Sample Lesson Plan

Student Teaching Lesson Plan – Week 7 (Mar 4)Overall Objective:

Students will continue work in EE book and complete playing and written assessments. Continue work on Valiance, Mount Royal March, Endeavor, Musicmakers March, Navaro, and Dance Celebration (see attached lesson plans).

Leaning Outcomes:Students as an ensemble will be able to play through all concert music without stopping or getting lost. Students will improve their accuracy on pitches and rhythms on concert music through large group instruction. Through practice and guidance, students will secure their solos. Their solos will be used to gain knowledge of fundamental techniques, musical phrasing, style techniques, and instrumental timbre and intonation. Students will continue their EE book instruction with attention to fundamentals and techniques.

NAfME Standards: 1) Singing 2) Perform on instruments 5) Reading music 6) Listening and describing music 7) Evaluating music

Materials:Music Scores, Piano, Instruments for modeling, baton, pencil

Teaching Strategies:Points to a lesson: 1) Play assignment 2) Good/Bad/Indifferent 3) Pedagogy 4) New Assignment Quick Pace to lessons and full rehearsal Incorporate subdivision Address Intonation, Posture and Set-up Keep an animated demeanor Model Instrument: carriage, articulation, breath support and tone Intonation Pedagogy: buzz on mouthpiece, fundamental pitch on ww mouthpiece Instruct concept of shelves on brass instrumentsIncorporate singing into lessons for breath analysis and phrasingBrass: sing, buzz, playChange Speeds to monitor rhythmic understandingPlace rhythmic responsibility on studentsStricter rehearsal classroom management

Lesson Layout

3/4 – WH Day 1 3/5 – SE Day 2 3/6 – WH Day 3 3/7 – SE Day 4 3/8 – WH Day 5As – Volume and tone, breath support, tonguing, monitor rhythmic understanding

Fl – articulations, air speed, tempo, fluidity and phrasing, breath support, practice fingers

Cl – articulation and intonation, musical phrasing, monitor set-up, monitor tonguing

As- tonguing, tempo and rhythms accuracy, tone quality, phrasing, dynamics

Tp – tonguing, sing and buzz pitches, breath support and musicality, check on attacks

Tp – sing and play on the mouthpiece, practice habits, monitor tonguing, phrasing, breath support

Cl – Monitor tonging, work on getting over the break, phrasing, tonguing, rhythmic understanding

Fl – fluid playing, singing, water trick, speed and counting, tonguing, monitor embouchure

Fl – Rhythms and note accuracy, steady tempos, breath support, monitor fingers and set-up

Tb – Buzz speeds, intonation and slide position, breathing out of corners, incorporate shelves

Cl – intonation, musicianship and phrasing, monitor tempos and rhythms

As – check octave key, work on volume and breath support, check note lengths

Perc – Work on independent tempo, speed, rhythm, volume and stick height

Cl – intonation, check fingers and set-up, subdivision, breath support

Ba – monitor fingers and set-up, breath support, fluidity and phrasing

Tb – breathing through corners, intonation on the slide

Brass – sing and buzz on mouthpiece, subdivision, counting

N/A Tb – Intonation and slide position, work on note accuracy and rhythms

N/A

Band Rehearsal: See attached lesson plans for each concert piece

Assessment: Students will play a sight-read 16 measure exercise in where I will assess their note accuracy,

rhythmic accuracy, tone quality, intonation, articulations, and dynamics. These will be recorded in as beginning, developing and secure. The students will also complete a pre-assessment over music terms and symbols in band class. Their performance in lessons will also be recorded in the lesson notebook which includes the benchmarks such as tone quality, posture, note accuracy, rhythm accuracy, articulations and musical elements.

..\Student Teaching\Sight-Reading Assessment.pdf

Reflections:

Rehearsal Plan – Dance Celebration

Date: _______________

Objective: Students will listen across the ensemble for intonation and balance. Students will gain independence through exposed and individual lines throughout the work.

Students will listen and analyze the work with a focus on melody, harmony and accompaniment. Students will identify the dynamic contrasts of the work.

Timeline

1. Begin with a concert Bb with the whole group. Have each instrument group play at a time and ask the band to listen to the sound and timbre (instrument color) of each instrument. Then have full group play Bb together again and ask then to make sure they can hear other instruments.

2. Describe why we did the balance exercise. Play from beginning to 17 with attention to balance and blend.

3. Begin at 53 to 57 with flutes clapping their part. Have then write in counts to remediate rhythm if necessary. Then flutes play.

4. Begin 53 to 57 with low brass. Start slow and have then speak out loud their slide position and fingerings (separate). Do it again. Then play slow. Speed it up.

5. Everyone play from 53 to 57. Then 53 to end.6. Check low brass and sax from m 45-53. 7. Play m 37-45 and ask group about melody and accompaniment8. Discuss dynamic contrast of the work. Make sure to conduct the piece so.9. Play full piece with attention to percussion understanding.

Assessment

What was the overall rhythmic accuracy? What was the overall pitch accuracy? Did students listen to bland and balance/did it change? Did the students adhere to rehearsal expectations?

Reflection

Were any sections ignored? How was my time management? How was my classroom management? What techniques worked and which ones didn’t?

Music Terms and Symbols Pre-AssessmentArticulations: Name the articulations shown below

_____________ _____________ _____________

Dynamics: Write the dynamic meaning

_____________________________

_____________________________

_____________________________

_____________________________

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Key Signature: Write the altered notes (sharp or flat notes)

________ ________ _________ _________