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Lesson Plan

Name: Liam Callan Date: 12/4/16


Grade/Class: High School wind ensemble

1. Measurable Objective(s): (Measurable learning objectives use action verbs to


describe what you want the students to be able to do by the end of the class,
course, or unit)
By the end of this lesson students will be able to accurately audiate, replicate and create
rhythms in 5/4 and comfortably play the ostinato rhythm of Holsts Jupiter on a concert
Bb on their instrument.

2. Required Prior Knowledge and Skills: (What must students know to be


successful)
At least a couple of years of playing their chosen band instrument
A basic understanding of tonality and scales
An understanding of rhythmic dictation in simple meters (2/4,3/4,4/4)
An understanding of how to transcribe basic rhythm in simple meters into
standard staff notation

2. Review Needed: (What needs to be reviewed to reinforce prior learning related


to this lesson)

Simple and 4/4 rhythmic call and response in Gordon MLT style.
Concert Bb Major and Minor scales

4. Materials, Repertoire, Equipment needed:


White board (with staff on it)
Markers
Laptop
Projector
Aux Cable
Arrangement of Holsts Mars https://www.youtube.com/watch?v=V-16BOb6oOw

5. Agenda: (list items to be taught and post use large paper and dark marker if white
board is not available)

1. Rhythm in 3
2. Rhythm in 4
3. Rhythm in 5
4. Ostinato

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5. Bb scales
6. Playing Ostinato
7. Cold Read

6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: (Teacher posted brief assignment that may be done


independently. Brief reading writing, editing, or problem solving activity
to ready them for learning may be a question about the music that will 3-5 minutes
be rehearsed or at the younger levels it may be a learning activity setting
up
for todays lesson)

Play Holsts Mars over the speakers. Have students listen while they
enter and then ask students to audiate the rhythm and find the macro
beat. After a minute, have them step to the macro beat (3+2).

B. Learning Activities: (What learning experiences and instruction will


enable students to achieve the desired results have more learning
activities than you need)

1. Begin Learning Sequence Activity by doing rhythm in 3-5 minutes

2. Add a beat continue in 4/4 3-5 minutes

3. Introduce 5/4 7-10 minutes


a. Ask what if would look like if you added another beat to each
bar.
b. Begin learning sequence in 5 with straight quarter notes call
and response, gradually move to more complex rhythms.
c. Introduce 8th note triplets to sequence.
d. Introduce rhythmic ostinato from Mars into sequence

e. Flip between random examples and the rhythmic ostinato


(test students on rhythmic ostinato independently)

4. Ask for student volunteers to create a one bar rhythmic pattern in 2-4 minutes
5, and then have the class replicate it.

5. Put four independent measures of 5/4 on the board, make one 3-5 minutes
measure the ostinato and ask for student volunteers to fill out the
rest of them with created rhythms. Have students sight read
sequence placing the four measures in a random order.

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6. Have students unpack instruments and play through the Bb major
scale, changing notes on the macro-beats (1 and 4, beat 2-4 minutes
grouping is 3+2). Have them play the Bb minor scale in the same
manor.

7. Have students play the major scale up and minor scale


2-4 minutes
downwards playing the rhythmic ostinato. (One full measure for
each note)

8. Read through Holsts Mars


6-8 minutes

C. Assessment: (What evidence will show that the students


understand? Describe the assessment used formal and informal Built in
assessments based on learning objectives)

Informally assess student ability to replicate rhythms during learning


sequence in 5/4, also assess their ability to create fitting rhythms during
activities #4 and 5.
Closing exercise will assess everybody on the composition component

D. Closing/Wrap-up: (This is a recap of the key learning of the day to


check for understanding. Could be a ticket to leave as individuals or
group answers)

Students must successfully create and perform a rhythm in 5/4 before


they leave.

E. Assignment:

7. Accommodations: (a. Special Needs, b. ELL etc. )

Students with learning disabilities often have trouble maintaining a steady beat, without
physical understanding. Being able to have a partner, or the teacher tap a steady pulse,
and/or the rhythmic examples on the students hands/shoulders would allow the
students to internalize rhythm. The nature of repeated call and response is also very
conducive to learning delays, repetition allows student to make their way to
understanding at their own pace.

8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include


student responses b. Rethink & Revise - what could you have done differently to
improve the outcome of this lesson)

9. National Standards: (Creating, Performing, Responding)

MU:Cr1.1.E.5aComposeandimprovisemelodicandrhythmicideasormotivesthatreflect

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characteristic(s)ofmusicortext(s)studiedinrehearsal.

MU:Cr3.2.E.5aSharepersonallydevelopedmelodicandrhythmicideasormotivesindividuallyorasan
ensemblethatdemonstrateunderstandingofcharacteristicsofmusicortextsstudiedinrehearsal.

MU:Pr4.2.E.5aDemonstrate,usingmusicreadingskillswhereappropriate,howknowledgeofformal
aspectsinmusicalworksinformpreparedorimprovisedperformances.

10. State Standards: (Singing, Reading & Notation, Playing Instruments,


Improvisation & Composition, Critical Response, Purposes & meaning in the arts,
Rose of artists in communities, Concepts of style, stylistic influence & stylistic
change, Inventions technologies & the arts, Interdisciplinary connections)

3.12Performanappropriatepartinanensemble,demonstratingwelldevelopedensembleskills

4.14Composemusicinseveraldistinctstylesusingtheelementsofmusicforexpressiveeffect

4.17Improviserhythmicandmelodicvariationsongivenmelodiesinpentatonic,major,minor,andmodal
tonalities