FOCUS SKILL
- physical position of sitting or standing to play the trombone
- breathing techniques
- buzz builders and basics
- slide
- intonation
- technical performance

ESSENTIAL QUESTIONS:
Through these planned experiences, learners will explore and make decisions about music ensemble playing with these guiding questions:
- How do performers select repertoire? 
- How do musicians improve the quality of their performance?
- When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response? 
- How do we discern the musical creators’ and performers’ expressive intent? 
- How do musicians make meaningful connections to creating, performing, and responding? 

COURSE EXPERIENCE
- learners will play 45% of the time or more
- the course will be lead off mute and learners will be guided to self-assess and self-correct against the performance guidance. Ultimately, learners will need to choose their own healthful performance decisions.
-  the teacher will play the trombone with students as one example
- learners are invited to showcase skills as an example when appropriate to the topic of the lesson for the day as listed in the syllabus

TEACHER APPROACH
- the first weeks of the class is a heavy teacher-driven class as it is for beginners who are seeking to learn how to perform
- all activities are participatory by the individual
- by the end of the class, it is expected learners will be sharing ideas, experiences, and their gained skills on the trombone

REQUIRED MATERIALS
Learners at this level are asked to purchase a book.