Professional Documents
Culture Documents
Abigail Huck
Lesson Objective Students will identify different expressive elements of musicality and
demonstrate the correct usage of those elements in their pieces of study.
Vocabulary Musicality
Dynamics
Tempo
Timbre
Phrasing
Rubato
Assessment/Criteria Exit ticket with rationale for debate used in class.
Materials Instruments
Repertoire for the ensemble (When the Stars Began to Fall)
Pencil & Paper
Internet Access
Teacher laptop and projector
Electronic device (phones, iPads, etc.)
Venn Diagram
Arguments Chart
Brainstorm Web
Setting Classroom
screen. The kahoot will consist of different questions regarding expressive markings and
Engage
vocabulary in music. This will introduce the concept for the day, and once the kahoot is over,
the students will fill out the graphic organizer listing the different types of musical devices.
Then, they will transition to the next portion of the lesson where they will prepare the piece
written on the board. (When the Stars Began to Fall, Allen)
36 -The teacher will lead the students in playing the first section of When the Stars Began to Fall.
This first time playing through will BE RECORDED for use later.
- The teacher will cut off the ensemble and ask them to remember what the Kahoot topic was.
(The students may not remember, prompts can be given by showing accent cards)
-The teacher will tell the students to divide into their pods (predetermined small groups).
-The teacher will give each pod a different eight measure phrase to shape using dynamics,
timbre, tempo, and other musical aspects, along with a building arguments worksheet (one for
each group).
-The teacher will tell the group that in their pods they will be required to use three musical
Explain/Explore
devices discussed to create the best sounding version of their phrase to present to the class. The
Middle
The before strategy that I chose to use is the following flow chart. I thought that the
students having a list of possible options to choose from once they start their project would
be helpful, and this way the students are creating the categories instead of simply reading
them from a list. This will give the students more autonomy and will ensure they
understand the concept before they begin. This activity will be planned into the class
period while we are doing our introductory activity. The page will be on their seats when
they arrive for class, and they will be able to write down the information that they think is
pertinent. Cohesion throughout the entire lesson will be achieved by using this first activity
as a guide for the main activity, tying the points together. The students will learn (or be
refreshed on) the types of musical styles available to them in their music.
This is mainly a time to define vocabulary and ensure students understand how to
read core class elements. This specific strategy will help the students because they will be
able to interact with the ideas and vocabulary of the classroom without having their
instruments to their face, having a change of scene to solidify core concepts. Students will
benefit from the fact that this activity is an individual one. Students can remember
whichever elements they gravitate towards, and then will be reminded of ones they forgot
from their group mates later when they are in their small groups. Allowing a student to
forget and then remember a concept can help it become more ingrained into the student’s
neural pathways.
describe how the expressive qualities are used in performers’ interpretations to reflect
expressive intent.) This standard will be used as a building block for the main objective of
the lesson, since it is the first activity. The assessment will be teacher based. The sheets
will be graded for a completion grade, but the teacher will tally the types of musical devices
listed and focus on the ones that were not mentioned as often and ensure that those
concepts are addressed in a later class period to solidify understanding throughout the
classroom.
Before Strategy
Blank Copy
Expressive
Elements
Answer Key
During Strategy
The during strategy that I chose to use is the following table. I thought that the students
having to put their arguments into words would be a way to ensure they are being
articulate, that their reasons match the argument, and that they are considering musical
topics and reasonings. This will give the students more autonomy and will ensure they
understand the concept. This activity will be planned into the class period while we are
creating our different solutions to the musical problem. Each group will get one page per
group and a recorder will be in charge of writing down all of the groups thoughts. Cohesion
throughout the entire lesson will be achieved by using this activity as a guide for the group
presentation. The students will have to present correct vocabulary relating to musical
terms.
This is mainly a time to learn correct argumentative techniques by showing the logic
behind each point. This specific strategy will help the students because they will be able to
interact with the ideas and vocabulary of the classroom without having their instruments to
their face, while being able to collaborate with their classmates in the process. If students
forget a term, they will be reminded of ones they forgot from their group mates. The group
will also teach each other how to make structured arguments through this process.
describe how the expressive qualities are used in performers’ interpretations to reflect
expressive intent.) This standard will be used as the main objective of the lesson. The
assessment will be teacher based. The sheets will be graded for a completion grade, but
the teacher will ensure that each point has a related and valid reasoning behind it, and that
During Strategy
After Strategy
The after strategy that I chose to use is the following Venn Diagram. I thought that the
students having to reflect on the changes made to the music would help solidify the lesson
we have just learned and help the students understand WHY the lesson was important.
This will ensure the students understand the concept as well as the purpose of the
concept. This activity will occur after creating different solutions to the musical problem.
Each student will get one page after the lesson and it will be used as an exit ticket. This
wrap up activity will remind the students of what they learned, help them express musical
ideas and feelings, and show them why those things are important.
This is mainly a time to reflect on how different solutions can create different sounds
in the music classroom. After this, a lesson could follow about how to decide what musical
solutions fit in specific circumstances. This specific strategy will help the students because
they will be able to remember and respond for themselves, and not have to collaborate
This activity is based on the music standard MU:Re8.1.3a (Demonstrate and describe
how the expressive qualities are used in performers’ interpretations to reflect expressive
intent.) This standard will be used as the main objective of the lesson. The assessment will
be teacher based. The Venn diagrams will be graded for a completion grade, but the
teacher will ensure each student has provided an answer that makes sense with the
reasonings behind it, and that they are able to relate musical qualities to the decisions that
gave the music those qualities. The literacy standard in this lesson is W.8.1 (write
arguments to support claims with clear reasons and relevant evidence.) This was
addressed in both the second activity and this last one, where the students are required to
base an opinion or argument on reasonings and present them in front of the class. This
last strategy takes the stepping Stones away and just asks why a piece of music sounds
differently and let’s the students create their own logical argument bridges.
After Strategy