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  • A.

    Daily Objectives

    • 1.

      Concept Objectives

      • a.

        The students will become familiar with the brass family of the orchestra.

      • b.

        The students will understand how the sound is produced on the brass instruments.


Lesson Content

      • a.

        Learn about the brass family: trumpet, trombone, French horn, and tuba.

    • 3.

      Skill Objectives

      • a.

        Identify by sight and sound the brass instruments.

      • b.

        Discover how the sound is produced in the brass instruments.

      • c.

        Discover how to change the intensity of the sound.

  • B.


    • 1.

      Posters of instrument families

    • 2.

      Posters of individual brass instruments

    • 3.

      CD or tape player

    • 4.

      The brass section of the orchestra seating puzzle (Appendix A)

    • 5.

      Available brass instruments (to show only)

    • 6.

      “Meet the Symphony” rap (from Schoolhouse Rap CD) printed paper, and CD

    • 7.

      Music examples: “Seventy Six Trombones” from “The Music Man,” by Meredith Wilson and “The William Tell Overture,” finale, by Rossini

  • C.

    Key Vocabulary

    • 1.

      Brass instruments - wind instruments made of coiled tubes of metal with a cupped mouthpiece such as: trumpet, trombone, French horn, and tuba.

    • 2.

      Cupped mouthpiece - shaped opening, against which the player must adjust the shape of his lips and air pressure to produce a sound.

    • 3.

      Valves - keys or levers that lengthen the distance the air must travel in the instrument.

    • 4.

      Slide - the two-foot section that moves back and forth in the trombone to change the length of the tube with changes the pitch

    • 5.

      Orchestra - symphony - interchangeable words to mean a large group of instruments playing together

  • D.


    • 1.

      Review the posters of the instrument families.

    • 2.

      Display the posters of individual brass instruments.

    • 3.

      Describe the brass instruments, why they are grouped together in this family and why they are in the back of the orchestra. (they are louder, higher intensity)

    • 4.

      Add the brass section to the orchestra puzzle.

    • 5.

      Demonstrate how the sound is produced on the brass instruments.

    • 6.

      Ask the students to ‘buzz’ their lips (like a ‘raspberry’).

    • 7.

      Explain how pitch changes in the different instruments - mouthpiece (change lips), valves and slide. (changes length of tube)

    • 8.

      Why are these instruments grouped together in a family? (cupped mouthpiece)

    • 9.

      Which brass instrument plays the highest sound? (trumpet) Why? (smallest)

    • 10.

      Which brass instrument plays the lowest sound? (tuba) Why? (largest)

    • 11.

      Lead the students in keeping the beat and playing the trombone while listening to “Seventy Six Trombones” from The Music Man.

    • 12.

      Explain the ‘brassy’ sound of the trumpet by playing “The William Tell Overture” Finale.

    • 13.

      Why are there only a few brass instruments in the orchestra? (louder sound)

    • 14.

      Pass out the words to “Meet the Symphony” Rap.

    • 15.

      Play the entire song once.

The Music-Science Connection, Music (Gr. 3)

2002 Core Knowledge® Conference


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