Allison Hopper MUSE 355December 9, 2015Curriculum Project

Middle School Band Literature

Fall Concert: Intermediate Band:

1. Title: Falcon FanfareComposer: Brain Balmages Publisher: FJH Music Company Inc. Grade Level: 1Key: F Major Time Signature: 4/4Rhythmic Challenges: Syncopation: Tied Eighth Note Figures, Musical Concepts: Cluster Chords, Tonality, & Full Spectrum of DynamicsGreat concert opener.

2. Title: Alpine MeadowComposer: Steve HodgesPublisher: Alfred Music Publishing Grade Level: 1Key: Eb Major and Bb Major Time Signature: 4/4Rhythmic Challenges: Lyrical Eighth NotesMusical Concepts: Phrasing, Ensemble Listening, Modulation

3. Title: Abandoned Treasure Hunt Composer: Rob Grice Publisher: C. L. Barnhouse Company Grade Level: 1.5Key: G Minor Time Signature: 4/4 & 3/4 Rhythmic Challenges: Sixteenth-Sixteenth Eighth RhythmMusical Concepts: Articulation (Accented & Tenuto), Minor Scales, Extended Dynamic Range. Programmatic Piece.

Advanced Band: 1. Title: New Era Fanfare

Composer: Randall StandridgePublisher: Grand Mesa Music Grade Level: 1Key: Ab Major Time Signature: 4/4

Rhythmic Challenges: Syncopation, Sixteenth-Sixteenth-Eighth Rhythm, Tied Eighth NotesMusical Concepts: Syncopation & Style: Articulation.Must have synthesizer part to be performed.

2. Title: Brandenburg Gate (German March)Composer: Johnnie VinsonPublisher: Hal Leonard CorporationGrade Level: 1Key: Bb MajorTime Signature: 2/4Rhythmic Challenges: Eighth-Sixteenth-Sixteenth Rhythm, Dotted Eighth-Sixteenth Rhythm, Eighth Rest Sixteenth-Sixteenth RhythmMusical Concepts: German March Style (In comparison to American March Style), Dotted Eighth Rhythms, & Contrasting Musical Styles. CMP Unit on Germany.

3. Title: Good Night, Dear HeartComposer: Dan Forrest & C. Alan Publisher: McClaren Productions Grade Level: 1.5Key: Bb MajorTime Signature: 4/4Rhythmic Challenges: Subdividing Through the Slow Tempo. Musical Concepts: Ensemble Listening: Balance & Blend, Intonation, Portraying Choral Qualities Through Instrumental Performance, Vibrato & Rubato. Flute, Clarinet, and Oboe Solo. Percussion Feature. Based on a Choral Work.

Holiday Concert: Beginning Band

1. Title: Christmas FunComposer: John O’ ReillyPublisher: Alfred Music Publishing Grade Level: 1Key: Eb Major Time Signature: 4/4Rhythmic Challenges: Quarter Notes, Half Notes, & Eighth Notes. Musical Concepts: Dynamics and Style.

2. Title: Hallelujah Chorus Composer: George Frideric Handel/ arr. Timothy Loest Publisher: FJH Music Company Inc. Grade Level: 1Key: Bb MajorTime Signature: 4/4Rhythmic Challenges: Quarter Notes, Half Notes, & Eighth Notes.

Musical Concepts: Notation: Molto Ritardando & Caesura, Dynamics: Mezzo-Forte Mezzo-Piano, Eighth Notes (Subdivision) CMP Unit on Handel.

3. Title: In Time for the Holidays Composer: Bill Calhoun Publisher: Carl Fisher LLCGrade Level: .5Key: Bb MajorTime Signature: 4/4Rhythmic Challenges: Whole Notes, Half Notes, and Quarter Notes. Musical Concepts: Articulations: Tenuto, Staccato, & Accented.

Intermediate Band1. Title: African Bell Carol

Arranger: Traditional/ arr. Robert W. SmithPublisher: Alfred Publishing Company Grade Level: 1Key: G Minor Time Signature: 3/4 in 1Rhythmic Challenges: Quarter-Eighth-Eighth-Quarter Rhythm in 1, Percussion Features Musical Concepts: Subdivision and Rhythms in 1, Texture, Arrangements: Style & Influences, & Walking Bass (Lament Bass).Unit on African Percussion Instruments.

2. Title: A Christmas Auld Lang SyneComposer: Traditional/ arr. James Swearingen Publisher: C. L. Barnhouse CompanyGrade Level: 2Key: F Major & Bb MajorTime Signature: 3/4, 4/4, 2/4 Rhythmic Challenges: Eighth-Sixteenth-Sixteenth Rhythm, Lyrical Style RhythmsMusical Concepts: Suspensions at Cadence Points, Cadences, Ensemble Balance and Blend, Conductor’s Pause, & Molto Ritardando.Euphonium & Trumpet Solos.

3. Title: The Kings of Swing (Based on We Three Kings) Composer: John Henry Hopkins, Jr./ arr. Michael StoryPublisher: Alfred Music Publishing Belwin Division Grade Level: 1Key: C Minor & D Minor Time Signature: 3/4Rhythmic Challenges: Swing Style Rhythm, Musical Concepts: Swing Style, Jazz Style Articulations, Forte-Piano, Minor ModesCMP Unit on the Development of Jazz.

Advanced Band1. Title: A Christmas Fantasy

Composer: Traditional/ arr. Roland BarrenttPublisher: Alfred Music Publishing Belwin Division Grade Level: 2Key: F Major Time Signature: 4/4, 3/4, 2/4Rhythmic Challenges: Dotted Eighth-Sixteenth Rhythm, Dotted Eighth Rest-Sixteenth Rhythm. Musical Concepts: Dotted Rests, Style, & Basic Counterpoint. Arrangment of “Joy to the World,” “What Child is This,” “The Twelve Days of Christmas,” & “Angels We Have Heard on High.”

2. Title: Fantasy on a Burgundian Carol (Patapan)Composer: Bernard de La Monnoye/ Arr. Michael Story Publisher: Alfred Music Publishing Belwin Division Grade Level: 2.5Key: D MinorTime Signature: 4/4Rhythmic Challenges: Sixteenth Notes & Eighth-Sixteenth-Sixteenth RhythmMusical Concepts: Texture, Playing Independently, Accelerando, Minor Tonality, Tonal Areas, & Style. Flute Solo, Euphonium Solo, & Saxophone Section Feature. Arrangement of the French Christmas Carol “Patapan.”

3. Title: A Noel Night (O Holy Night) Composer: Traditional/ arr. Robert W. SmithPublisher: C. L. Barnhouse Company Grade Level: 1.5Key: Bb Major & G MinorTime Signature: 4/4 & 2/4 Rhythmic Challenges: Quarter Note TripletsMusical Concepts: Vibrato, Rubato, Phrasing, Quarter Note Triplets, & Emotional Sensitivity.

Trumpet Solo. Each section of the ensemble is featured.

Festival & Clinic:Intermediate Band:

1. Title: Black Forest OvertureComposer: Michael Sweeney Publisher: Hal Leonard Corporation Grade Level: 2Key: F MinorTime Signature: 4/4Rhythmic Challenges: Dotted Rhythms & Quick Eighth Notes (Subdivision)

Musical Concepts: Accents, Harmony (Contemporary), & DynamicsHigh-energy.

2. Title: Ye Banks BraesComposer: Charles Miller/ arr. StrommenPublisher: Alfred Publishing Belwin Division Grade Level: 1.5Key: Eb Major & F MajorTime Signature: 3/4Rhythmic Challenges: Subdivision Through the Slow Tempo. Musical Concepts: Phrasing, Folk Song Style, Rubato, Ensemble Listening. Based on a Scottish Folk Song. CMP Unit on Scottish Folk Songs.

3. Title: Starscapes Composer: Brain BalmagesPublisher: FJH Music Company Inc. Grade Level: 1.5Key: Bb Major, Eb Major, & F Major Time Signature: 4/4, 2/4, & 3/4 Rhythmic Challenges: Dotted Eighth Sixteenth Rhythm.Musical Concepts: Tempo Fluctuations (Subdividing), Articulation, Three Distinct Musicals Style

Programmatic work based on the constellations Orion, Draco, & Pegasus.

Advanced Band:1. Title: High School Cadets

Composer: John Philip Sousa/ arr. Andrew BalentPublisher: Carl Fischer Grade Level: 2Key: Bb Major & Eb MajorTime Signature: Cut TimeRhythmic Challenges: Dotted Quarter Rhythm, Grace Notes, SyncopationMusical Concepts: Sousa March Style (Articulations), Grace Notes, Chromaticism, & Syncopation.

2. Title: Whither Must I Wander? Composer: Ralph Vaughn Williams/ arr. James Swearingen Publisher: C. L. Barnhouse CompanyGrade Level: 2.5Key: Eb Major & F Major Time Signature: 4/4Rhythmic Challenges: Sixteenth Notes, Dotted Eighth-Sixteenth Rhythm, Eighth- Sixteenth-Sixteenth Rhythm.Musical Concepts: Phrasing, Rubato, Conductor’s Pause, Soloist Style, Dynamic and Articulation Sensitivity, Portraying Text through Instrumental Performance.

3. Title: Shipwrecked Composer: Ryan Nowlin Publisher: Neil A. Kjos Music Company Grade Level: 2Key: F Minor & F Major Time Signature: 4/4 & Cut TimeRhythmic Challenges: Eighth Rest-Eighth Note-Eighth Note Rhythm, Diverse Eighth Note Groupings Musical Concepts: Ostinato, Body Percussion, Style (Articulation), & Parallel Keys.

Programmatic and high-energy.

Spring Concert: Beginning Band:

1. Title: American Patrol Composer: F. W. Meacham/ arr. Huckeby Publisher: C. L. Barnhouse CompanyGrade Level: 1.5 Keys: Eb Major & F Major Time Signature: 4/4Rhythmic Challenges: Triplets, Groupings of Four Eighth Notes, Dotted Quarter Notes Musical Concepts: March Style, Triplets, Extremes of the Dynamic Range, & Accidentals. Originally written for piano. Flex instrumentation.

2. Title: A Canadian Trilogy Composer: Steve Hodges Publisher: Alfred Music PublishingGrade Level: 1.5Key: F Major Time Signature: 3/4, Cut TimeRhythmic Challenges: Dotted Half Notes, Sixteenth NotesMusical Concepts: Style, Cut Time, & Sixteenth Notes.Three distinct musical styles.

3. Title: Imperium Composer: Michael SweeneyPublisher: Hal Leonard Corporation Grade Level: 1Key: Eb Major Time Signature: 4/4Rhythmic Challenges: Sixteenth Notes Musical Concepts: Contemporary Harmony (Music History), Ostinato, & Orchestration.Flex instrumentation.

Intermediate Band:1. Title: Sandcastle Sketches

Composer: Robert Sheldon Publisher: C. L. Barnhouse Grade Level: 2Key: Bb Major & F Major Time Signature: 4/4 & 3/4Rhythmic Challenges: Dotted Eighth – Sixteenth, Dotted Quarters, Sixteenth Notes, & Trills.Musical Concepts: Style: March versus Legato & Musical Path: Da Capo

2. Title: C141 Starlifter Composer: Randall D. SrandridgePublisher: Grand Mesa Music Grade Level: 2Key: F Major Time Signature: 3/4, 4/4, 5/4Rhythmic Challenges: Sixteenth Notes, Changing Groupings of Eighth Notes within a Measure, Syncopation, Dotted Quarter Notes Musical Concepts: 5/4 Meter, Meter Changes, Style: Storytelling, & Groupings of Notes.Inspired by the Air Force C-141 aircraft. Portrays its assent into the clouds.

3. Title: British Isles Suite Arranger: Larry DaehnPublisher: Daehn Publications Grade Level: 2Key: F MajorTime Signature: 4/4Rhythmic Challenges: Sixteenth Notes Musical Concepts: Folk Song Style & Ensemble Listening: Balance & Blend.Contains arrangements of 3 British Isle Folk Tunes. Great for a CMP Unit.

Advanced Band: 1. Title: Adrenaline Engines

Composer: Randall D. Standridge Publisher: Grand Mesa Music Grade Level: 1.5Key: F Major & Ab MajorTime Signature: 4/4, 2/4Rhythmic Challenges: Eighth Notes with Various Articulation Markings Musical Concepts: Meter Changes, Subdivision, Marcatto Accents (Aritcualitons), & Playing in the key of Ab Major.High energy concert-opener.

2. Title: DreamsComposer: Robert W. Smith Publisher: C. L. Barnhouse Company Grade Level: 2.5Key: Bb Major Time Signature: 4/4, 2/4, & 3/4 Rhythmic Challenges: Slow 6-let & Triplets. Musical Concepts: Rubato, Phrasing, Soloist Playing Style, & Mood.Horn, Trumpet, & Clarinet Solos.

3. Title: A Sousa Portrait Composer: John Philip Sousa/ arr. Robert Foster Publisher: Wingert-Jones Publications Grade Level: 3Key: Ab Major, Eb Major, Bb Major Time Signature: 4/4, 6/8, 2/4, Cut Time Rhythmic Challenges: Complex Meter versus Simple Meter, Eighth Note Subdivisions, & Dotted Eighth-Sixteenth Musical Concepts: Sousa March Style & Complex versus Simple Meter.Invite a member of the faculty or administration to perform the narration. CMP Unit on Sousa.

Middle School String Orchestra Literature

1. Title: African Blessing Composer: Deborah Baker Monday Publisher: Kendor Music, Inc.Grade Level: 1Concert: Fall Concert for Intermediate String Orchestra & Spring Concert for Beginning String Orchestra

2. Title: The 12 Musical Days of Christmas Composer: Traditional/Deborah Baker MondayPublisher: Highland/Etling Publishing Grade Level: 1Concert: Holiday Concert for Intermediate String Orchestra

3. Title: A Bach Fest Composer: Johann Sebastian Bach/ arr. Bob PhillipsPublisher: Alfred Music Publishing Grade Level: 1Concert: Fall Concert for Intermediate String Orchestra & Spring Concert for Beginning String Orchestra

4. Title: Dragonhunter Composer: Richard MeyerPublisher: Alfred Music Publishing Grade Level: .5 Concert: Holiday Concert for Beginning String Orchestra

5. Title: Rosin Eating Zombies from Outer Space Composer: Richard Meyer Publisher: Alfred Music Publishing Grade Level: 2

Concert: Spring Concert for Intermediate String Orchestra

Literature Assessment: “A Sousa Portrait” Program Note Assignment

For the final piece on our Spring Concert, “A Sousa Portrait,” you must create a program note. The goal of the program note is to explain the piece to our audience in a meaningful and brief way. The program note should be 300-500 words and contain:

The name of the piece The names of the composer & arranger The years of birth and death for the composer The name of each of the themes The description of the path of the piece (ex. Which theme is first? Which theme is next?

Etc.) A description of an important musical motive for each theme (ex. The flute’s melody in

“The Stars in Stripes Forever”) Your description of the mood for each of the four themes Your explanation of why the composer is important to American music Two other aspects of this piece (ex. Is there narration? Who wrote the text?)

To complete this project, you must find 2 online sources. List the websites at the end of your program note; they will not contribute to the word count. Please do not use Wikipedia as one of your listed sources. Look for online resources ending with .org & .net.

Due Date: April 5 th

Program Note Rubric:

Points: 0 .5 1Name of Piece Does Not Mention

Name of PieceIncludes Name, but with Spelling/Grammar Mistakes

Clearly Presents Name of Piece

Names of the Composer & Arranger

Does Not Mention Names of the Composer & Arranger

Includes Names, but with Spelling/Grammar Mistakes

Clearly Presents Names of Composer & Arranger

Years of Birth & Death of the Composer

Does Not Mention Years of Birth & Death

Includes Years, but with Does Not Present Them Clearly

Clearly Presents Years of Birth & Death

Name of Each Theme Does Not Mention the Name of Each Theme

Includes Names but with Spelling/Grammar Mistakes

Clearly Presents the Name of Each Theme

Description of Musical Path

Does Not Describe the Musical Path

Includes a Description that is Incorrect or contains Spelling/Grammar Mistakes

Clearly Presents a Description of the Musical Path

Description of Musical Motives

Does Not Describe the Musical Motives

Includes a Description for 1-3 Musical Motives or contains Spelling/Grammar Mistakes

Clearly Describes a Musical Motive from the Four Themes

Description of Moods for the Themes

Does Not Describe the Moods

Includes a Description for 1-3 Moods or contains Spelling/Grammar Mistakes

Clearly Describes a Mood for Each Theme

Importance of Composer to American Music

Does Not Discuss the Importance of the Composer

Discuss the Importance but with Spelling/Grammar Mistakes

Clearly Discusses the Importance of the Composer

Additional Aspects Does Not List Additional Aspects

Lists Another Aspect or Lists Two but with Spelling/Grammar Mistakes

Clearly Lists Two Other Aspects

Websites Does Not List Any Websites

Lists One Website that is not Wikipedia

Lists Two Websites that are not Wikipedia

Total: /10Comments:

Comprehensive Musicianship Project: Student HandoutsFrench Christmas Carols

French Christmas carols, such as “Papatan,” originated in the 15th century as part of liturgical drama. Liturgical dramas are sacred, or related to religious services, and performed before the beginning of the Catholic Mass. Liturgical dramas contain different text and music than the usual Catholic services. The music of the liturgical drama was simple, repetitive, and had parts for individual characters. As the music of the liturgical drama became popular, families began to perform the songs in their homes as a form of entertainment.

The first historically recorded performance of a French Christmas carol is on Christmas Day in 1535: “Ça, Bergers, assemblons nous” or “The Shephards Assemble” was sung aboard Jacques Cartier’s ship.

The first collection of French Christmas carols, “La Grande Bible des Noëls” was published in 1554.

“Patapan” “Patapan” is a French Christmas carol composed by Bernard de La Monnoye (1641-1728), first published around 1700. The text was initially written in Burgundian, a dialect which originates from Burgundy. Burgundy is an historical region of east-central France.

The original title of the carol is “Guillo, Pran Ton Tamborin” or “Willie, Bring Your Little Drum.” The subject of the carol is the birth of Jesus Christ: shepherds celebrate his birth by playing flutes and drums.

The modern title is a result of the onomatopoetic—onomatopoeia used in poetry—sound of the flutes and drums. “Pa-ta-pan” mimics the sound of drums and “tru-re-lu-re-lu” mimics the sound of flutes.

Modern arrangements of this carol include “Fantasy on a Burgundian Carol” by Michael Story & “Patapan” by Mannheim Steamroller.

Burgundian Lyrics Guillô, pran ton tamborin;Toi, pran tai fleúte, Rôbin!Au son de cé instruman,Turelurelu, patapatapan,Au son de cé instrumanJe diron Noei gaiman

C’ étó lai môde autrefoiDe loüé le Roi dé Roi,Au son de cés instruman,Turelurelu, patapatapan,Au son de cés instruman,Ai nos an fau faire autan.

L’homme et Dei son pu d’aicorQue lai fleúte & le tambor.Au son de cés instruman,Turelurelu, patapatapan,Au son de cés instruman,Chanton, danson, sautons-an.

English Lyrics Willie, take your little drum, Robin take your flute and come!When we hear the right we will sing Noel this night,When we hear the fife and drum, Christmas should be frolicsome.

Thus the men of olden days for the King of Kings to praise,When they heard the fife and drum, ture-lure-lu, pata-pata-pan,When they hear the fife and drum, sure, our children won't be dumb.

God and man are now become more at one than fife and drum.When you hear the fife and drum, ture-lure-lu, pata-pata-pan,When you hear the fife and drum, dance and make the village hum.

French Christmas Carol Project Ideas: Directions: The project is due in class on December 1st. You may choose a project from the following list or create your own. If you choose to create your own, you must ask approval from Ms. Hopper.

1. Write your own lyrics to “Patapan” that describe an aspect of the Holidays that are important to you. Write a 200-word essay on how you connected your text to the music and why the subject of your lyrics is important to you.

2. Research 2 other traditional French Christmas carols. Write a 400-word essay describing each carol (composer, language, subject), its modern interpretations, and distinct musical aspects (ex. Onomatopoetic sound). Cite at least three online sources (not Wikipedia) at the end of your essay.

3. Learn another traditional French Christmas carol (in English) and record yourself singing it. Write a 200-word essay describing the carol (composer, language, subject) and your musical opinion of it.

4. Create a poem using onomatopoeia that relates to the music of our Christmas Concert. The poem should be at least 10 lines long and can use whatever poetic form you choose. Write a 200-word essay describing your use of onomatopoeia and how it relates to the music of our Christmas Concert.

5. Create a 12” by 12” collage to represent “Patapan.” Write a 200-word essay that explains how you collage represents “Patapan.”

6. What type of project do you want to do? Be creative!Projects will be graded on: understanding of content, effort, creativity, spelling, grammar, and timeliness.

Rubric: Points: 0 5 10Understanding of Content Project contains

many errorsProject contains 1-5 content errors.

Project clearly displays evidence of understanding. No content errors.

Effort Project lacks basic level of effort

Project displays some effort

Project displays clear effort

Creativity Project is not unique or original and lacks in planning

Project displays some uniqueness, but lacks in planning

Project displays uniqueness, originality, and good planning

Spelling/Grammar/Timeliness Project contains many spelling/grammar errors &/or was turned in late

Project has some spelling/grammar errors or was turned in late

Project has no spelling/grammar errors and was turned in on time

Comprehensive Musicianship Project Focus/Lesson Plans:

Focus: The focus of this Comprehensive Musicianship Project is the history of French Christmas carols and the carol “Patapan”. “Fantasy on a Burgundian Carol” by Michael Story, played by the Advanced Band during the Christmas Concert, is an arrangement of “Patapan.” The class will be discussing French Christmas carols & “Patapan” to better understand and perform Fantasy on a Burgundian Carol” by Michael Story.

Lesson Plan Day 1 :

Concept: Mood/Subject of “Patapan” & “Fantasy on a Burgundian Carol.”

Objectives: Using prior knowledge, students will play F Major and D Minor scales with success. With teacher guidance, students will complete a tonal audiation exercise to teacher’s

satisfaction. With teacher guidance, students will play mm.1-23 in “Fantasy on a Burgundian Carol”

with correct notes, rhythms, and performance nuances. With teacher guidance, students will discuss/understand the relationship of French

Christmas carols and “Patapan” to “Fantasy on a Burgundian Carol.” With teacher guidance, students will understand the mood and subject of “Patapan” and

“Fantasy on a Burgundian Carol.”

National Standards: 2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and notating music.7. Evaluating music and music performances.9. Understanding music in relation to history and culture.

Materials: Recording of “Patapan” (https://youtu.be/s5Tk1n0VbeQ), Projector, Students’ daily supplies

Procedure: Recording Discussion: Play recording of “Patapan” as students enter the room. Ask

questions to lead discussion. What were you listening to as you walked in? What language was it? What was the mood of the song? Was anything about it familiar?

Breathing exercise.

Warm-Up: Play F Major & D Minor scales.

Audiation Exercise: Tonal audiation, in the key of D minor, using melodic fragments from the melody of “Fantasy on a Burgunian Carol.”

Repertoire: Play mm.1-23 in “Fantasy on a Burgundian Carol.” Make comments and isolate sections that need improvement.

Discussion: What is a Burgundian carol? Discuss the area of Burgundy and the history of French Christmas carols. Explain Liturgical Dramas and the simplicity of the music.

Relate to Music: Ask students to play mm.1-9. Then play the first 30 seconds of the recording. Are there similarities? Do they two excerpts sound related? Explain that they listened to “Patapan.”

Discussion: Explain the history of “Patapan” and the original title. Project the Burgundian lyrics and the English lyrics on the projector. What is the subject of the song? What is the mood of “Patapan?” How can we portray the subject and mood of “Patapan” in our performance of “Fantasy on a Burgundian Carol?”

Relate to Music: Play mm. 1-23. How did we feel about our performance? Do you think we portrayed the mood of “Patapan?” How did we portray the mood? Offer suggestions to the students: articulation style, accents, lightness, forward motion, &/or dynamics. Play mm. 1-23 again.

Assessment (Informal): 1. While walking around the learning environment, listen for individuals’ level of

achievement. 2. Through questioning, determine content retention and understanding of new material. 3. Determine how the students feel about their performances through informal assessment

and discussion.

Lesson Plan Day 2

Concept: Onomatopoeia in “Patapan” & “Fantasy on a Burgundian Carol.”

Objectives: Using prior knowledge, students will play D natural minor & D harmonic minor scales

with success. With teacher guidance, students will complete a rhythmic audiation exercise to teacher’s

satisfaction. With teacher guidance, students will play mm.1-31 in “Fantasy on a Burgundian Carol”

with correct notes, rhythms, and performance nuances. With teacher guidance, students will understand and identify the onomatopoeia in

“Patapan” & “Fantasy on a Burgundain Carol.”

National Standards: 2. Performing on instruments, alone and with others, a varied repertoire of music.5. Reading and notating music.7. Evaluating music and music performances.

9. Understanding music in relation to history and culture.

Materials: Recording of “Patapan” (https://youtu.be/txkGiu-eT1o) Projector, Student Handout, Whiteboard, Whiteboard markers, Students’ daily supplies

Procedure: Recording Discussion/Review Material: Play second recording of “Patapan” as students

walk in and set up. How is this recording of “Patapan” different than the one yesterday? What type of carol is “Patapan?” What country are Burgundian carols from? What part of the Catholic religious service are French Christmas carols from?

Breathing Exercise.

Warm-Up: Play D natural minor and D harmonic minor.

Audiation Exercise: Rhythmic audiation: quarter sixteenth-sixteenth-eighth quarter sixteenth-sixteenth-eighth. What would the time signature be? How would we notate it? How would be count it? Count through the rhythm twice.

Repertoire: Have students turn to mm.23-32. Raise your hand if the rhythm on the board appears in your music. Isolate flute, oboe, and clarinet in m. 26. Have students count and silent practice then play the measure.

Relate to Music: What is the mood of “Patapan?” What are some of the methods we mentioned yesterday we can use to portray the mood? Play mm. 23-32.

Discussion: Project Burgundian lyrics & English lyrics on the board. Are there any shared lyrics between the translations? (tru-re-lu-re-lu & pa-ta-pa-ta-pan) What do you think these syllables mean? Explain the onomatopoetic sound of the flutes and drums. How do you think these lyrics are translated to the music?

Relate to Music: Play first recording of “Patapan” again, isolating the tru-re-lu-re-lu & pa-ta-pa-ta-pan. Have euphonium, flutes, and clarinets play mm. 27-31. Have the rest of the ensemble raise their hand when they hear tru-re-lu-re-lu & pa-ta-pa-ta-pan.

Relate to Music: What instruments had tru-re-lu-re-lu & pa-ta-pa-ta-pan? Have just flutes and clarinets play mm. 27-31 while the rest of the class keeps a steady beat. What two-beat rhythm portrays the tru-re-lu-re-lu & pa-ta-pa-ta-pan. Write the notation on the board.

Relate to Music: Have flutes and clarinets play mm. 29-30. Does the flute line ascend or descend? Does the clarinet line ascend or descend? Draw the shape of the lines by the notation. Explain how the onomatopoetic sound is a motive of “Fantasy on a Burgundian Carol.”

Repertoire: Play mm. 27-31 with the whole ensemble. Did the tru-re-lu-re-lu & pa-ta-pa-ta-pan sound like a single motive? How can flutes and clarinets make it sound like a single motive? (subdividing, listening, no hesitation, matching style and articulation)

Student Handout: Pass out Student Handout and explain the project.

Relate to Music: How can we portray the mood and subject of “Patapan?” How can we portray the tru-re-lu-re-lu & pa-ta-pa-ta-pan motive? Play mm.1-31.

Assessment: Have students rate their performance on a scale of 1-5.

Assessment (Informal): 1. While walking around the learning environment, listen for individuals’ level of

achievement. 2. Through questioning, determine content retention and understanding of new material. 3. Determine how the students feel about their performances through informal assessment

and discussion.