Lesson Plan Lesson 1 Setting Kitt High School National and State Standards 2) Performing on Instruments, along and

s, along and with others, a varied repertoire of music. 2.1 Demonstrate the ability to perform on instruments, in an ensemble, with an understanding of pitch, rhythm, and dynamics. 2.2 Demonstrate the ability to perform on instruments alone, with an understanding of pitch, rhythm, and dynamics. 3. Improvise Melodies, Variations, and Accompaniments 3.1 Demonstrate the ability to improvise melodies 5. Reading and Notating Music 5.1 Demonstrate an understanding of notation including rhythm, melody, harmony and dynamics 5.2 Demonstrate accurate use of standard notation including rhythm, melody, harmony, and dynamics 7. Evaluate music and music performances 7.1 Evaluate the quality of music composition through score study 8. Understand relationships between music, the other arts, and disciplines outside the arts. 8.1 Compare stylistic characteristics of two or more arts within a particular historical period.

Previous Knowledge The students know how to perform on orf marimbas, xylophones and bells. Students can sing using pitches of a diatonic scale The students are familiar with dynamics and tempo. The students are proficient with reading musical notation. Students have improvised melodies (using the pentatonic scale) and simple accompaniments (I, IV, V) Objectives The learner will: Listen to and discuss Mussorgskys Pictures at an Exhibition and how he was inspired by artwork Challenge their playing by thinking deeply about three factors in expressive music (tempo, dynamics, and phrasing). Decide upon an interpretation to the melody from Harvest Time Explain why they made the choices they made. Improvise a melody that starts small and builds to create forward motion.

Materials Needed Orff Instruments and implements Marimba, xylophone, and bells. Projector Computer with a PowerPoint for the Mussorgsky presentation Procedures 1. Start off by having the students listen to Mussorgskys Pictures at an Exhibition: Ballet of the Unhatched Chicks. 2. Ask students to free write about any imagery that could come to mind and why. 3. Have students give some of their thoughts on what they imagined. 4. Using the PowerPoint, show the students the original picture, from which Mussorgsky wrote this movement about, and compare what they see to what they wrote down and discuss if anyone had anything different. 5. Show the slide of the score to Pictures at an Exhibition and walk them through the different elements Mussorgsky used to depict the painting. 6. Have each student take an Orff instrument and music to Harvest Time 7. Go through the piece with the students several times until an adequate performance can be achieved. 8. Select a few students to perform the melody and ask the class whether the performance was good and why. 9. If the reasoning was only because he didnt miss notes or etc. Challenge the students by asking them what is a good performance. 10. Once a discussion has been made about expressivity and how you may use contrast of dynamics. 11. Have a few students perform the melody by themselves to apply the new concept. 12. Rearrange students to new instruments (still on the orff keyboards) for the next activity. 13. Create a simple ostinato pattern for the performers on the accompaniment instruments (large marimba and bells). 14. Have individual students improvise a solo based upon a five note pentatonic scale and quarter and eighth notes. 15. After a few students have improvised, ask them for their thoughts on their individual improvisations. 16. Ask students who were dissatisfied how they could be more effective in their improve. 17. After the discussion, encourage your students to start with a lighter dynamic and notes with more space, then build in dynamic and note intensity. 18. Have a few more students improvise. Assessments Several informal assessments are included in the individual performances. Another mean of assessment is in the free write that the students will write about Pictures at an Exhibition to see what they have evaluated from the music.

Closure End class with a full performance of the improve piece where several soloist may apply the new concept for improve. Ask students to put away instruments and implements and dismiss class. Facet Of Understanding Interpretation