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Lesson Plan 21 February 2013 Setting: MCHS Rationale: The students will continue to work on and improve their

performance of Olympiada to prepare for their Spring Concert performance. National and State Standards: 1.0 Singing, alone and with others, a varied repertoire of music. 1.1 Demonstrate, in unison, selected musical examples, rhythm patterns, and pitches. 1.2 Sing harmonies up to four parts with good tone and intonation. 2.0 Performing, alone and with others, a varied repertoire of music. 2.1 Demonstrate proper instrument care and maintenance. 2.2 Produce a characteristic quality of sound performing a varied repertoire of music. 2.3 Demonstrate and apply correct technique on ones instrument performing a varied repertoire of music. 2.4 Demonstrate and apply correct pitch, intonation, and rhythm performing a varied repertoire of music. 2.5 Produce musicality through style, dynamic control, tempo variation, and phrasing while performing a varied repertoire of music. 2.6 Execute, correctly, the technical and musical aspects of sight-reading. 2.7 Perform scales on ones instrument. 5.0 Reading and notating music. 5.1 Analyze and execute knowledge of musical notation. 5.2 Implement correct notation in various applications. 6.0 Listening to, analyzing, and describing music. 6.1 Analyze and describe teacher-selected listening examples using correct music vocabulary. 6.2 Analyze and describe teacher-selected listening examples demonstrating knowledge of compositional devices and techniques, which make it unique, interesting, and expressive. 7.0 Evaluating music and music performances. 7.1 Use selected criteria to evaluate the intent and quality of a composition. 7.2 Use selected criteria to evaluate the quality and effectiveness of a live or recorded musical performance. 7.3 Use selected criteria to evaluate ones own performance. Previous Knowledge: The students can play all of Olympiada at 106 bpm. Objectives: The learner will: play all of Olympiada at tempo play with correct tone, rhythm, pitches, and style balance chords in context of the piece

Materials Needed: Chalk board chalk metronome baton speakers score music Foundations Books Procedures: Warm up: Breathing Gym: 1. Begin with simple inhale/ exhale to warm up 2. Perform The Horror, at 100 bpm. Students breathe in for 4, out for 4 approximately 5 times, then repeat the process with in for 3 out for 3, then in 2's, then in 1's, and back up to 4's Warm-Up Set: 1. Put Metronome on 100 bpm, and have students run through long tones 2 on p 5 2. put metronome on 112 bpm, and wave students run through warm up set 4 p 9 3. Walk around and listen and make comments/ feedback Scales: 1. Set metronome to 100 bpm, and have students run through the technical exercises in book in the key of concert Bb 2. Walk around and listen and make comments Chorale and Tuning: 1. Read through interval tuning I, II, III, and chord tuning for Bb Major 2. Make comments 3. Play chorale 2 4. Make comments on note, articulations, tone quality, pitch, balance/blend, and anything else appropriate. Ensemble Tuning: 1. Have Tuba give Bb for brass to tune to 2. Have Clarinet give Bb for woodwinds to tune to 3. Have Tuba and clarinet play in tune, then full ensemble tune together Rehearsal: 1. Begin at m 19, and review 19-35 at 106 bpm. Once students can play the segment comfortably at 106, increase the tempo by 6 bpm and repeat the process until 130 bpm. Along the way, give feedback on style, dynamics, accuracy, etc. 2. Repeat the tempo increasing regiments for following segments pickup to 35 51 51-61 61-66 66-76 76-86

86-89 3. Chunk the previous segments, 19-35, 51-76, 76-89 all at 130 bpm. 4. Work on these 3 chunks as large segments, running and detailing them until satisfactory at 130 bpm. Then increase the tempo 6 clicks at a time until reaching 158 bpm for each. 5. Run 19-76 at 158bpm, and 51-89 at 158 bpm. 6. Run 19-81 at tempo 7. Start chunking from 89-the recapitulation. Each rep, give feedback and, then play again 6 clicks faster. Continue this process until reaching 158bpm. If there is a signifucant issue in the rep, repeat it and correct the issue without an increase in tempo. 8. Once every rehearsal number has been played at tempo, play in 3 segment chunks, but when moving on, overlap by one segment, in order to work out transitions between segments. 9. Continue cleaning and polishing piece. Specifically work on Macro forms, phrasing, and style. Assessments: Informal assessment of listening and evaluating student performance based on style, articulation, note and rhythmic accuracy, dynamics, tone quality, balance, and blend. Formal assessment with smart music IF there is a section or excerpt that is of some difficulty at tempo. Put the exert into smart music, and have students perform it for a grade during class the next day. Closure: Give feedback on rehearsal, behavior, and if the set goals were met. Define goals for the next rehearsal and write them on the board.