All students will listen to Hymnsong multiple times
§ With each listening, students will be complete a task related to Hymnsong
o Modifications/Accommodations:
§ Ensure that any students that may have trouble hearing are positioned in a
location that allows them to best hear the recording
§ Have recording set up and ready to go at the beginning of class. We will
listen to only the climax of the piece (~2:30 – 3:30)
§ Make sure students get their music out to follow along with. If a student
forgets their music, have them share with another member of their section
and dock their participation points.
o Formative Assessment:
§ Move around the classroom to check for engagement and participation:
• Following along in music with finger
• Air and wind pattern
• Fingering along
• Notes written in music
§ Ask questions
§ Student focus and engagement
o Instructional Strategy (type of instruction occurring):
§ Discussion
§ Question and Answer
§ Collaborative
o Time allotted 10 minutes
• Students will play On a Hymnsong of Phillip Bliss both in a full ensemble setting and in
smaller groups. Students will apply the concepts discussed during the listening exercise.
Start by playing Hymnsong in the normal concert band set-up. After this, break students
off into four separate “pods” with mixed instrumentation around the room. Each pod will
play individually and receive feedback and constructive criticism from the rest of the
ensemble (Two roses and a thorn). Q: Do you hear anything new in this setting? Is there
someone playing the same part as you that you didn’t know was doing that? Lastly, return
to the large group, but allow students to sit wherever they want (no like instruments
together). Play through Hymnsong in this configuration and reflect on the impact it has on
the ensemble sound.
o Plan for 100% engagement:
§ All students will play through On a Hymnsong of Phillip Bliss
§ Students not being worked with will finger through their music, track their
music, tap rhythm or tap the steady beat as instructed by the director
§ Ask questions
o Modifications/Accommodations:
§ Accommodate students with physical limitations by ensuring that they
have a clear path to move around the classroom or bring their small group
to them
§ Use pods that are not playing to tap steady beat should there be timing
issues
§ To assist students, communicate musical intent through gestures and facial
expressions
§ Push all students outside of their comfort zone, forcing them to be
uncomfortable and requiring them to listen to new things.
o Formative Assessment:
§ Visual assessment of posture, carriage and correct breathing technique
§ Listen for ensemble timing, interpretation, phrasing and general musicality
§ Student involvement, focus and participation
o Instructional Strategy (type of instruction occurring):
§ Small/Large group
§ Question and answer
§ Direct Instruction
o Time allotted 10 minutes
Extensions:
• If time allows, students will:
o Evaluate their performance and the performance of others, while providing
feedback and constructive criticism on ways to improve the quality of the
composition and performance
o Work on matching articulation lengths throughout Hymnsong
o Apply concept of phrasing and musicality to the rest of our repertoire
Summative Assessments (if performance objectives are not formally assessed--i.e., grade
attached/end of a unit, etc.--during this lesson, how would you assess individuals in the future?):
• Music Checks
o Ensure that every student is writing in their part what is being discussed in class
• Playing Test
o Check for accuracy of notes and rhythms as well as expressive intent
• Participation Points
o Prepared for class with all the materials they need
o Participating in class discussions
• Concert Attendance/Reflection (Rubric below)