Danielson Key - Existing Domains, Added Content/Domains

Northwestern University Music Education Program

Lesson Plan format (for peer teaching or assignments)

Context (prior knowledge, experience, assumptions, the population. connected to

the objective) 2B
Prior to this lessons students reviewed F major scale, expressive markings and dynamics.

Goals (broader) 1C Objectives - Students will demonstrate

MU:Pr4.3.E.8a (Demonstrate an understanding and the ability perform with stylistic,
understanding an application of expressive and dynamic accuracy at tempo. 1C, 3A
expressive qualities of the music
though prepared and improvised
performances.)
MU:Pr6.1.E.5b (Demonstrate
an understanding of the context of
the music through prepared and
improvised performances.)
Materials: 2C, 3C; Board (smart, chalk, white, etc), scores (conductor and
individual parts), instrument (for modeling), stands, supplemental materials
Time:3c Detailed Sequencing 1E,2D, 3A Assessment 1F, 3B,3D
3 mins - Play the piece as they walk in with - Can students think
EXTREMIS written on the board. Then of original
descriptors for what
proceed to ask students to give 2 adjectives they are hearing,
to describe the piece. even with name on
the board?

2 mins - What do students

- Warm up using supplement. Have students consider p and f?
warm up with a review of concert F major Can students
scale. First they sing it, then they play it. demonstrate what
Then a review over articulations and they think a fp is?
dynamics concentrating on marcato Use numbers to
quantify volume
articulations, fp dynamic and crescendos. and use the number
appropriate for the
piece.
- Have students work backwards in 2
5mins measure segments. Starts with measures - What do students
67-68 which are the most unison and has think a crescendo
 the main theme. Run under tempo once. is?
Draw attention to the marcatos, dynamics
and accidentals. Note that a lot of attention
to those elements, especially at slower
tempo. With accuracy details proceed to
speed up. - Can students play the
established FP
5 mins dynamic under the FF
- Then cover the transition in the next 2 chimes and
measures where trombone and chimes trombone?
really get to shine and cover glissandos
and how to achieve it on their respective
instruments. Also have students
acknowledge who is important here and - Can students
where their dynamics should be. Then play demonstrate they can
those 4 measures under tempo. Lastly split maintain expressive
class into upper woodwinds and brass qualities and
dynamics when
5 mins (trumpets and horns) to play measure 63 playing all 6 measures
then percussion and low woodwinds and together?
brass play 64.

- Lesson will end by performing measures

63-68 up to tempo.

*Reflection (if you ask for a reflection, these are questions you might ask):
What evidence did you see of learning in this lesson?

What unexpected events happened in this lesson?

What could be improved for future lessons?

How will you make the necessary changes?

Extension(s): How might students carry these ideas further?

*Reflection is optional in the plan

 1A

A+B Transition Coda

Part Melody 1 Melody 2 Held notes Bassline #1 Intro melody

Role Melody is restated and Creates Builds Finale, everyone is

divided amongst 2 wind anticipation momentum coming together to
instrument groups for finale restate main theme

Instrumentation Upper Low Brass, Mallets, Brass Timpani, EVERYONE

Woodwinds, Low and percussion
Trumpets Woodwinds woodwinds
and Horn

Measure Measures 63 + 64 Measures 65 + 66 Measures 67 + 68

1. List what students should already know to successfully execute the section of music? 1A
-Key of F major
-Accents
-Accidentals
-Spoken notes/X-head notes
-Glissando
-Crescendo
-Fortepiano
2. What should YOU know prior to attempting to work on this piece with a group? 1A
-If I have proper instrumentation and if not, who is doubling, covering parts or if I have to
write a part.
-How difficult the piece is for my students.
-What the piece sounds like. What the mood is and how I can both get them to express it
aesthetically and articulate it.
-Have the floor tom be dry and how to do that.
-If the trombones know how to glissando, how to physically do it on the instrument
-How to explain to the percussionist what the chimes should sound like and how to
achieve it.

3. What is your plan B? 1B, 3E

-If need be, move slower and focus on only two measures at a time. Model more
sections if students arent understanding the concept.
4. How will the time spent on this piece transfer to future pieces of music, or in the childs
music education? 1B
 -The student will know expressive markings, dynamics and the key of F major. It will help
solidify their knowledge for future pieces.

______________________________________________________________________________

Domains that are not applicable:

2A - respect and rapport would live in class rules, syllabus, etc
2E - this would live in a seating chart and room layout
4A - to be done after delivering lesson
4B - TBD by ongoing assessment based on student work
4C - TBD communication with families
4D - TBD by involvement in community, staff, etc
4E - TBD by personal growth and development
4F - TBD by behavior and advocacy for district and school.