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Lesson Plan - 2/28/19: I. Objectives

This lesson plan outlines a music class where students will: 1) Play through a musical piece from start to finish to gain familiarity and review important elements. 2) Discuss listening to a recording of the piece to understand how it makes them feel. 3) Work on their air support and identified technical elements like articulation through guided practice sections.

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204 views

Lesson Plan - 2/28/19: I. Objectives

This lesson plan outlines a music class where students will: 1) Play through a musical piece from start to finish to gain familiarity and review important elements. 2) Discuss listening to a recording of the piece to understand how it makes them feel. 3) Work on their air support and identified technical elements like articulation through guided practice sections.

Uploaded by

api-384262754
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Plan – 2/28/19

I. Objectives
a. Students will play through the entirety of the piece (Cognitive, Psychomotor).
b. Students will mentally review their music before playing as they would on their
own instrument (Cognitive, Psychomotor).
c. Students will reflect on how listening to the recording of the piece made them
feel/think (Affective).
d. Students will understand the air support needed for the instrument (Cognitive,
Psychomotor).

II. Procedures
a. I’d like to introduce myself for those of you that don’t know me (<1 minute)
i. Junior in Music Education
ii. I’m playing the bassoon in U-Band, but my primary instrument is the
clarinet.
iii. I decided on ME when I helped in my middle school band program when I
was a senior in high school, and I’ve loved it ever since.
iv. Hope to one day be a middle school and/or high school band director.
b. Let’s discuss the piece (1.5-2 min)
i. Who listened to the recording I sent out?
1. NO ONE
a. Ask listening questions after playing
2. SOMEONE/LOTS
a. Would anyone like to share what they thought of when they
heard this piece? Or a general feeling?
b. Call on max 3 people
3. THE PIECE
a. Read the intro to the score!
ii. Looking at the piece, what’s something we should note before we start?
1. Tempo/time signatures***
a. Blue marks in score
2. Take 10 seconds and circle/mark any accidentals, time signature
changes, or anything else you may miss when you first look at a
piece
c. Let’s make some music! (Probably around 10 min with slower met)
i. Begin piece at 105 bpm
ii. Hold your own!
d. We made it! First run through down. How are you feeling? (>1 minute)
i. Excited? Tired? Overwhelmed?
1. Just remember you have 2 whole weeks before we look at this
again!
e. Let’s look back at the beginning. We’re going to play from 1-13. (3-5 minutes)
i. Focus on air support, don’t change any embouchure or push.
ii. Try a few times, move on when sound improves throughout the section
f. Let’s play from 1-25 so we can hear the brass interlude (3 minutes)
i. What do we notice about the articulation in this section?
ii. Address accents, the interlude is strong!
g. Let’s play from 13-40 to address the woodwind moving lines (3-5 minutes)
i. Air support will need to be addressed
ii. Brass may cover WWs up adjust as needed
h. Piece together what we worked on 1-40
i. Circle at least one part you want to get better at!
ii. PRACTICE IN THE NEXT 2 WEEKS
iii. Review what you need to!

III. Assessment
a. Students will share what they find important to mark in the piece when they
review.
b. Students will share how the piece made them think/feel before and/or after they
play through the piece.
c. Students will create a better sound through air support, so they understand what is
needed to create the sound at all points when playing.

IV. Evaluation/Reflection
a. Were my instructions clear and concise throughout the lesson?
b. How many times did I speak more than 1-2 sentences when it was not needed?
c. Listen to the last time the ensemble plays and the first run through
i. What got worse?
ii. What got better?
d. Was my conducting clear?
i. What worked?
ii. What didn’t?
e. How do we build from this lesson?

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