MUED 3311 TE Planning Framework

(Type your plan in the form below. Boxes will expand as you enter text.)
Teacher/Conductors Name: Katherine Copeland
Title of Composition:

Date of TE: 11/05/15

Love Will Find Out The Way

Teaching Episode (A, B, A.1, etc): TE D

Rehearsal Objectives/Outcomes:
(What will your students be able to do as a result of this rehearsal?)
Students will be able to perform the first two stanzas of the piece with elements they decide to be appropriate for the style of the
piece.

Skill and/or Knowledge Outcome:

Students will understand how the text relates to the meaning of the piece and how it may influence performance elements.

Affective/Aesthetic Outcome:
Students will work together and use their creativity to come up with their own performance elements to integrate into the piece.

Rehearsal Plan: (Step-by-step plan for the rehearsal, with timing, that leads to your objective.)
Ste
p

Time
(# of
min)

0.30

Specific
Rehearsal
Step/Activity

Description of
Rehearsal
Step/Activity

Purpose of Rehearsal
Step/Activity (Why?)

Assessment (What strategies

Scale Warm Up

Students will play/sing

a C major scale, the
key the piece starts in,

This quick warm up will help

establish the key that the
piece is in and allowing

I will assess by listening for

pitch accuracy, tuning, and
matching across the

will you use to assess during the

rehearsal? How will you know if the
ensemble is meeting the goals of
each rehearsal step?)

1.30

to warm up.

students to play or sing all of

the notes that pertain to the
piece.

ensemble in terms of core

sound, pitch, and tone.

Play through
measures 1 to 20
(first stanza).

Students will play

through the first
stanza, measures 1
through 20. Singers
will start out on
solfege instead of the
words, and the teacher
will give starting
pitches for the singers.
Time permitting, the
teacher may go back
and refine a few
sections.

This is to allow the students

to play and get an overall
feel and understanding of the
piece.

I will listen for rhythmic and

pitch accuracy as well as
tuning and overall core sound
of the ensemble. If needed, I
will go back and adjust and
refine certain sections.

Discuss the text

of the first stanza

A singer will read out

loud the first stanza of
the piece. The teacher
will then have the
students analyze the
text and give their own
interpretation of what
the text or story
behind the text means.

This shows the students the

subject and meaning behind
the song. It gives them the
opportunity to analyze the
meaning behind the text and
gives more meaning to what
they are playing.

I will assess by listening to

students analysis and
interpretations of the text.

Discuss feelings
relative to the
piece and the
application of
those emotions.

Teacher will ask

students to think of
someone they love,
and then encourage
students to describe
how they feel.
Students will then
relate those feelings to
the piece and how we
can apply certain

This will have students

thinking about how music
and emotions can be
interconnected. It will allow
them to be creative with
elements of the piece based
on their own feelings,
emotions, and
interpretations.

I will assess by listening to

students as they discuss their
interpretations and
encourage students to
actively participate in adding
elements to enhance the
piece.

elements to bring
those feelings through
the playing. Teacher
will ask What can we
do to portray these
feelings in the music?
What elements could
we alter or enhance?
5

Play through the

first stanza again
with application
of elements.
(measures 1-20).

Students will play

through the first 20
measures again,
applying the elements
that were discussed
previously. If the
singers feel
comfortable, they may
sing the words instead
of the solfege. Teacher
will give a starting
pitch for vocalists.

This will allow students to

apply concept they just
discussed and created into
the performance of the first
stanza. It combines the music
with their own creativity.

I will assess by listening for

the specific elements
discussed in the previous
activity. If needed, I will go
back and adjust the ensemble
performance to make sure
those elements are
noticeable.

1.30

Look and analyse

measures 21
through 36
(second stanza).

Students will compare

their music in the first
stanza and the second
stanza. Students will
identify if their part is
the same or different.
The teacher will
encourage those with
the different parts (alto
and saxophone) to
bring them out.

The students are able to

analyze the section before
they play it. It also shows
them how their parts may be
similar or different from the
first stanza.

Teacher will assess by seeing

if students identify how their
parts may be similar or
different.

1.30

Play through the

second stanza
(measures 2136).

Students will play from

measures 21-36, and
those with changing
parts will bring out

This will let the students play

through the second stanza
and allow those with the
changing parts to bring out

I will assess by listening for

rhythmic and pitch accuracies
as well as balance within the
ensemble.

Play from the

beginning to
measure 36 (First
two stanzas).

their parts (based on

the analysis from the
previous activity) from
the last stanza.
Singers may sing
solfege or the text
based on what they
feel comfortable with.
Teacher will give
starting pitches to the
vocalists.

their music.

Students will play

through the first two
stanzas, combining the
two sections
rehearsed. Students
will also be mindful of
the elements they
came up with to apply
to the piece.

This will allow the students to

combine the two sections
together and allow them to
implement the elements they
decided to fit into the piece.

I will assess by listening to

accuracy in rhythm and pitch
as well as core sound of the
ensemble. I will also listen for
the elements decided
previously and if they are
noticeable throughout the
performance.