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Technology Portfolio 2

The document outlines lesson procedures for a music class, including tuning instruments, having students listen to recordings to analyze differences, and discussing improvements to the ensemble. It also provides assessment criteria like checking students' embouchure, posture, and fingering techniques. The lesson will focus on having sections work on specific measures and techniques to strengthen the ensemble.

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59 views1 page

Technology Portfolio 2

The document outlines lesson procedures for a music class, including tuning instruments, having students listen to recordings to analyze differences, and discussing improvements to the ensemble. It also provides assessment criteria like checking students' embouchure, posture, and fingering techniques. The lesson will focus on having sections work on specific measures and techniques to strengthen the ensemble.

Uploaded by

api-509217128
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson/Rehearsal Procedures:  

Pacing:   Assessment:  
Highlight Differentiated Instruction in Yellow  
   Introduction Procedures:    Use a tuner and ears to
      see if sharp or flat.  
   -Concert F 16    See students push in or
10. 3         - tune the low brass and low reeds on concert, then pull out  
min   flutes and Saxophone.    Listen for percussion to
           -B on saxophone.   keep a steady beat and if
11. 2 they can follow the
- Have everyone play concert F 16  
min   conducting/ snapping  
  
   
 Look
15. 3 Lesson/Rehearsal Procedures:   at student's embouchure  
min   1. Have students listen to both recordings.   Do they have the right
   a. The one after the student led valves pushed down?  
   rehearsal    Is posture correct?  
   b. The one of different rehearsal set  Feet flat  
  
up   Straight backs  
13. 3
2. Have students tell you what they hear and  Front of chair  
min  
   the differences between the two recordings.   Horn angle  
    Chin position  
(a) What they could do as an
    Hand placement  
individual to help the ensemble
     Do they have enough
(b) What sections could do the help mouthpiece in?  
  
   the ensemble  Are fingers covering the
   (c) What the conductor could do to entire hole?  
14. 3 help the ensemble   Are they blocking their
min   (d) What should we do to achieve this air ways?  
   new goal?   Do they have the correct
   slide position?  
   (e) New exercise?  Ask students in
   (f) Different warm-up? ensemble the order of
15. 30 (g) In-class sectionals? sharps and flats  
seconds   (h) Practice logs?  Have them write in on
16. 2 white board  
min   3. Hopefully students will hear the different  Show me correct
17. 1 voices of the ensemble come through.  fingering and slide
min   positions for 4  and
4. Clarinets and Flutes, what will we be doing
th

18. 4 7  note  
th

min   at mm. 45 to the end? 


 Observe if they use their
   5. Low brass, mm. 25-33 should be what? fingering charts  
   Short, long?     
17. 3 6. Trumpets, should your buzzing be the
min   prominent voice at 25? Why? 
  
20. 3 7. Run through entire piece 
min    8. Administer post-test to students 
 

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