Pevensey Castle

Lesson Plan
Madeline Landgrebe
October 16, 2015
______________________________________________________________________________

Standards:
5.2.2 Play pitched and non-pitched percussion, keyboard, string, and wind
instruments using correct techniques for producing sound.
5.5.6 Identify and apply terms and symbols found in musical scores.
Objectives:
Students will be able to:
Match the styles of the rest of the ensemble
Play mm. 33-40, keeping in mind the correct notes, rhythms, and tempo
Materials:
Score for P evensey Castle by Robert Sheldon
Recording of Pevensey Castle via YouTube
Computer
Podium
Baton
Eight bars of music from another source or the piece without the dynamics and
phrase markings
Enough copies for each pair of student to have
Document camera
Procedure:
Warm Up Activity: 3-4 minutes
1. The students will receive an eight bar, more or less, piece of music.
2. The students will be asked what kinds of things are used when determining
phrasing.
a. Dynamics
b. Articulations
c. Form
3. The students will be asked to clap out the rhythms together with the teacher,.
This way the students are already thinking about the way the music should go at
sight and the teacher establishes the tempo.

4. The students will turn to their partner and write in themselves how they think the
music should be phrased, writing in their own articulations and where the phrase
markings are.
5. After a couple minutes, the students will fill in their music while the teacher has
ready the actual recording of the piece and the document camera.
6. The teacher will ask the students to volunteer to explain theirs with a partner.
7. After a little discussion about what some students did similar and differently, the
teacher will play the recording, asking students to watch theirs while the music
goes by, comparing and contrasting what they hear to what they wrote.
8. The students will be asked what similarities occurred.
Piece: 3-4 minutes
1. The students will be asked to get out their parts and turn to mm. 23-downbeat of
31.
2. The students will decide on what three things need to be the main focus of the
first run, with help from the teacher.
3. After the first run through, the students will rate themselves on a scale of 1 to 5
about how well they focused on the goals.
4. The students, on the next run through, will focus on the goal that was the least
accomplished. The students will turn to their section, or for large instruments their
partner, and discuss how it could be accomplished.
5. After about 10 seconds or so, the students will run through the same section,
rating themselves afterwards.
6. Until the end of the lesson, the students will think about how to make better the
goals and create more goals along the way, thinking about other factors of
musicianship.
Assessment:
Formal Assessment Methods:
Individuals writing their own phrases and turning them in for a grade after
working on this activity
Individuals can be asked on a written test to compare and contrast two different
interpretations of the same eight measures
Informal Assessment Methods:
The teacher can walk around the room and listen to the individual students
A pair of students can perform what they believe the eight bars of music should
should like
Asking students what types of things we do when we decide on phrasing