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Sousa the March King Composercomposer:::: Arr Title ::: Sousa The March king ComposerComposer:::: arr. Larry Clark PublisherPublisher:::: Warner Brothers Performance TimeTime:::: 3:30 GradeGrade:::: 2 Basic Ranges: Keys: Tempos: = 120 Time Signatures: Style: March Notes: Sousa the March King is a medley of four different Sousa marches: High School Cadets, El Capitan, The Thunderer and Stars And Stripes Forever. Percussion Needs: Bass Drum, Snare Drum, Timpani, Bells, Crash Cymbals, Triangle. Teaching Concepts: This piece is an excellent choice for teaching students about John Philip Sousa and the nature of marches. Students can learn to play in a march style and associated syncopated rhythms. 38 Piece Sousa The March King Students will gain an understanding about John Philip Sousa and Objectives why he is important to concert bands today. Students will learn syncopation. MusicMusic: 2, 5, 8, 9 Social StudiesStudies:7.3, 8.4, Math: 7.1 English Standards Language Arts: 7.1 Sousa the March King student handout, Sousa The March King Materials sheet music, instruments, pencils 1. The class will read the background information handout Rehearsal about the music. a. Ask students if any of them have heard of Sousa Schedule b. If so, what do they know about him? 2. Students will have sheet music and the Exercises handout for Sousa The March King out on their stands. Ask Students what key the piece is in. Answer – Eb and Bb. Play the Eb and Bb Major Scale exercises on the handout. 3. Students will count and clap rhythm patterns A, B, and C. a. When students can count and clap the rhythm patterns correctly have them play each rhythm. b. Be sure to pay close attention to the eighth rest in pattern C. c. Have students look in the band arrangement and find the specific rhythms in their parts. 4. After the students play each rhythm pattern correctly play the melodic sections. 5. After the melodic exercises are performed correctly, have the students locate the melody in the band arrangement. Create a listening map on the board notating what section has the melody at each specific time. 6. Before students sight read the band arrangement, discuss the way Sousa never performed his marches the same way twice. Sight read Sousa the March King. 7. In subsequent lessons experiment with substituting different sections on the melody in each of the four marches. I will constantly listen and critique the students throughout the Assessment rehearsal. I will correct mistakes if they occur. 39 About the Music At the young age of 13 John Philip Sousa’s father, a trombonist, enlisted Sousa as an apprentice in the United States Marine Band. Sousa had already begun violin and music composition lessons by age six and found out he had perfect pitch. In 1880 Sousa became the head conductor of the United States Marine Band. With 136 military marches to his credit it is no wonder why he was nicknamed “The March King”. El Capitan, written in 1896, was Sousa’s first operetta and subsequently his most successful stage work. He wrote the march version of El Capitan several years later. Stars and Stripes Forever was written in 1896 after Sousa had left the Marine Band to form his own band. Sousa and his band were extremely popular as much of their repertoire was considered dance music as well as marches. Sousa’s band was so successful it began to tour outside of the United States . About the Arranger Larry Clark began his musical career teaching public school in the state of Florida. He then served as the Director of Bands at Syracuse University. He has served two publishing companies, first Warner Brothers and now Carl Fischer. Larry Clark has 200+ compositions and arrangements to his credit, many of them are on state festival lists. When Mr. Clark is not composing or arranging he travels around the country performing clinics and guest conducting. 40 Sousa-The March King Exercises Angela Johnson Eb Concert Scale 2 3 4 5 œ œ œ œ ˙ œ œ œ œ Flute b ˙ œ œ œ œ w b & b b 4 nb ˙ Clarinet in B b 4 œ œ œ œ œ œ & b 4 ˙ œ œ œ œ œ œ w n œ œ œ ˙ œ œ œ Alto Sax. 4 œ œ œ œ œ œ # & 4 ˙ w Tenor Sax. 4 œ œ ˙ œ œ & b 4 ˙ œ œ œ œ œ œ œ œ w n 2 3 4 5 Horn in F b n & b 4 œ œ ˙ œ œ b ˙ œ œ œ œ œ œ œ œ w Trumpet in B 4 œ œ ˙ œ œ b & b 4 ˙ œ œ œ œ œ œ œ œ w n œ œ œ ˙ œ œ œ Trombone ? 4 œ œ œ œ œ œ bbb 4 ˙ w nbb Tuba ? b 4 œ œ ˙ œ œ b b b 4 ˙ œ œ œ œ œ œ œ œ w nb 2 3 4 5 Bells b 4 œ œ ˙ œ œ b & b b 4 ˙ œ œ œ œ œ œ œ œ w nb 2 3 4 5 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ Snare Drum 4 ‰Œ ‰Œ ã 4 æ æ J æ æ J ©2008 Sousa-The March King Exercises 2 Bb Concert Scale Pattern A 6 7 8 9 10 11 œ œ œ ˙ œ œ œ Fl. bb ˙ œ œ œ œ œ œ w œ œ œ œ œ œ & J J œ œ œ œ ˙ œ œ œ œ Bb Cl. ˙ œ œ œ œ w œ œ œ œ œ œ & J J A. Sx. # œ œ ˙ œ œ j j & ˙ œ œ œ œ œ œ œ œ w œ œ œ œ œ œ œ œ œ ˙ œ œ œ T. Sx. ˙ œ œ œ œ œ œ w œ œ œ œ œ œ & J J 6 7 8 9 10 11 Hn. œ œ ˙ œ œ j j & b ˙ œ œ œ œ œ œ œ œ w œ œ œ œ œ œ Bb Tpt. œ œ ˙ œ œ j j & ˙ œ œ œ œ œ œ œ œ w œ œ œ œ œ œ Tbn. œ œ ˙ œ œ j j ? bb ˙ œ œ œ œ œ œ œ œ w œ œ œ œ œ œ Tuba ? b b œ œ œ ˙ œ œ œ j j ˙ œ œ œ œ œ œ w œ œ œ œ œ œ 6 7 8 9 10 11 Bls. b & b œ œ œ ˙ œ œ œ j j ˙ œ œ œ œ œ œ w œ œ œ œ œ œ 6 7 8 9 10 11 œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ S.Dr. ‰Œ ‰Œ ã æ æ J æ æ J J J Sousa-The March King Exercises 3 12 13 Pattern B 14 15 Pattern C 16 17 Fl. bb œ œ œ œ œ ‰ Œ œ œ œ œ œ œ œ Œ Ó ˙ œ œ œ œ œ ‰ œ œ œ ˙ Ó & J J J J J Bb Cl. œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ & J ‰Œ J J J J ŒÓ ‰ Ó A. Sx. # j j j j j & œ œ œ œ œ ‰Œ œ œ œ œ œ œ œ ŒÓ ˙ œ œ œ œ œ ‰ œ œ œ ˙ Ó T. Sx. œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ & J ‰Œ J J J J ŒÓ ‰ Ó 12 13 14 15 16 17 Hn. j j j j j & b œ œ œ œ œ ‰Œ œ œ œ œ œ œ œ ŒÓ ˙ œ œ œ œ œ ‰ œ œ œ ˙ Ó Bb Tpt. j‰Œ j j j j ŒÓ ‰ Ó & œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ Tbn. j j j j j ? bb œ œ œ œ œ ‰Œ œ œ œ œ œ œ œ ŒÓ ˙ œ œ œ œ œ ‰ œ œ œ ˙ Ó Tuba ? bb j‰Œ j j j j ŒÓ ‰ Ó œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ 12 13 14 15 16 17 Bls. b & b j‰Œ j j j j ŒÓ ‰ Ó œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ 12 13 14 15 16 17 œ œ œ œ œ œ œ œ œ œ œ œ ˙ œ œ œ œ œ œ œ œ ˙ S.Dr. ã J ‰Œ J J J J ŒÓ ‰ Ó "High School Cadets" Sousa-The March King Exercises 4 18 19 20 21 22 b œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ Fl. & b œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ B Cl. œ œ œ œ œ œ œ œ œ œ œ b & œ œ œ A. Sx. # œ œ œ œ œ œ œ & œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ œ T.
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