Brittany

Barry
Gettysburg Area High School
HS Concert Band

Warm-Up & Rehearsal Monday, February 6th, 2017

Essential Question: How can can we use historical context and lyrics to make interpretations
and choices about a piece of music to convey the same ideas and messages?

I. National Standards
Cr1.E.Ia Compose and improvise ideas for melodies, rhythmic passages, and
arrangements for specific purposes that reflect characteristic(s) of music from a
variety of historical periods.
Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how
compositional devices employed and theoretical and structural aspects of
musical works impact and inform prepared or improvised performances.
Pr4.3.E.Ia Demonstrate an understanding of context in varied repertoire of music
through prepared and improvised performances.
Pr5.3.E.Ia Develop strategies to address expressive challenges in a varied
repertoire of music, and evaluate their success using feedback from ensemble
peers and other sources to refine performances.
Pr6.1.E.Ia Demonstrate attention to technical accuracy and expressive qualities
in prepared and improvised performances of a varied repertoire of music
representing diverse cultures, styles, and genres.
Pr6.1.E.Ib Demonstrate an understanding of expressive intent by connecting
with an audience through prepared and improvised performances.
Re7.2.E.IA Explain how the analysis of passages and understanding the way the
elements of music are manipulated inform the response to music.
Re8.1.E.Ia Explain and support interpretations of the expressive intent and
meaning of musical works, citing evidence the treatment of the elements of
music, contexts, (when appropriate) the setting of the text, and personal
research.
Cn11.0.T.Ia Demonstrate understanding of relationships between music and the
other arts, other disciplines, varied contexts, and daily life.

II. Learning Outcomes
SW play mm. 82-end of Loch Lomond following the written expressive markings
SW read the historical context and listen to a vocal version of Loch Lomond and
make suggestions on how to perform more expressively
SW implement their suggestions and perform mm. 82-end more meaningfully



 III. Materials
Great Warm-Ups for Advancing Bands (Pearson)
Loch Lomond (Ticheli)
Copies of historical context lyrics from score for students
GAHS writing prompt handout
Recording of Loch Lomond vocal version
o https://www.youtube.com/watch?v=XTynUOG1BMc

IV. Procedures
1) SW take out their Warm-Up exercises
a. Tune from tubas up
b. Bb Major Balance Builder
2) Loch Lomond mm. 82-90
a. Review past work with Loch Lomond melody and Danny Boy countermelody
b. Focusing attention to ensemble balance
3) Mm. 90-98
a. Rehearse new spot with added voices on melody and countermelody
b. Show/explain subdivision of rit. In m. 93
c. Sixteenth note rhythm in m.91 and m.95 if it is a problem
4) Mm. 98-end
a. Triplet rhythm, dynamics, release
5) Listening/Writing Activity
a. Teacher will read the historical context of Loch Lomond from the score while
students read along
b. Teacher will play vocal arrangement of Loch Lomond while students read
along with lyrics
c. Students will complete the writing prompt
d. Students will share some of their ideas of how to musically enhance their
performance of Loch Lomond
6) Ensemble will tune again (pending time) and play through mm. 82-end
implementing student suggestions

V. Assessment
TW assess students performance of expressive markings in mm.82-end by
aurally assessing their performance
TW assess students musical interpretation and use of terms by reviewing their
constructed responses
TW assess students application of expressive tools by aurally assessing their
second performance of mm. 82-end

VI. Continued Learning
Review past work mm.12-28, look over transition into mm. 39-55
Balancing and tuning on duets and exposed parts mm. 58-82 (pull-out work)
 Rehearsal and balancing mm. 82-end
Play through of entire piece

VII. Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code. Brittany N. Barry

 BAND MODULE 3

CONSTRUCTED-RESPONSE QUESTION: NAME:_____________________________

1) Having read the historical context context of Loch Lomond and listened to the lyrical
version, what moods or ideas are meant to be conveyed by this folksong?
2) How can we transfer those ideas to our performance of Loch Lomond without the use of
words or lyrics? Using tempo, dynamics, articulation, style, rhythm, etc. explain how we can
convey the message and meaning of Loch Lomond. Be specific.

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