Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Karen Yonkers

Date 11-14-16

Subject/ Topic/ Theme Musical Quality: Elements of Music

Grade __7-9_

I. Objectives
How does this lesson connect to the unit plan?
This first lesson for City MS/HS bands lays the basic foundation of the five elements of music as recognized by music standards present in band, orchestra and solo and
ensemble events.
cognitiveR U Ap An E C*

Learners will be able to:

Name the five elements of music: Tone, Intonation, Rhythm, Technique and Musicianship
Define the five elements of music.
Match examples of the five elements of music
Connect listening examples to five elements of music
Identify elements of music in their repertoire.
Demonstrate growth in performing five elements of music, according to their level.

R
U
Ap
An
E
Ap

physical
development

socioemotional

x
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
Source: Michigan Merit Curriculum
ART.M.III.8.1 Identify and describe specific musical elements and events in a given aural example, using appropriate terminology.
ART.M.III.8.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply these
criteria as self evaluation when performing and creating.
ART.M.III.8.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate criteria
and offering constructive suggestions for improvement.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Students should have knowledge equivalent to one or more years of study on their instrument,
including posture, hand position, embouchure, note reading, positions or fingerings for 20-30 notes, and
basic language of music. Need to know Bb Concert scale.
Pre-assessment (for learning):

5 matching term questions to be done as pretest to this unit.

Formative (for learning):

Outline assessment
activities
(applicable to this lesson)

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

11/14/16

Listen to clips of exemplary instrumental groups, discuss elements of music in them to learn what each
is.
Formative (as learning):

Play scale segments in echo to teacher example as a group, section, individual, analyzing and
evaluating each element of music in them
Summative (of learning):
Play as a group again to compare growth.
Provide Multiple Means of
Representation

Provide Multiple Means of Action

and Expression

Provide Multiple Means of

Engagement

Provide options for perception- making

information perceptible
Students will be able to read, listen,
write in their notebooks, and play
instruments with aural echo playing

Provide options for physical actionincrease options for interaction\

Students will be able to move to music,
listen to music and play music

Provide options for recruiting interestchoice, relevance, value, authenticity,

minimize threats
Students will be called on as they raise
hands to contribute in class, students will
copy notes from the board, students will
play instruments in response to aural
prompts, students will discuss music with
partners, students will listen to each other
to tune

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for language,

mathematical expressions, and symbolsclarify & connect language
Students will be able to read, write,
listen, respond, recognize instruments
unique sounds, apply musical element
knowledge to playing examples

Provide options for expression and

communication- increase medium of
expression
Students will have periods of quiet
listening, and opportunity to play
instruments in challenging ways.

Provide options for sustaining effort and

persistence- optimize challenge,
collaboration, mastery-oriented feedback
Students are given opportunities to
display understanding of musical
elements definitions, through listening
examples and by performing themselves

Provide options for comprehensionactivate, apply & highlight

Students will be asked to identify
instruments, use prior knowledge of
musical language and apply new
terminology to listening examples

Provide options for executive functionscoordinate short & long term goals,
monitor progress, and modify strategies
Teacher will point out instruments,
meter, etc. as the musical examples play.
Teacher will move on to next step of
activities when all students have had a
chance to share. Teacher can also keep
contributions limited in order to be sure
to get to their application of the terms
by playing their instruments.

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment & reflection
Students will be able to share with stand
partners. Teacher may speak during
recording to point something out, or
identify instrument.

Prepared tests (2 for each student: one for pretest, one for posttest tomorrow: Lesson 2).
Pencils for all
technology to play audio from youtube in class: this is the digital component today
Current repertoire of band: excerpt which contains 8-20 m. dynamic contrast & technique all parts
playing (choose measures without too many rests for individual parts, i.e. full band playing
instruments and music for students) to be used if extra class time is left after scale studies
white board or other class display (large paper, Emo, overhead) terms and class discussion points
Sources: Hallam, S. (2011, 11). What predicts level of expertise attained, quality of performance, and future
musical aspirations in young instrumental players? Psychology of Music, 41(3), 267-291. source for musical
elements and teaching them in the classroom.
Hewitt, M. P. (2001). The Effects of Modeling, Self-Evaluation, and Self-Listening on Junior High
Instrumentalists' Music Performance and Practice Attitude. Journal of Research in Music Education, 49(4), 307.
Listening and evaluation activities ideas began with this article for me.

How will your classroom

be set up for this lesson?

Daily arch of band class. Like instruments sections seated together. Music, music stands, instruments
ready to play. Audio feed for playing from youtube or itunes.

III. The Plan

Time

Components

00:01

Motivation
(opening/
introduction/
engagement)

11/14/16

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
As students arrive, Eric Whitaker's Godzilla Eats
Students arrive, get music and instrument and sit in
Las Vegas playing. [start 4 minutes in]
assigned seating.
https://www.youtube.com/watch?v=xGxnfrNbUQE Students assemble instruments, find their pencils
and quietly listen to music selection.
Point to board as students arrive.

On the board:
1) find your music, instrument and seat
2) as you prepare to participate, please listen to
music and be ready to share something you
notice for attendance
3) Be sure you have a pencil

Students listen. They react to music (as quietly as

can be expected. There are some very different
sounds in this piece!.)

Model listening attentively to Whitaker piece, then

turn off recording [after clarinet cadenza at 9:20]. If
students are off task, signal for their attention and
point to board, holding finger to lips in quiet
gesture.
Instruct students to share what they heard as you
call their name for attendance. Ask for just a few
words or one sentence, not a long explanation.
Make positive comments on the contributions,
especially if they are unique and show
attentiveness. If too many are the same, ask
students to try and think of something which hasn't
yet been shared.
00:09

Development
(the largest
component or
main body of
the lesson)

Wonderful listening, students! Today we are going

to do more listening, talking about the five
elements of music: tone, intonation, rhythm,
technique, and musicianship. We will see how to
apply these elements to part of our own music.
Tomorrow, you will have a chance to analyze and
critique ourselves and peers. To begin, place your
instruments in a safe place, and have your pencils
ready [ask for student volunteers to help pass out
pretest]. ___and___ are passing out to you a very
small pretest to see what we already may know
about tone, intonation, rhythm, technique, and
musicianship. It's okay if you don't know any of it
yet. There will not be a grade for this. It is simply
to get you thinking about what these terms mean.
Tomorrow, at the end of the class, you will have a
chance to take the test again, and then you can
compare and see what you learned! As soon as you
get your test, you may begin. Please bring it to me
when you are finished. When you are done... [erase
previous note on board while talking, and write
tone, intonation, rhythm, technique and
musicianship across the top of the board to create
columns, leaving a column at the far left to write
the name of piece and composer in]... please get
out your music, band notebooks, make these five
columns with room to write under them, and be
ready to listen.
tone

00:15

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intonation

rhythm

technique

musicianshi
p

As students bring up tests, look them over to see

what things may need to be clarified today. Which

When their name is called for attendance, students

share something they heard from the Whitaker
recording. Examples: screaming, dogs barking,
loud brass noises, piano, long pauses, snare
drum solo, trumpet fanfares, whistle,
shouting words trombones sliding,
tambourine, clarinet solo, etc.

Two or three students pass out tests, while others put

instruments down, get out pencils and take the test.

Students finish tests, bring them to front, go back to

seats and open music and notebooks.

Students copy columns from board.

ones are being missed the most? Or do almost all

the students have them correct? This will guide
how much detail is needed with the listening
examples.
Music clips will be played. Discuss with class,
referring to excerpts. Encourage student
contributions. Be sure to define each element as it
is discussed. [write definitions under columns as
they are referred to] Guide conversations so that
all elements are brought up at least twice:
use these definitions:
Tone: aesthetic [beauty], clear and focused sound
with controlled embouchure and air

Students listen and fill in chart on their notebooks.

They will have this to understand the elements of
music.

Intonation: playing in tune with others (match

pitch)
Rhythm: accurate note durations, steady tempo
Technique: fingerings/positions all smooth
transitions, with correct articulation and rhythm
Musicianship: warmth, emotion, dynamics,
phrasing. i.e. the frosting on the cake which
makes it stand out as an example of how the song
should be performed
Students write name of piece and composer.
00:18

00:23

11/14/16

Give name of piece. Give Composer. Jot down

what you hear for each of the elements of music,
AND what emotion you feel when you hear it:
happy? Sad? Sleepy?, angry?
Our first excerpt is Morning Mood from Peer
Gynt by Edvard Grieg, a Nineteenth Century
Norwegian composer: [write on board while
talking]
First Clip: https://www.youtube.com/watch?v=rh8gMvzPw0 [2 minutes only, up to just after string
section begins]
What instrument played the solo? [flute] Then
which one? [oboe] Were these an example of good
tone for these instruments? [yes]Why or why
not? [correct pitches, clear sound, in tune, phrasing.
Write definition of tone] Were the strings playing
in tune? [yes] This is intonation. [write definition
of intonation] What mood to you feel from this
music? Turn to your stand partner and share what

Students listen to selection

Students contribute to discussion, fill in chart as

teacher fills in up front from their ideas. They will
show understanding of each element of music.

Students share thoughts with partners, analyzing

and applying terms to musical excerpt.

this music made you think of. A memory? [answers

vary] What else do you have to say? [answers vary]

00:28

00:33

00:35
00:45

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Next we will listen to something very different by

John Barnes Chance, a Twentieth Century
American composer. We will hear part of the
Dance section of Incantation and Dance.
[write on board while talking]
Second clip: https://www.youtube.com/watch?
v=uw2s3Y6NZwg [start at Dance: 1:55 end at 4:00
where clarinets play alone]
Incantation and Dance by John Barnes Chance
What section is at the beginning? [percussion] Can
you name some of the percussion instruments?
[wood block, temple blocks, tambourine, toms,
tympani, whip] What section joins? [low brass,
WW, then ensemble] Is it rhythmically accurate?
[yes] How do we know? [answers vary, write
definition of rhythm on board] Would you say this
section is technical? [yes, complicated rhythms,
articulations, parts have to fit together correctly.
Write Technique definition on board] What
emotion do you feel from this selection? [answers
will vary]
Third clip: https://www.youtube.com/watch?v=wAEzxkRWBA [beginning to 2 minutes in, after
performers bend the tones]
Kinetic Energy by Andrew Boysen, who is
professor of music and composer today at
University of New Hampshire. This song was
written in 1992. [write on board while talking]
What did you hear? [technique, expression,
dynamics, complexity, percussion]
What makes good musicianship? [dynamics,
phrasing, emotion: write definition] Was there a
wide range of dynamics? What emotions does this
song make you feel? [frantic, angry, chaotic] How
does that compare to the Peer Gynt we listened to
first [it was calm, quiet, reflective] Did you notice
anything else unusual about the piece? [playing out
of tune on purpose at end of excerpt. Students may
not perceive this. If they seem interested, listen
again from 1:45 until 2:00. If they seem ready to
play, go on]
Students, I hope by listening to these excellent
groups, you can hear what good quality music is
like. The five elements [pointing to notes on board]
of music all contribute to this beauty, this
aesthetic,[write aesthetic = beauty on board] of
musical quality. Let's warm up our instruments
now, and see if we can begin applying these
elements to our own music making. Bb concert
scale, please. Let's begin by listening carefully to
our intonation, matching pitch: play and hold Bb
Help as needed: tune sections, then whole band

Students contribute to discussion, fill in chart as

teacher fills in up front from their ideas. Students
write in definitions as well.

Students contribute to discussion, fill in chart as

teacher fills in up front from their ideas. Students
write in definitions as well.

Students put away notes and get instruments ready.

Students play Bb pitch, adjust tuning.

Students play Bb concert scale (prior knowledge)

again on Bb.
Now, let's play the scale, using our very best tone
for our instrument: clear, focused air stream, strong
but controlled. For those of you in the first year,
you are still developing this tone.
Let's try some different rhythms. [teacher plays on
clarinet: two quarters, two eighths, one quarter on
each scale degree: 1, 2, 3 & 4: scale degree one to
five and back only]

Application of knowledge:
Students mimic rhythm example Bb, C, D, Eb, F,
Eb, D, C, Bb (concert pitch)

[teacher plays two eighths, one quarter, two

eighths, one quarter: 1 & 2, 3 & 4: scale degree one
to five and back only]

students echo teacher example

echo again

Teacher varies rhythms as desired

Great! Keep that intonation or matched pitch by
always listening to others, keep playing with good
tone, be accurate with the rhythms, making them
smooth and in tempo.

Students echo

Now let's add another element of Musical Quality:

technique. Listen carefully: pay attention to slurs
and tonguing here [teacher plays Bb scale, entire
octave with slur two tongue two with tenuto
tongue] ...How did we do? What is the pattern?
Listen to this one [teacher plays tongue two slur
two with staccato tongue]
Teacher varies technique as desired. Accent every
other one, slur 3 tongue 1, etc.
Good! Technique is using the correct
valve/slide/fingerings for your instrument with the
correct rhythm and articulation. [define
articulation: write on board: how the note is
played: slur, staccato, legato, accented, etc]

Students follow teacher example.

Now, let's see how musically we can play: phrase,

dynamics. Keep the good tone, intonation, rhythm
and technique! [teacher plays 5 note scale, half
notes, starting piano, crescendo to mezzo forte,
then diminuendo back to tonic, slurred] This is
good musicianship!
If time, get out pre-selected excerpt of band music:
play and evaluate each element of music.

Students evaluate repertoire based on criteria

discussed today.

Watch clock, allow five minutes to review and pack

up.
00:50

Closure
(conclusion,
culmination,
wrap-up)

11/14/16

Wonderful job, everyone. What an improvement in

sound we have made today. While you quietly put
away your instruments, let's review:
Who can tell me one element of musical quality?
[call on raised hands in turn until all five are

Students put away instruments

Students raise hands to answer questions
(remembering)
Students recite definitions together (remembering)

covered; refer to chart on board for each one,

having everyone read definition together]
What does the word aesthetic mean? [beauty]
What does the word articulation mean? [how the
note is played: slur, legato, staccato, accented, etc]
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
I did not teach this lesson at City Middle High. However, I had fun finding excerpts for listening. This is a lesson plan I will definitely
use in the future. I think that it exposes students to a variety of concert band literature, and provides a basis for understanding the
elements of music which will be referred to constantly throughout music classes. This lesson, minus the playing of scale and music,
could easily be adapted to a music appreciation course as well. It involves student engagement in the form of discussions, listening,
and writing, which appeals to many types of learners: visual and auditory, along with encouraging social skills. There is latitude for
the teacher to improvise and apply terms to music and ideas which the students may bring up in discussions, extending the lesson.

11/14/16