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Band Lesson Plan 1

This lesson plan template outlines a 4th grade instrumental music class focused on dynamics. Students will explore dynamics through technical proficiencies on their instruments by applying prior musical knowledge. The lesson will review dynamics like forte, mezzo forte, mezzo piano, and piano. Students will identify and perform these dynamics in selections from Two Bridges March and Hard Rock Blues. Formative assessment includes students demonstrating understanding of dynamics through pointing, playing, and neighbor checking.

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182 views

Band Lesson Plan 1

This lesson plan template outlines a 4th grade instrumental music class focused on dynamics. Students will explore dynamics through technical proficiencies on their instruments by applying prior musical knowledge. The lesson will review dynamics like forte, mezzo forte, mezzo piano, and piano. Students will identify and perform these dynamics in selections from Two Bridges March and Hard Rock Blues. Formative assessment includes students demonstrating understanding of dynamics through pointing, playing, and neighbor checking.

Uploaded by

api-334138018
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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SUNY Fredonia Music Education

Lesson Plan Template


Content Area:

Candidate:

Date:

Music

Brendon Bardo

2/5/15

Grade Level:

Central Focus:
4th
Students will explore and dynamics using technical
proficiencies on their instruments by applying prior
musical knowledge, artistic skills, and understandings
in the context of instrumental music.
Pre-instructional Planning:
The students have a basic understanding of their instruments. Most all students have
experienced dynamics in their lesson this week. Students have been working out of
essential elements and working on Two Bridges March.

Standards:
What academic content standards (state music, national music, common core) does this
lesson plan support?
List the number and text of the standards. If only a portion of a standard is being
addressed, then only list the relevant part[s].
National Standards
Anchor Standard #4: Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation
State Standards
Standard 1 Key Idea: Students will compose original music and perform music
written by others. They will understand and use the basic elements of music in their
performances and compositions. Students will engage in individual and group
musical and music-related tasks, and will describe the various roles and means of
creating, performing, recording, and producing music
1b sing songs and play instruments rhythm, tempo harmonizing parts
1c. read simple standard notation in performance, and follow vocal or keyboard scores in
listening
1d. in performing ensembles, read very easy/easy music (New York State School Music
Association [NYSSMA] level I-II) and respond appropriately to the gestures of the
conductor
Standard 2 Key Idea: Students will use traditional instruments
2a. Use classroom and nontraditional instruments in performing and creating music

Learning Objectives:
Students will be able to perform the dynamics F, mf, mp, and p.
Students will be able to identify dynamics in Two Bridges March.
Students will be able to perform dynamics in Hard Rock Blues
Materials and Resources:
Baton
Trombone
Smart Music
Smart Board
Computer
Projector
Printed Materials/Media:
Two Bridges March Score
Essential Elements Book

Learning Environment Preparation:


The band room will be set up with the correct number of stands and chairs. The students
will be responsible for bringing their instrument and music

Internet Resources:
N/A

Introduction:
Mr. Carere will lead the first part of rehearsal warming up the band with Skip to
My Lou.
I will start with me playing hot cross buns changing the dynamics throughout the
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song. Ask students what I am changing. If students have trouble with answering
with dynamics I will play it again.
Procedure:
-Introduction
-Review dynamics.
Forte, F= Loud
Mezzo Forte, mf= Medium loud
Mezzo Piano, mp= medium soft
Piano, p= piano
-Have students think of an animal that represents each dynamic, ex. Lion roar= forte.
- Play Two Bridges March: 1-25
-Ask students what dynamic they have at the beginning. Correct answer= Forte
-Play m. 1-5 at Forte. Students may play too loud and out control
-Play m.1- 21. Students may have trouble counting doted half in m. 13 have fl, cl, and sax
m. 13-15
-Play m. 13- 33. Low brass entrance at 29 may be trouble. Fl, CL, and sax may have
trouble counting 32. Review dotted half with whole ensemble.
-Play m. 25-43. Focus on correct rhythm, notes, and dynamics.
-Play 33- end. Entrances in m. 44 and 46. Need to be mp. Last two measures are Forte!!
-Play all of Two Bridges March.
DUDAMEL Video (Mr. Carere)
-Play hard rock blues on trombone for class. Ask students what dynamic I was playing
-Pull up music on smart board. Say the du and du de.
-Have students point along while I play.
- Count the music rhythm.
-Play Hard Rock Blues at a piano dynamic with students air playing their instruments.
-Have ensemble play hard rock blues at mp dynamic.
- Review difficult rhythm as necessary. M. 8 and 9 will be most difficult.
- Have sections play Hard Rock blues at different dynamics.

Academic Language: (Childhood, Adolescence)


Identify the instructional supports (learning tasks) that you will provide for
students to learn and use the identified academic language.
Dynamics: How loud or soft music is. Like volume on a TV or ipad.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft

Accommodations for Individual Differences: (i.e., exceptionalities, ethnic,


racial, gender, socioeconomic, language, learning styles, and religion)
N/A

Closure:
Ask students what each dynamic means. Have students check with their neighbor to
make sure all dynamics in their band music are circled.

Student Assessment:
How will you determine whether all students understand the content you taught? What
evidence will convince you that the students have met the learning targets for this
lesson? What formal and informal feedback will you provide?
-During class I will have students point to a dynamic I call out. Their neighbor will check
to see if their neighbor is pointing to the correct dynamic. If a student does not know
where the dynamic is I or their stand partner will help them fin it.
-Throughout the class I will provide feedback on students playing.

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