Lesson Title: GRADE 8 BAND

Date and Class: November 9, 2017 - 12:45pm – 1:40pm

Outcomes Addressed:
(essential questions/lesson purpose) (the student will be able to…)

M-C1 Students generate and use ideas from a variety of sources for creating music.
M-L2 Students develop skills for making music through aural, written, and visual music systems
M-L3 Students demonstrate understanding of and facility with rhythm, melody, texture, and harmony in a variety of
musical contexts.

M-U1 Students experience and develop awareness of music from various times, places, social groups, and cultures.

M-U2 Students experience and develop awareness of a variety of music genres, styles, and traditions.

M-V1 Students demonstrate interest, curiosity, and engagement while making and experiencing music in a variety of
contexts.

Materials Required:
(resources referenced) (ICT considered)
Instruments
Sheet Music
Chairs and Music Stand
Pencil
Speakers for Music
Method books

Teaching and Learning Activities: (Time allotments noted)

(activating, acquiring, applying) (ICT considered) (variety of strategies/activities; active thinking; questioning)

Acitivating 15 min

Breathing Warm up – breathe from your mouth; stomach will expand, shoulders should not move
Inhale for 8, 6, 4, 2, 1 - then sizzle for 8

Bb scale
Whole notes – forte
Half notes – piano
Quarter notes – staccato
Eighth notes – crescendo and decrescendo
As written on Method book – Bb Eb Ab
Echo rhythms on First 5 notes of Bb Scale
Chorale in Eb
Construct Eb chord from the Bottom Up
Tuning
Acquiring 20 min

O Canada -
Childhood Hymn -
African Festival – cultural context - African folk song, "Siyahamba,”

Two English Dances

March of the Irish Guard
Russian Sailor’s Dance

Applying 20 min
O Canada – blend and tuning
Childhood Hymn – notes, blend, harmony, feel
Pitch correction, rhythm counting, dynamics, and articulation

Differentiation of Instruction:
(adaptations) (cultural diversity) (grouping)

Play the fingering if I am isolating a section to fix

Sing or sizzle

Deconstruct and Reconstruct – Isolating a problem: whether a pitch, rhythm, dynamics, or articulation
issue

Opportunity for Assessment:

(as, of, for learning) (exemplars/closure) (pre-assessment; variety; check for understanding; provides feedback)

Rhythm Echo to Assess Tone, Posture, and Listening

Questioning

Cross-Curricular/Real World Connections:

Math – counting rhythms, crescendo decrescendo – greater than/ less than

Social Studies – cultural contexts of pieces from different countries with different styles