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Lesson Plan

Grade/Subject: _____Grade 11-12 Instrumental Music____ Unit:______________ Lesson Duration:_60 mins_ OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General Learning Outcomes: Performing: Discover, develop and evaluate their talents and abilities in musical performance through establishing, extending and reinforcing correct technical skills. To recognize, interpret and perform rhythm, melody, harmony, form and expression as they appear in musical notation. To develop and perform a repertoire of quality literature. Specific Learning Outcomes: Dynamics: Perform four dynamic levels demonstrating crescendo and decrescendo. Technical/Theoretical Skills: Watch and respond to the conductor. Produce a characteristic tone based on acceptable: breath support initiation of the tone

LEARNING OBJECTIVES
Students will be able to: 1. respond to the conductor (B) appropriately (P) while playing "Foundry"(C) (Psychomotor and Cognitive) 2. respond to the conductor (B) appropriately (P) while playing "MazamaC) (Psychomotor and Cognitive) 3. demonstrate(B) acceptable intonation(P) while playing the above pieces and warm-ups(C). (Psychomotor) 4. produce a characteristic tone(B) based on acceptable breath support(P) while playing the above pieces(C). (Psychomotor) 5. perform(B) the appropriate dynamic levels(P) in the above pieces(C). (Psychomotor and Cognitive)

ASSESSMENTS
Key Questions: Observations: Are the students performing with a well supported What is one thing that you did well today? What is one tone? Are the students initiating their tones right thing that you can improve on? when they need to? Are the students playing the correct rhythms and notes? Are the students playing the correct dynamics? Written/Performance Assessments: Performance of the above pieces.

LEARNING RESOURCES CONSULTED


Resource #1: Program of Studies for Instrumental Music

MATERIALS AND EQUIPMENT


* Foundry * Mazama * Baton

PROCEDURE Introduction (_15_mins.):


Attendance Hook/Attention Grabber: "How was tour?" Warm up: Concert Bb scale going down in whole notes while returning to the top note. "We are going to start by playing a concert Bb scale ascending and descending on whole notes. I will conduct each pitch. Listen for tuning in your section. Try to match each other's pitch." From warm up book: Set 2 options 3 and 5. "Take out your warm up books. We will do Set 2 option 3 first." "Now we will do Set 2 option 5." Expectations for Learning and Behaviour: Try to look up as much as possible. Play with proper posture. Unless you are fingering through your parts, you should not be playing your instruments after I give you a cut off. Procedural Rehearsal: Going from relaxed to ready.

"First we are going to practice going from the relaxed position to the ready position. You go to the ready position when my baton is up. It means you are ready to play so if you have notes to play on my down beat, make sure your mouthpiece is at your face or your sticks are above your drums. We are going to practice this a couple times and I want everyone to bring their instruments up as fast as they can." Do this a few times until they get it down. Advance Organizer/Agenda: Write Foundry and Mazama on the board. Transition to Body: "Great, now I want you to remember this position throughout all of our lessons. Take out Foundry now."

Body (_40_mins.):
Learning Activity #1: Rehearsal of Foundry. In this rehearsal, we will be taking the piece at pretty close to performance tempo. The main focus of this rehearsal will be making sure everyone comes in at the right spots. We will also be looking at dynamics and articulations this class. I also want the students to be playing with proper posture and a well supported tone. First we will rehearse coming in together on a concert Bb. "Before we start the piece, I want to rehearse just coming in together and cutting off together. We are going to practice this on concert Bb. And as a reminder, when I cut you off, if my baton is still up, your instruments are still up too. We will do this until you get it 3 times in a row. Make sure you are sitting with proper posture everyone." "Now we are going to practice that same thing but at letter H in Foundry. Everyone go to that section." We will do this a few times. Now we will start going through the piece from beginning to end. I will tell them that all I really want them to focus on is getting their entrances. "Now we are going to play through the piece. If you get all of your entrances we will play through to the end. I still want you to try and get the dynamics and articulations though." If the students get their entrances we will move on. Otherwise, we will start from where they missed any entrances. "___ missed the entrance at __. Let's start at__." Now we will look at specific areas where the students are not getting the dynamics or articulations. These tend to be areas with sudden big shifts in dynamics not contrasting enough or areas with swells where the students simply don't do anything with their volume. "Now we are going to start at measure__ to work on__ specifically in the__. This needs to be correct so we will rehearse it until you play it correctly." Assessments/Differentiation: Are the students saying and playing their rhythms correctly? Are they getting their entrances correct? Dynamics and articulations? Learning Activity #2: Rehearsal of Mazama. In this rehearsal, I will also be focusing on entrances. There is a lot of dynamic contrast in this piece so I think this is a major thing to work on. We will also be looking at articulations. I also am expecting students to play with a well supported tone and proper posture. "We are going to try and do a play through of this piece however, I will stop you if you miss entrances so make sure you count. Make sure you are keeping in mind what we practiced in Foundry in regards to entrances and cut offs." I will most likely need to help the clarinets with their part in the middle section so I will probably end up saying at least the first part of it with them while they play. Other areas that will probably need to be worked on are tempo changes and the flutes at the beginning. "__, you missed your entrance at __. Let's start from __ and make sure you come in at the right spot this time." Once we have gone through the piece the first time, we will then go back and look at areas to focus on for dynamics and articulations. "Now we are going to start at measure__ to work on__ specifically in the__. This needs to be correct so we will rehearse it until you play it correctly." Assessments/Differentiation: Are the students coming in right when they are supposed to be with a strong tone? Are the students playing their rhythms accurately? Are the students playing the correct dynamics and articulations. Transition: "Now we are going to have our end of the class discussion."

Closure ( _5_mins.):
Feedback from students: "What is one thing you can improve on? What is one thing that you did well today?" If the students give broad answers, make sure to get them to elaborate. Also, I will pick specific students if it's just the same people who usually answer. Feedback to students: Inform them of anything in particular I thought they did well on today. Give students time to pack up.