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Naomi

Garrett
October 22, 2015

The Dotted Quarter-Eighth Note Rhythm


Length of Lesson: 65 minutes
Location: Trafalgar School for Girls (Montreal)
Class: Secondary Cycle 1, Year 2

Number of Students: 18
Subject: Music
Context/Background:
This is the second week in which students have been working on the dotted quarter-eighth
note rhythm (the first time the students have seen a dotted quarter note). In this class,
students are preparing to perform for their first time in the traditional holiday concert as the
junior band. Thus, the class begins with a band warm-up that includes the dotted quartereighth note rhythm, the scale in the key of their concert piece, and finally independent work
time for a composition assignment that will evaluate their understanding of the dotted quartereighth note rhythm.
MELS Subject Competencies
1. Performs Musical Works
2. Creates Musical Works

MELS Cross Curricular Competencies


1. Uses Creativity
2. Adopts Effective Work Methods
3. Uses Information and Communications
Technologies

Target Professional Competency


Competency 2: To communicate clearly in the language of instruction, both orally and in
writing, using correct grammar, in various contexts related to teaching.

Targeted features:
Uses appropriate language when speaking to students, parents and peers.
Communicates ideas concisely using precise vocabulary and correct syntax.
Constantly strives to improve his or her own oral and written language skills.

Between my first three evaluations, a common area for improvement is my communication
skills with the class. During my first assessment with my supervising teacher, it was brought to
my attention that I often address the class as guys, when more appropriate terms for all girl
classes are available (e.g. ladies, girls, everyone, etc.). Since these evaluations I have noticed in
my teaching that I need to give instructions more succinctly. When asking students to perform a
task, I often explain my reasoning behind it when this is not necessary. It would be more
effective to just ask for certain actions in one sentence. I also feel like Im rushed when I am
giving instructions to fit in everything I want to say, so I speak too fast and find myself searching
for words. These are the areas in my communication that I would like to work on.

Vocabulary
Subdivision, meter, rhythm, harmonic minor
Objectives
1. Given the written music and a reminder about the raised seventh scale degree, students
will successfully perform the concert G Harmonic Minor scale on their band instruments
with proper posture, satisfactory tone and intonation.

Naomi Garrett
October 22, 2015

2. Given the written music and a class review on the proper subdivision of the dotted
quarter note, students will successfully perform the warm-up piece Spanish Hymn on
p. 6 of the Tradition of Excellence book, using proper posture, satisfactory tone and the
correct rhythm.
3. Given structured guidance by the teacher and taking a slow tempo, students will
successfully sightread and rehearse bars 61-69 of The Tempest, performing 80% of the
correct notes and rhythms.
4. Using the given worksheet, students will complete at least 50% of their music
composition assignments, incorporating the given criteria to be used for evaluation.
Materials/Tools/Technology
Class set of Tradition of Excellence books, class set of band instruments, chairs and stands, parts
for The Tempest, composition assignment worksheets, pencils, personal iPads
Test Previous Knowledge
1. Teacher will ask students what note is altered in the harmonic minor scale before the
class plays it
2. Teacher will aurally and visually observe which students are able to properly perform
the harmonic minor scale
3. Teacher will ask students how many beats are in a dotted quarter note before playing
Spanish Hymn
4. Teacher will aurally and visually observe which students are able to properly play the
dotted quarter rhythm
Hook: Teacher asks the class the skill-testing question of the day: what note is altered in the
harmonic minor scale and how is it altered?!
Differentiation
Some students have difficulty playing in the average pitch range of the class and
therefore struggle with their band repertoire
o The creation assignment is designed to allow these students to write their own
music in a comfortable range for themselves
o These students will also benefit from the ability to write comfortable rhythms of
their choice for their recording
Some students have reading impediments and struggle reading their parts
o The students are provided large manuscript paper so they can easily read their
compositions

Development/Method
1. Warm Up: Students discuss and play the concert G Harmonic Minor scale, noting the
raised seventh scale degree (5 minutes)
2. Warm Up continued: Students discuss and play the Spanish Hymn on p. 6 of Tradition of
Excellence, noting the dotted quarter-eighth note rhythm (10 minutes)
3. Teacher will lead students through a review of m. 69-end of The Tempest, with close
attention to balance, intonation, dynamics and articulation
4. Teacher will lead students through sightreading m. 61-69 of The Tempest, with
attention mainly focused on rhythm, but also correct notes

Naomi Garrett
October 22, 2015

5. Time permitting, students with review playing m. 1-45 of The Tempest, with focus on
balance, intonation, dynamics and articulation (25 minutes for The Tempest total)
6. For the remaining 20 minutes of class, students are given time to work on their
composition assignment independently
Student-Centered Learning
Students are given the opportunity to show their creative music skills through the composition
assignment and are allowed to write a piece that best suits their playing capabilities for a
performance mark.
Wrap-up
In the final minutes of class, the teacher will review the requirements of the composition
assignment and its due date with the students before asking students to put their instruments
away for dismissal.

Evaluation
Students will be evaluated on their performance in the warm-up using an observation
chart on their posture, tone, intonation and rhythm
Students will be evaluated on their playing and given continuous verbal feedback during
the rehearsal of The Tempest for rhythm, correct notes, balance, dynamics, intonation
and articulation
Students will be formally evaluated on their composition assignment using the given
rubric on their assignment sheet.

Extension
Students will receive feedback by email individually for their composition assignments. They
will also have a culminating performance mark based on their performance in the December
holiday concert for their work on The Tempest.