Introduction
Introduction:
What do a trumpet fanfare, a French horn melody, a trombone glissando, a euphonium solo, and a tuba bass line have in common? They all come from a member of the brass family. But these instruments did not always look or sound the way they do today.
The brass family has changed dramatically over hundreds of years. Instruments that were once used for hunting calls, military signals, religious ceremonies, and royal celebrations eventually became important parts of orchestras, concert bands, marching bands, jazz ensembles, brass bands, and popular music.
Some instruments use valves. One uses a slide. Some have a bright and powerful sound, while others can produce a warm and mellow tone. Each instrument has its own history, famous performers, important compositions, and role within an ensemble.
Now it is your group’s job to become the experts. Your group will investigate one member of the brass family and answer an important question:
How did this instrument develop from its earliest forms into the instrument musicians use today?
At the end of this WebQuest, you will teach the rest of the class about your instrument.
Your Objective:
Your class will be divided into five Brass Research Teams.
Group 1: Trumpet - Your team will investigate the Trumpet.
Group 2: French Horn - Your team will investigate the French Horn.
Group 3: Trombone - Your team will investigate the Trombone.
Group 4: Euphonium / Baritone - Your team will investigate the Euphonium and Baritone.
Group 5: Tuba - Your team will investigate the Tuba.
Each group will create a Brass Family Profile and present its findings to the class.
Task
Task:
Your group must investigate seven areas of your assigned instrument.
1. Origins and Inventor
Research:
- Where did the instrument originate?
- What were its earliest forms?
- Who invented or helped develop the modern version of the instrument?
- When did the modern instrument begin to appear?
- What problem was the instrument designed to solve?
Important: If there is not one clearly identified inventor, explain the different people who contributed to the instrument’s development.
2. First Recorded Use
Find the earliest documented use of your instrument.
Your group should identify:
- Approximate date
- Location
- Who used it
- What it was used for
- What the instrument was called at the time
Then answer:
How was the original use of this instrument different from the way musicians use it today?
3. Landmark Music
Find at least three important pieces of music associated with your instrument.
Your selections should include:
Landmark Piece #1: A significant piece from the instrument’s earlier history.
Landmark Piece #2: A piece that demonstrates the instrument’s importance in an ensemble.
Landmark Piece #3: A piece that demonstrates the instrument as a soloist or featured instrument.
For each piece, record:
- Title
- Composer
- Year
- Ensemble
- What the instrument does in the music
- Why your group believes the piece is important
Listen to each selection when possible.
4. Famous Musicians
Find four famous musicians who have played your instrument.
For each musician, record:
- Name
- Instrument
- Musical genre/area
- Important ensemble, organization, or career achievement
- One important recording, performance, or piece
- Why this musician is important to the history of the instrument
Your four musicians should represent different musical settings when possible.
For example:
- Classical/orchestral
- Concert band
- Jazz
- Solo/chamber music
5. The Instrument in Ensembles
Investigate how your instrument is used in different ensembles.
Your group must research:
Concert Band: What role does the instrument normally play?
Marching Band: How is the instrument used differently when musicians are performing while marching?
Orchestra: What role does the instrument have in an orchestra?
Jazz: How is the instrument used in jazz?
Choose one additional setting:
- Brass band
- Brass quintet
- Military band
- Popular music
- Film music
- Musical theater
Then answer:
Which ensemble uses this instrument differently from the others, and why?
6. The Sound of the Instrument
Listen to recordings of your instrument.
Describe its:
- Range
- Tone color/timbre
- Volume
- Articulation
- Typical role
- Unique techniques
Then complete this sentence: The sound of the ________ is important because…
7. Make a Connection
Your final research question is the most important:
How did the history and design of this instrument influence the music that composers and performers created for it?
Your answer should connect:
HISTORY → DESIGN → SOUND → ENSEMBLE → MUSIC
Do not simply list facts.
Explain the connection.
Process
Process
Step 1 - Join Your Brass Team
Your teacher will assign your group one instrument.
Choose group members’ responsibilities.
Suggested Group Roles:
Historian - Investigates the origin, inventor/development, and first documented use.
Music Researcher - Investigates landmark pieces and composers.
Performer Researcher - Investigates famous musicians and performers.
Ensemble Specialist - Investigates concert band, marching band, orchestra, jazz, and other ensembles.
Technology/Designer - Organizes the presentation and visual materials.
Presenter - Helps prepare and deliver the final presentation.
*!Everyone is responsible for knowing the entire project!*
Step 2 - Research Your Instrument
Use the teacher provided resource links.
Do not begin by randomly searching the entire internet.
Start with the resources provided for your instrument.
As you research, complete the Brass Family Research Guide.
Record information in your own words.
Do not copy and paste entire paragraphs from websites.
Step 3 - Verify Your Information
When you find an important fact, ask:
- Who said it?
- Where did the information come from?
- Does another reliable source support it?
- Is this describing the original instrument or the modern instrument? *This is especially important when researching the inventor and early history of your instrument.
Step 4 - Listen
Your group must listen to at least three musical examples.
While listening, think about:
- What do you hear?
- What is the instrument doing?
- Is it playing melody, harmony, rhythm, or bass?
- Is it featured or supporting another instrument?
- What makes the instrument recognizable?
Record your observations.
Step 5 - Compare
Create a comparison chart showing how your instrument is used in:
|
Ensemble |
Role of Instrument |
Sound/Effect |
| Concert Band | ||
| Marching Band | ||
| Orchestra | ||
| Jazz | ||
| Other |
Then answer:
Why does the role of the instrument change depending on the ensemble?
Step 6 - Create Your Brass Family Profile
Your final product must contain:
Instrument Introduction - Name and picture of your instrument.
Historical Timeline - At least 6 important events.
Inventor/Development - Who invented or helped develop the modern instrument?
First Recorded Use - Earliest documented use.
Landmark Music - At least 3 pieces.
Famous Musicians - At least 5 musicians.
Ensemble Roles - Concert band, marching band, orchestra, jazz, and one additional ensemble.
Listening Examples - At least 3 recordings.
Music Analysis - Explain what you heard.
Final Connection - Explain: How did the development of this instrument affect the music written and performed on it?
Step 7 - Teach the Class
Your group will give a 5-7 minute presentation.
Every member must participate.
Your presentation should teach the class something they did not already know.
Do not simply read your slides.
Your presentation should include:
- Instrument introduction
- History
- Inventor/development
- First recorded use
- Landmark pieces
- Five famous musicians
- Ensemble uses
- Listening examples
- Your group’s final connection
Step 8 - Become the Brass Family
While the other groups present, complete the Brass Family Notes Chart.
You are responsible for learning about all five instruments - not just your group’s instrument.
At the end of the presentations, you should be able to explain:
- One important fact about each instrument
- One famous musician for each instrument
- One important piece for each instrument
- One ensemble where each instrument is commonly used
Evaluation
Evaluation
Your project will be evaluated using the following 100-point student rubric.
|
Category |
Excellent — 4 |
Proficient — 3 |
Developing — 2 |
Beginning — 1 |
Points |
| Historical Research | Thorough and accurate history; clearly explains development | Accurate history with adequate detail | Some important information missing | Limited or inaccurate history | 20 |
| Inventor & First Use | Clearly explains development and earliest documented use | Provides accurate information | Some information missing or unclear | Information is incomplete/inaccurate | 10 |
| Landmark Pieces | 3+ meaningful examples with strong explanations | 3 examples with adequate explanations | Fewer than 3 or limited explanations | Little evidence of research | 15 |
| Famous Musicians | 5 musicians with meaningful contributions explained | 5 musicians identified with basic information | 3–4 musicians or limited information | Fewer than 3 musicians | 10 |
| Ensemble Research | Clearly compares 5 ensemble settings | Explains most ensemble uses | Basic descriptions with limited comparison | Limited ensemble information | 15 |
| Listening & Music Analysis | Thoughtful analysis connects sound to musical function | Identifies musical characteristics and roles | Basic observations | Minimal analysis | 10 |
| Higher-Level Thinking | Makes strong connections between history, design, sound, and music | Makes clear connections | Makes limited connections | Mostly lists facts | 10 |
| Presentation | Organized, engaging, accurate, and all members contribute | Organized and accurate | Some organization or participation issues | Incomplete or difficult to follow | 10 |
| TOTAL | 100 |
Evaluation Question
What makes this instrument important to the history of music?
Your teacher is not only looking for how much information you found.
You will also be evaluated on whether you can use the information.
A successful project should answer:
The strongest projects will make connections between the instrument’s:
ORIGIN → DESIGN → SOUND → MUSIC → ENSEMBLE
Conclusion
You have now traveled through the history of one member of the brass family.
You discovered that brass instruments are more than pieces of metal with mouthpieces. Their designs developed to solve musical and practical problems, and those designs influenced how composers and performers used them.
The trumpet became a powerful voice for fanfares, jazz, and melodies.
The French horn developed from hunting and natural horns into one of the most important colors in the orchestra.
The trombone’s slide gave musicians a unique way to change pitch and eventually helped make it an important voice in classical, jazz, and popular music.
The euphonium and baritone developed into important middle and low voices in bands and brass ensembles.
The tuba became the foundation of the low brass family and has found a place in orchestras, concert bands, marching bands, brass ensembles, and jazz.
Now that you have studied your instrument, think about the entire brass family.
Final Reflection
Answer the following:
- What was the most surprising thing you learned about your instrument?
- What did you learn about an instrument other than your own?
- How does the design of a brass instrument affect its sound?
- Why do different ensembles use the same instrument differently?
- What would music sound like if your instrument had never been invented?
Final Challenge
The next time you hear a brass instrument, don’t just hear the sound. Think about the history behind it.
Credits
Teacher Page
WebQuest Title: The Brass Family: The History Behind the Sound
Grade: 9th Grade
Content Area: Music / Instrumental Music / Music History
Suggested Length: 3–5 class periods
Essential Question: How have the history and design of brass instruments influenced the music musicians create and perform?
Applicable (Virginia) Standards of Learning:
HII.3 - The Student will analyze, interpret, and evaluate music
- Interpret Works of music using inquiry skills and music terminology
- Apply accepted criteria for analyzing and evaluating works of music
- Describe performances of music using music terminology
- Apply accepted criteria for critiquing musical performances of self and others
HII.6 - The Student will explore historical and cultural influences of music
- Describe the cultural influences musical style composers and historical periods
- Compare and contrast diverse musical styles, using music terminology
- Compare and contrast the functions of instrumental music in a variety of cultures and communities
HII.11 - The student will make cross curricular connections to explore how music works together with other disciplines to develop innovative solutions to problems
9.RI.1 - Evaluation and Synthesis of Information
- Formulate and revise questions about a research topic, broadening or narrowing the inquiry as necessary.
- Gather and organize information from various sources, including internet resources, electronic databases, and other technology.
- Analyze and evaluate the primary and secondary sources gathered for their credibility, reliability, accuracy, and usefulness that includes identifying their main and supporting ideas, points of view, conflicting information, and any misconceptions or biases.
Learning Objectives:
By the end of the WebQuest, students will be able to:
- Research the historical development of a brass instrument using teacher-provided informational resources.
- Identify and explain the documented origins or development of their assigned instrument.
- Identify landmark musical works associated with their instrument and explain why those works are significant.
- Research notable musicians and explain their contributions to the development or popularity of the instrument.
- Compare and contrast the use of the instrument in different ensembles and musical styles, including concert band, marching band, jazz, and orchestra.
- Analyze recorded musical examples and describe the instrument’s sound, musical role, and function using appropriate music terminology.
- Use textual evidence from multiple informational sources to support their research and presentation.
- Distinguish factual information from unsupported claims or speculation when evaluating online sources.
- Synthesize information from multiple sources into one organized Brass Family Profile.
- 10. Communicate research findings clearly through a group presentation using appropriate academic and musical vocabulary.
- 11. Make connections between music, history, culture, and other disciplines by explaining how the instrument has developed and been used in different musical settings.
Standards Connection:
This WebQuest directly supports the study of the relationship between music, technology, visual presentation, history, performance, and ensemble use.Students are not simply identifying instruments. They are investigating how an instrument’s development affects the way music is composed, performed, and experienced. The task is deliberately designed to move beyond simply finding and repeating facts.
Group Assignments
|
Group |
Instrument |
| 1 | Trumpet |
| 2 | French Horn |
| 3 | Trombone |
| 4 | Euphonium / Baritone |
| 5 | Tuba |
Recommended Resource Bank
I would make sure that the the resource page guided rather than open research. For example, the Trumpet group could begin with Yamaha’s instrument history pages and the Metropolitan Museum of Art’s instrument collection. Yamaha explains that the trumpet’s origins extend back thousands of years and that it was used in military and ceremonial contexts before becoming established in musical ensembles. The Met provides historical documentation of natural, keyed, and valve trumpets.
For the trombone group, Yamaha’s history resource identifies the trombone’s origins in the mid-15th century and its earlier names, including sackbut.
For the horn group, Yamaha traces the horn to animal horns and hunting uses, while its brass-family overview explains the modern French horn’s orchestral role.
For the tuba group, Yamaha identifies September 12, 1835 as the date associated with the first basstuba patent by Johann Moritz, developed with Wilhelm Wieprecht.
For the euphonium/baritone group, the International Tuba Euphonium Association’s research describes Ferdinand Sommer’s role in developing the euphonium around 1843 and discusses the evolution of the instrument’s terminology and design.
Suggested Teacher Resource Structure
Instead of giving every group the same giant list of websites, create five resource sections.
Group 1: Trumpet
History
- Yamaha Musical Instrument Guide - Trumpet
- Metropolitan Museum of Art - Trumpet collection
Music
- Haydn - Trumpet Concerto
- Hummel - Trumpet Concerto
- Louis Armstrong - selected recordings
- Miles Davis - selected recordings
- Wynton Marsalis - selected recordings
Group 2: Horn
History
- Yamaha Musical Instrument Guide - Horn
- Orchestra/instrument museum resources
Music
- Mozart - Horn Concertos
- Beethoven - Symphony No. 3
- Richard Strauss - Horn Concerto No. 1
- Britten - Serenade for Tenor, Horn and Strings
- selected orchestral recordings
Group 3: Trombone
History
- Yamaha Musical Instrument Guide - Trombone
- museum instrument collections
Music
- Mozart - Tuba Mirum from Requiem
- Beethoven - Symphony No. 5
- Berlioz - Symphonie fantastique
- Tommy Dorsey recordings
- J.J. Johnson recordings
Group 4: Euphonium/Baritone
History
- International Tuba Euphonium Association
- Yamaha instrument history
- university music resources
Music
- Holst - Second Suite in F
- Elgar - Severn Rhapsody
- Philip Sparke - selected euphonium repertoire
- Joseph De Luca - selected works
- Steven Mead recordings
Group 5: Tuba
History
- Yamaha Musical Instrument Guide - Tuba
- museum instrument collections
Music
- Berlioz - Symphonie fantastique
- Holst - The Planets
- Vaughan Williams - Tuba Concerto
- John Williams - Tuba Concerto
- selected tuba ensemble/jazz recordings
Research Guide
Instrument: __________________________
History
Where did the instrument originate?
Who invented or helped develop the modern instrument?
When did the modern instrument appear?
What instruments came before it?
First Recorded Use
Date: __________________
Location: __________________
Who used it? __________________
What was it used for?
How is that different from its use today?
Landmark Pieces
Piece #1
Title: ______________________________
Composer: ___________________________
Year: _______________________________
Ensemble: ___________________________
Why is it important?
Piece #2
Title: ______________________________
Composer: ___________________________
Year: _______________________________
Ensemble: ___________________________
Why is it important?
Piece #3
Title: ______________________________
Composer: ___________________________
Year: _______________________________
Ensemble: ___________________________
Why is it important?
Famous Musicians
|
Musician |
Genre/Area |
Important Achievement |
Important Recording/Piece |
| 1 | |||
| 2 | |||
| 3 | |||
| 4 | |||
| 5 |
Ensemble Investigation
|
Ensemble |
How is the instrument used? |
| Concert Band | |
| Marching Band | |
| Orchestra | |
| Jazz | |
| Other |
Music Listening Guide
Listening Example #1
Title: ______________________________
Composer/Artist: ____________________
What do you hear?
What is the instrument’s role?
Listening Example #2
Title: ______________________________
Composer/Artist: ____________________
What do you hear?
What is the instrument’s role?
Listening Example #3
Title: ______________________________
Composer/Artist: ____________________
What do you hear?
What is the instrument’s role?
Higher-Level Thinking Challenge
After completing your research, answer:
If your instrument disappeared from the brass family tomorrow, what musical roles would become difficult to replace? Use evidence from your research to support your answer.