Beruflich Dokumente
Kultur Dokumente
Teacher Materials: baton, music stand, dry erase markers, musical scores
Student Materials: instruments, music stands, chairs, music folders, pencil
Technology
No technology is required for this lesson.
Accommodations
I will differentiate instruction based on the ability levels of each section. For example, the flutes are a young
section and mainly need to focus with concepts at the top of the list including pulse and rhythm. The
percussionists can play their notes and rhythms accurately, so I will work on more complex concepts including
articulation, dynamics, and balance. My cooperating teacher can move around the room to assist any section
and provide an example as needed.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.
The class time will start with the typical routine, so the students are prepared and focused. I will keep the
lesson at a fast pace to ensure that students are listening and following along. Throughout the lesson, there
will be opportunities to respond, so the students can voice their concerns, opinions, ideas, etc. I will touch on
an area for improvement for every instrument section; one section will not be left out or ignored. As I am
working with a section, I will have the other students be involved by being a metronome, listening, and
providing feedback. My cooperating teacher will be moving around the room during my instructional time to
help students play or stay focused.
Implementation
Lesson Opening (hook)
B flat concert scale routine
Announcements/Objectives
Ensemble Breathing and Balance Exercise
Draw a visual model: vertical line with four horizontal lines
Slow breathing in for 4 beats; exhale slowly 4 beats – extend to 8 beats
Emphasize the use of breath control and evenness
Review how each instrument player should breathe
Breathe in for 4 beats; play for 4 beats –extend to 8 beats
Tuning
Review tuning procedure- If you can hear yourself, you are sharp. If you can hear the waves, you are
flat.
Woodwinds A: flutes A, clarinets/tenor sax B, alto/bari sax F#
Brass F: tuba/trombone/baritone F, trumpets G
Ensemble Breathing, Balance, and Blend Exercise
First 5 notes up and down of B flat concert scale
Listen for the trombones
Breathe 4, play 8 up and down the scale
Teaching Procedures
Explain your procedures for the bulk of your class. Include specifics about techniques you will use such as: I
do-we do-you do; learning sequence activities (rhythm and tonal); musical activities within the literature;
rehearsal techniques, etc.
Musical Concepts Priority List
Have a word bank of the concepts in a mixed order on the board.
We are going to rank these by their priority.
Give students a minute to read through the terms and determine an order.
Ask for the order of the concepts one at a time.
Answer: Tone, Pulse/Tempo, Rhythm, Notes, Articulation, Dynamics, Phrasing, Balance
What other concepts did we focus on in our warm up? A: Breathing, Intonation, Blend
Up From Earth’s Center
Rehearse in the order of the musical concepts priority list
Tone: *timpani measure 5 – fix the strike
Pulse/Tempo: *flutes/clarinets 97 – match tempo, add snare 8th notes for evenness; *full
band 193 – rallentando; *low brass 198 – transition
Rhythm: *flutes 31 – review to develop consistency; *full band 212 – start w/snare w/out the
roll to establish the rhythm, add one section at a time to continuously layer the rhythm and for
repetition, play the rhythm on concert B flat
Dynamics: *full band – last two measures bring down to a mp to exaggerate the crescendo;
*trumpets/mallets 113: ff descrescendo to mp, layout when the in-between dynamics should
occur; *full band 93-93 – bigger fp, wait for the crescendo until the 2nd measure to bring out
the sax/clarinet line; *cymbal rolls 37 – match the low brass dynamics
Lesson Closing (transition)
Depending on time, run through either sections of the piece or the full piece.
Ticket to move on: Name three concepts we worked on and how we improved them.
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions. Describe revisions that you could make if you were to teach this lesson again. Why
would you make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
I was impressed with the students’ behavior and focus during rehearsal today. They were calm for our first
full band rehearsal this week, and they were really listening to each other and working hard. I recorded this
lesson for my final observation, but I do not think the video affected the students very much. For the 6th
graders, they were a little nervous, but the high school students have met my university supervisor in person. I
still need to work on the full and efficient breathing with the students, but they haven’t had much experience
with breathing exercises, so I want to start simple and give them positive reinforcement. Even without my
reminders, they played with balance and blend throughout the exercise. I think our work today in the warm up
started a foundation that we can build on.
I honestly think the students enjoyed making the list of musical concepts. Most students were engaged during
this portion even though they weren’t playing their instruments. I ended the lesson early because of time. I
spent quite a bit of time on measure 212, but I think the students are developing an understanding of the
rhythm and are becoming more consistent. Today’s rehearsal was the clearest I have heard the rhythm, so I
am glad I spent the time. I will continue to rehearse down the list starting with dynamics. The ticket at the
end of the section did not get the response I was hoping for. In the future, I will ask specific questions and
guide them to a few ideas. Again, this is new to them, so it will take time for them to get used to reviewing
and reflecting at the end of the lesson.