Tuesday

1. Time Needed: 50 minutes

2. Instructional Materials and Resources: Holsts First Suite in Eb, graded rhythm worksheets,
recordings of First Suite

3. Learning Objectives/Standards

a. Students will compare beat patterns in cut time, common time, and 3/4 time.

i. MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how

compositional devices employed and theoretical and structural aspects of
musical works impact and inform prepared or improvised performances

b. Students will adapt to cut time rhythms as tempo and fluency increase.

i. MU:Pr5.3.E.8a Develop strategies to address technical challenges in a varied

repertoire of music and evaluate their success using feedback from ensemble
peers and other sources to refine performances.

c. Students will gain contextual understanding of Holsts First Suite in Eb.

i. MU:Re7.2.E.8a Describe how understanding context and the way the elements
of music are manipulated inform the response to music.

ii. CCSS.ELA-LITERACY.RL.9-10.6 - Analyze a particular point of view or cultural

experience reflected in a work of literature (music) from outside the United
States, drawing on a wide reading (performance) of world literature (world
music).

4. Assessments:

a. Formal: revisions to the rhythm worksheet (homework)

b. Informal: Observing rhythmic accuracy and progress during rehearsal

5. Personal Instructional Objectives:

a. I will incorporate historical background into rehearsal to provide contextual knowledge

of Holsts First Suite in Eb.

6. Procedures

a. Lesson topic: Rehearsal of cut time movement of Holsts First Suite in Eb

b. Anticipatory Set: Guided discussion of basics of cut time (How many beats per
measure? Which note gets the beat?) (2 minutes)

c. Today we are going to dig deeper into the third movement of the Holst, and we will
also discuss the history and importance of the piece.
 d. Read through and rehearse the third movement of the Holst, focusing on rhythmic
accuracy (20-25 minutes)

i. Informal formative assessment

e. Before moving on to the other two movements, discuss historical background/context

(First ever piece composed for military wind band that was not an orchestral
transcription, etc.) (5-10 minutes)

i. Compare to historical events during time of composition and premiere (1909

and 1920)

ii. Informal formative assessment

f. Read through and rehearse first and second movements of the Holst, focusing on
rhythmic accuracies and stylistic changes (10 minutes)

i. Informal formative assessment

7. Closure

a. As students pack up, assign practice session with journal entry (citing strengths and
weaknesses of practice session) focusing on rhythmic and stylistic accuracy

b. Praise them on a job well done!