Jordan Terbrueggen

4/1/2014
6th Grade
Madison Elementary School
Power Rock LP

National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
9. Understanding music in relation to history and culture.

Ohio Academic Content Standards:

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Perceiving/Knowing/Creating (CE) (Observe, Listen, Attend to, Discriminate)

Producing/Performing (PR) (Generate, Realize, Present, Use and master skills)
Responding/Reflecting (RE) (Question, Reconsider, Self-assess and make connections)

Concepts:
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Long Tones
Phrasing
Percussive Notes
Counting Rests

Objectives:
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Students can play while I maintain the rock beat.

Students have a strong grasp on the phrasing found in throughout the first half of Power Rock.
Students are able to count the rests in Power Rock and come in confidently at the correct
time.

Materials:
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Baton
White Board
Dry Erase Markers.

Procedures: [8:38am 9:15am]

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[8:38am 8:41am]: Corral students into class, have them pull out and assemble their
mouthpieces.

[8:41am 8:43am]: Go through breathing exercises.

[8:43am 8:47am]: Go over the rhythm of the day. Make note of the fact that the tempo is a
little faster than we normally take it. This will prepare the students for the Moderate Rock
tempo mark in Power Rock

[8:47am 8:49am]: Hand out Power Rock

[8:49am 8:51am]: Talk about the piece, Power Rock, for a little while. Ask students if they
recognize the two rock songs listed in the title.

[8:51am 8:53am]: Explain what is happening from bar one to bar five. Explain what the notes
with X-shaped heads represent and how they are often used in other types of music, such as
percussion music. Show the students that they have a similar part starting in bar thirteen.
Explain that this is when the woodwinds start playing.

[8:53am 8:55am]: Work with students on the stomp, stomp, clap rhythm found at measure
thirteen before starting at the top of the piece. Address where to put instruments so that they
are safe while the students are stomping and clapping.

[8:55am 8:59am]: Work with all sections to be able to play from bar five to bar thirteen,
paying close attention to phrasing. Try to encourage students to playing in four bar phrases. If
any students (probably tubas) are unable to play the entire phrase in one breath, work to guide
students to deducing where the best place to breathe would be.

[8:59am 9:03am]: Repeat bars five through thirteen until all students are able to confidently
play it. Starting moving students in the direction of counting their rests rather than relying on
my own cues to come back in at bar nine after the semi-awkward six-beat rest.

[9:03am 9:05am]: Reiterate to students how we are going to safely hold our instruments while
doing the stomp, stomp, clap rhythm at bar thirteen. Have students count how many
measures they repeat the rhythm. Work on starting from bar eight and successfully making it
through to bar twenty one.

[9:05am 9:09am]: Work on running Power Rock from the top all the way to bar twenty one
without having to stop in the middle. Make sure students are being safe with their instruments
at bar thirteen!

[9:09am 9:13am]: Work through bars twenty-one to twenty-nine in Power Rock, explain to
students that they are the harmony at this point.

[9:13am 9:15am]: Have students pack up and quietly line up at the door.