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Learning Activities 

 
Performing​: 
MIB.12 The student will demonstrate ensemble skills at a beginning level, including  
1. balancing instrumental timbres;  
2. making adjustments to facilitate correct intonation;  
3. matching dynamic levels and playing style;  
4. responding to conducting patterns and gestures; and  
5. maintaining a steady beat at various tempos in the music literature being studied. 
 
Introduced 3 weeks after Instrument Petting Zoo 
Reinforced at Tiny Desk Concert Performances 
Mastered week before Thanksgiving Break 
 
We will begin introducing this topic roughly 3 weeks after the Instrument Petting Zoo event. 
This will allow the student to become more familiar with their horns first before they develop 
performing skills. This will be achieved by having them rehearse in large and small ensembles. The 
goal for this is to prepare them for working in smaller ensembles for the Tiny Desk Concerts and 
future large ensemble concerts such as Winter Wonderband. Students will train their ear with and 
alongside each other in a non-formal setting, meaning they should be able to develop these skills 
primarily on their own with some help and guidance from us teachers. Students will begin writing 
their own music, and selecting music they’d like to cover if they choose to do that as well. Each song 
should be easy enough to perform well, but challenging enough to engage the students and their 
audience.  
This concept will be reinforced at the Tiny Desk Concerts. The goal of these concerts is to 
provide a comfortable space for students to express their artistic achievements, so it is best to keep 
these very low pressure. Students should be able to accomplish these skills by then; however, they 
don’t necessarily need to be mastered. Students will need to use their ears to be able to hear their 
intonation, balance, and togetherness while they play in these smaller ensembles because mistakes 
sound more prominent with less people.  
Finally, this concept will be mastered the week before Thanksgiving break. This will give us 
time to reflect on the Tiny Desk Concerts before students go home and forget what they did. At this 
point, students should be able to listen around and hear if something is off or wrong, as well as be 
able to follow a conductor’s pattern and match styles of those around them. This will be assessed by 
another, more private, run of their Tiny Desk Concerts (just to the class and the teachers). This will 
take unnecessary pressure off of beginning students, but not enough so that they don’t miss out on 
the performing experience. They will be assessed on intonation, togetherness, and balance, and that 
will be accomplished through observation.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Music Theory/Literacy 
 
MIB.8 The student will use music composition as a means of expression by  
1. composing a four-measure rhythmic-melodic variation; and  
2. notating the composition in standard notation, using contemporary technology 
 
Introduced 5 weeks before Tiny Desk Concert 
Reinforced 2 weeks before Tiny Desk Concert  
Mastered at Tiny Desk Concert 
 
We will begin introducing this concept 3 weeks after the Instrument Petting Zoo activity in 
order to give students time to learn how to play their instruments. We will introduce basic 
composing concepts for students such as appropriate range, and we will help them navigate music 
applications for writing music (most likely musescore or audacity). We will allow students time to 
work on these compositions in class as well as outside of class in order to give them as much time as 
they need. We will have small assignments like 4 bar phrases due every week, and these will be 
assessed by having students play them for the class and explaining why they wrote it/ what inspired 
them. Students will be evaluated on their use of concepts we learn in class such as the Bb major 
scale or half and quarter note rhythms. 
This concept will be reinforced about 2 weeks before the Tiny Desk Concerts. This will give 
students enough time to become familiar with the technology necessary and the process of writing 
music. Students will be asked to write a 16-32 bar melody for a small ensemble; each player writes 
their own part but they work together in a group to make it cohesive. At this point, students should 
have an easier time working with the technology needed to write parts, so they will be assessed on 
their proficiency in the music writing platforms used. This will be done ungraded by teachers 
walking around and observing progress, errors, and complications. They will be given two weeks to 
work with their groups inside and outside of class. Students will begin this project 2 weeks before 
the Tiny Desk Concerts, and then they will perform these short works at the concert.   
Finally, students will master this concept at the Tiny Desk Concerts. Students will perform 
their works in the coffee house we choose/ are able to perform in, and they will give a small 
explanation of why they wrote the song, what inspired them to write it, the collaboration process, 
and their experience with playing the music. They will be assessed on showing up, performing 
confidently, and what they say to the audience. They should give more than, “Our teacher asked us 
to write a song so we did.” They will also be assessed on the piece they perform; we will be listening 
for how many bars there are, if the piece sounds together, how well the performers know the piece, 
and if it is original content. This will be an easier grade for most students because again we want to 
create a relaxed and safe environment for students to perform in, and harsh assessment could easily 
be counterproductive in their growth as musicians.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Music History and Historical Context 
MIB.19 The student will explore historical and cultural aspects of music by  
1. identifying the cultures, musical styles, composers, and historical periods associated with the 
music literature being studied;  
2. describing ways in which culture and technology influence the development of instruments, 
instrumental music, and instrumental music styles;  
3. describing the relationship of instrumental music to the other fine arts and other fields of 
knowledge;  
4. describing career options in music;  
5. describing ethical standards as applied to the use of social media and copyrighted materials; and  
6. demonstrating concert etiquette as an active listener 
 
Introduced week after Thanksgiving Break 
Reinforced week after Winter Wonderband 
Mastered by Diversity Day 
 
This standard will be introduced the week after Thanksgiving break. We will begin by 
discussing what we define as “culture” and the factors that contribute. This will take place in small 
group discussions, followed by full band presentation and discussion. There will be a take home 
assignment for students to find music online they believe to be representative of other cultures, and 
learn a little about this other culture to be shared.  
This standard will be reinforced the week after Winter Wonderband. Students will begin to 
look ahead at Diversity Day, and plan out their projects. We will present more of our research on 
cultural music (and the history of the culture we chose to study individually). The teacher will have 
selected some examples to discuss as a class, and will model how we listen appropriately and 
respond authentically to this music.  
This standard will be mastered by Diversity Day. Students will have prepared for Diversity 
Day by learning appropriate level and authentic cultural music, discussing themes of cultural or 
historical significance, and exploring different careers in music that study the music of other cultures 
(musicology). They will each be expected to share some of their research in a small group in the 
form of a poster presentation, or chamber performance, to be shown to the school and to their 
families on Diversity Day.  

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