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K-12 MUSIC EDUCATION LESSON PLAN TEMPLATE

Name: Josh Martzke School: Northview High School


Grade/Class: Concert Band Date: February 13, 2018

Learning Objectives
What is the main focus of this lesson?
Our main focus to begin working on the “whole.” We’ve been working on the parts in
sectionals and now it is time to begin putting things together.

Objective(s): Standard(s):
- Students will be able to play through Sussex mvt. MU:Pr4.3.E.8a Demonstrate
1 without stopping. understanding and application of
- Students will be able to begin putting mvt. 3 expressive qualities in a varied
together focusing on good style and dynamics. repertoire of music through
- Students will be able to play with balance and prepared and improvised
blend. performances.
- Students will be able to play through the march
without stopping. MU:Pr5. .E.5a Use self-reflection
and peer feedback to refine
individual and ensemble
performances of a varied
repertoire of music.

MU:Pr6.1.E.8a Demonstrate
attention to technical accuracy
and expressive qualities in
prepared and improvised
performances of a varied
repertoire of music representing
diverse cultures and styles .

Essential Question or Big Idea: Cornerstone Assessment:


Getting a sense of the whole. Large group performance and run-
throughs
Materials & Technology
What is needed (e.g., additional instruments, Classroom set-up (e.g., rows of
recordings, piano/keyboard, whiteboard, tech cart)? chairs, standing, sitting on floor,
in sections):
Recording of Sussex, laptop, speakers.
Normal band set-up.

Modifications
What related knowledge and skills do students What individual modifications do
already have that will ensure their success? you anticipate having to make?

Knowledge from previous sectional work that can Reviewing concepts covered in
be applied to the run-throughs of these pieces. This sectional work considering this is
includes dynamics, style, blend, identifying our first time together in a while.
melodies, etc.

Instructional Sequence (consider: engagement – development –


closure)
Est. Warm-ups Assessment of understanding:
Time - Concert Bb scale start/stop exercise Correct notes, entrances,
- Scales: Bb, Eb, Ab, Db, Gb releases
5-10 - Tune
min
Est. Rehearsal Assessment of understanding:
Time - Start with listening to Sussex mvt. 1 Isolated section demonstrations
- Play through mvt. 1 focusing on style and
15 min dynamics.
- Specifically look at m. 25-42 the trading
of 8th notes and dynamics.

Est. Rehearsal Assessment of understanding:


Time - Listen to Sussex mvt. 3 Isolated section demonstrations
- Play beg. to 65 focusing on style and
15 min trading of parts.

Est. Rehearsal Assessment of understanding:


Time - Run through the march focusing on style Run through
and dynamics
10

Reflection
What do you think went well?
Tough to say. After watching the video, there were a lot of variables that just made it an
unfocused and distracting rehearsal. Granted there were some that were out of my
control such as the percussion moving their equipment, but there were also a lot of
talking and sidebar conversations. We talked about this in our debriefing, but they are
such a tough group to manage. That being said, I think there were some good musical
moments. They managed to play with better light style and grasped the style of the
music. They also started to focus in more as we began rehearsing. I think it was the
initial beginning of rehearsal, people just coming from class, and the percussion were
doing their own thing that contributed to an unfocused rehearsal.
What changes would you like to make?
I would have liked to incorporate something that makes them more engaged, such as
more active listening or some activity that made the rehearsal more enjoyable. I would
like to try something like this in the future. A traditional rehearsal can be boring
sometimes and I think changing it up can be valuable to improving their rehearsal
etiquette.
What is next? Consider what you need to do now or how you might extend this lesson.
After this rehearsal, we revisited some of the ideas covered in this lesson. We also
began looking at the second movement, which we were considering cutting at the time.
We ended up keeping this movement because it came together at the last minute which
is awesome. I think at the time the direction I wanted to go with this rehearsal was to
keep focusing on style and accuracy. Each rehearsal afterwards I kept using the analogy
of passing a flower; it needs to be careful and delicate because it’s a British march, not
an American march that is heavy and accented. This seemed to help them quite a bit.

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