University of Mary Division of Education

Lesson Plan Format

Grade Level: Beginning trombone student (5th or 6th grade)

Subject(s) Area: Instrumental Music - Brass

Materials Needed:

Trombone

Mouthpiece

Piece of paper

Standards:

Standard 2: Instrumental Performance

Standard 8: Music and Other Disciplines

Teaching the student how their air can support their breathing can be related to Health/Sciences

Objectives:

To teach the student how to properly put together instrument pieces together

To teach the student how to properly address embouchure to achieve a proper sound from the instrument

Previous general music classes should help student to succeed

Learning Activities:

Teach student how to put the trombone pieces together

Grab slide with right hand; careful to note that the slide does not come apart.

Grab bell section with left hand and put the two sections together.

Put trombone down gently so that only the lead pipe and bell are touching the floor.

Teach student about their embouchure

Bring jaw forward so that teeth are pretty much aligned with a small space between.

Put lips in natural fall position when closed then have student tighten the corners of their mouth while making sure it is not too much by pulling into a smile.

Hold piece of paper about a foot away and have student say “too” hard enough to get the paper to fold back and keep the “oo” going until air runs out. Continue this a few times.

Try buzzing on a mouthpiece

Make sure the student forms embouchure before placing mouthpiece to mouth so that they do not form lips to inside of mouthpiece

Have student say “m” (keep it short)

Have student say “m” and then blow fast air

Have student say “m” and put mouthpiece to face

Have student say “m” put mouthpiece to face and then blow fast air through mouthpiece

***Faster air = buzzing

Teach student how to hold trombone

Posture

Sit on edge of seat, back straight, feet flat on floor

Explain why this posture will help the student in getting enough air than if the student is slouched over in their chair, not allowing for proper air support.

Bell on left side, mouthpiece on right side

Left hand thumb on crossbar, pointer finger up by mouthpiece, pinky holding slide shut in case lock isn’t locked correctly

Never trust the slide lock.

With the right hand make a “Spock signal” (first two fingers together, pinky and ring finger together) and put slide in the space between the two sets of fingers. Lightly grasp slide crossbar with RH thumb and first two fingers.

Have student try to play (just like with buzzing mouthpiece in step 2) and see what note comes out (generally will be a B-flat or F). Try to find that fundamental note in first position.

Tach slide positions if time allows

Assessment:

Was the student able to achieve a sound on the mouthpiece with the directions being given?

Did the student understand how air support will help with sound?

How did the student feel they progressed (if at all?)

Reflection:

Went pretty well during the teaching process aside from I think I tried to cover too much at one time so I did not get to all of the learning activities planned.

I should have broken this lesson up into two different lessons.