Grade Level:

High School 9-12

Subject:Beginner Band Instruments

Prepared By:Diana Lambert

Lesson Objectives/Aim/Goal Students will gain comfort with the G Dorian scale and begin to experiment with soloing in Mas Que Nada. Essential Question/Questions 1 How do we play a Dorian scale? 2 How do we know when to solo? 3 What is a pick-up note? 4. How do we blend with the soloist? Students will demonstrate the ability to: 1 Play a G Dorian scale. 2 Apply their understanding of this scale to the solo section of Mas Que Nada.

Vocabulary/Concepts to be learned or reinforced 1 pick-up note 2 dynamic change 3 first and second ending 4 blending melody with background harmony

Education Standards Addressed 1 Performing on instruments, alone and with others, a varied repertoire of music. 2 Reading and notating music. 3 Improvising melodies, variations, and accompaniments.

What do the students know? Review: Students know how to play through all of Mas Que Nada without the solo section Warm-ups -Row of Pitches -Bb Major scale -Bb Mixolydian -G Major scale -g minor scale -g dorian scale

Literacy Connections Interdisciplinary Connections Discussing soloing as a form of conversation Vocal Focus/Instrumental Focus -Playing Mas Que Nada on instrument -Singing through tough rhythmic passages before playing -Sing part saying up or down to become comfortable with differentiating upbeats and downbeats within the piece

Materials Needed -Mas Que Nada sheet music

Lesson Development 1 Work on warm ups (scales) 2 Discuss the notes within a G dorian scale and what makes it dorian. (Short theory lesson about modal scales). Lead into discussion about soloing and improvising within a piece of music. 3 Play through the solo section with no soloist once to reinforce the rhythms 4 Discuss form of piece and how student should know to come in for a solo/background rhythms. Have each student try soloing as the rest of the class loops the solo section. 5 Choose three volunteers to solo that felt comfortable with the scale and ask why they felt comfortable/what gave them ideas to solo. 5 Work on getting out of the solo section and playing the coda tightly together 6 Run through the piece with the three soloists during the section

Assessments -Check student performance section by section -Evaluate student responses during discussion -Evaluating quality of solo (based on the pitches the choose) Self-Evaluation -Noting how the students perform as a group, large and small. -Check students pitch accuracy during solo section

Resources Music included Mas Que Nada sheet music

Technology Amps for electric guitar and bass