Concert Orchestra

1/23-1/27

Monday Tuesday Wednesday

From the student's perspective
What am I learning? Why?
How are you going to help me learn?
How will I show you that I know?
Learning music for the Masterworks Clinic, so we
can improve as musicians and learners, based on
the learning targets constructed from the MSBOA
rubric.
By conducting through the pieces and providing
constructive instruction that will not only lead to the
best possible performances of the pieces
rehearsed, but also created well-rounded
musicians.
By demonstrating, during rehearsal time, that you
can play the piece with the ensemble.
From the student's perspective
What am I learning? Why?
How are you going to help me learn?
How will I show you that I know?
Learning music for the Masterworks Clinic, so we
can improve as musicians and learners, based on
the learning targets constructed from the MSBOA
rubric.
By conducting through the pieces and providing
constructive instruction that will not only lead to the
best possible performances of the pieces
rehearsed, but also created well-rounded
musicians.
By demonstrating, during rehearsal time, that you
can play the piece with the ensemble.
From the student's perspective
What am I learning? Why?
How are you going to help me learn?
How will I show you that I know?
Learning music for the Masterworks Clinic, so we
can improve as musicians and learners, based on
the learning targets constructed from the MSBOA
rubric.
By conducting through the pieces and providing
constructive instruction that will not only lead to the
best possible performances of the pieces
rehearsed, but also created well-rounded
musicians.
By demonstrating, during rehearsal time, that you
can play the piece with the ensemble.

1a. Objective: What are the instructional outcomes of this lesson? How are they 1a. Objective: What are the instructional outcomes of this lesson? How are 1a. Objective: What are the instructional outcomes of this lesson? How are
connected to content standards? they connected to content standards? they connected to content standards?
Spartacus (mm. 1-30) Spartacus (mm. 1-30) Sarabande (mm. 33->)
Style, intonation Style, intonation (second violins need to play out, get their part nailed down today) Style, tone

Sarabande (mm. 33->) Drinking Gourd

Intonation, ensemble (really pin down the cello line) Chris
1b. Instruction: Briefly write the steps of the lesson in sequence, clearly showing 1b. Instruction: Briefly write the steps of the lesson in sequence, clearly 1b. Instruction: Briefly write the steps of the lesson in sequence, clearly
how they move students to the desired outcomes. Include grouping of students and showing how they move students to the desired outcomes. Include grouping of showing how they move students to the desired outcomes. Include grouping of
materials/resources. students and materials/resources. students and materials/resources.
Start at beginning and run. Stop as necessary to correct style (very pesante, separation between Warm-up Warm-up: D melodic minor, 1 octave. Repeat as necessary if intonation is an issue.
bows, forte), moving to more legato, mezzo at mm. 11. D Major, 2 octave scale, 2 notes per bow, then 1, then 8th notes.
Stop as necessary to correct intonation (make sure F# and C# are in tune in particular. Sarabande: Begin at mm. 33. Send out basses for sectional with Chris. Work on cello
Spartacus intonation, specifically Bb's. Tone quality and style for everyone else's parts should be
Start at the begining, reinforce the weight in the low strings, sustain the upper strings. Get connected and sustained. If there is time, back up to the previous section and work on the
picky with the second violins and encourage them to play out. Work with them down tempo, same concepts.
and make sure that they are catching the pick-up.

1c. Assessment: Describe how you will assess the outcomes of this lesson.
Describe what success looks like, and what you will do tomorrow for students
who were not successful.
Assessment will be an aural evaluation of the accuracy of the notes and rhythms of the class as a
whole, and individual sections.
Sarabande
Start at 33 and run it. Isolate the vc part and play through slowly, if necessary, for intonation
and style. Basses in sectionals with Chris. Make sure the upper strings are in tune and getting
good tone - fix things if necessary, but focus most of the time on the vc part.
1c. Assessment: Describe how you will assess the outcomes of this lesson. 1c. Assessment: Describe how you will assess the outcomes of this lesson.
Describe what success looks like, and what you will do tomorrow for students Describe what success looks like, and what you will do tomorrow for students
who were not successful. who were not successful.
Assessment will be an aural evaluation of the accuracy of the notes and rhythms of the class Assessment will be an aural evaluation of the accuracy of the notes and rhythms of the class
as a whole, and individual sections. as a whole, and individual sections.

Assignment Assignment Assignment

Practice selected pieces/measures that we work on in class. Practice selected pieces/measures that we work on in class. Practice selected pieces/measures that we work on in class.

Thursday Friday Additional Notes

From the student's perspective From the student's perspective

What am I learning? Why?
How are you going to help me learn?
How will I show you that I know?
Learning music for the Masterworks Clinic, so we
can improve as musicians and learners, based on
the learning targets constructed from the MSBOA
rubric.
By conducting through the pieces and providing
constructive instruction that will not only lead to the
best possible performances of the pieces
rehearsed, but also created well-rounded
musicians.
By demonstrating, during rehearsal time, that you
can play the piece with the ensemble.
What am I learning? Why?
How are you going to help me learn?
How will I show you that I know?
Learning music for the Masterworks Clinic, so we
can improve as musicians and learners, based on
the learning targets constructed from the MSBOA
rubric.
By conducting through the pieces and providing
constructive instruction that will not only lead to the
best possible performances of the pieces
rehearsed, but also created well-rounded
musicians.
By demonstrating, during rehearsal time, that you
can play the piece with the ensemble.

1a. Objective: What are the instructional outcomes of this lesson? How are they 1a. Objective: What are the instructional outcomes of this lesson? How are
connected to content standards? they connected to content standards?
Warm-up, Drinking Gourd Spartacus (mm. 30-62)
Chris
Drinking Gourd
Spartacus (mm. 30-62) style, dynamics Chris
1b. Instruction: Briefly write the steps of the lesson in sequence, clearly showing 1b. Instruction: Briefly write the steps of the lesson in sequence, clearly
how they move students to the desired outcomes. Include grouping of students and showing how they move students to the desired outcomes. Include grouping of
materials/resources. students and materials/resources.
Start at measure 30 in Spartacus. Be really particular about making sure that everyone is playing Make sure that the second violin part is in tune and has the correct notes and rhythms (recap
with good bow speed and contact point. of what happened yesterday)
Get the general energy up, particular in the bow speed and contact point in the upper strings.
Exaggerate the dynamics. What are the ways we make dynamics? (with the bow: index finger Vc and Db are doing pretty well, but the violins/violas need to match them.
weight, bow position, amount of bow hair). Maintain the same bow speed even when quiet
1c. Assessment: Describe how you will assess the outcomes of this lesson. 1c. Assessment: Describe how you will assess the outcomes of this lesson.
Describe what success looks like, and what you will do tomorrow for students Describe what success looks like, and what you will do tomorrow for students
who were not successful. who were not successful.
Assessment will be an aural evaluation of the accuracy of the notes and rhythms of the class as a Assessment will be an aural evaluation of the accuracy of the notes and rhythms of the class
whole, and individual sections. as a whole, and individual sections.

Assignment Assignment
Practice selected pieces/measures that we work on in class. Practice selected pieces/measures that we work on in class.