MUED Lesson Plan – MUS 382B – Fall 2019 - FINAL

Name: Juan Perez Herrera

Composition: A Percy Granger Suite Mvt. 2 Irish Tune from Country Dance

Student Learning Outcome(s): Students will perform simultaneous legato and accented phrases using balanced alignment in a slow tempo.

Standards: 4.1 Enduring Understanding:

Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance
influence the selection of repertoire.

What academic and content-specific vocabulary will be introduced? legato, accents, balance, intonation

Identify
 Musical Element(s) (e.g. specify from categories—melody, harmony, rhythm, timbre, texture, form, etc.): expression, harmonies
 Musical Actions (e.g. composing, improvising, performing, listening, etc.): performing
 Musical Skills (technique needed to accomplish action/element): controlled air stream

Learning Activities:
Time Measures Issue/ Scaffolded Activities Assessment
allocation Musical  Active learning  Kind of assessment (formal, informal, self, peer)
Element  Scaffolded for higher-order thinking skills (analysis, synthesis,  Criteria being assessed
evaluation, interpretation, transfer)
 Groupings within activities
25-end Play entire section
25-27 Style  Play measures 25-27
o Trumpets (play down the octave until ready to
perform)
 Correct pitches  Correct pitches
 Correct slurs  Appropriate slurred articulations
 Model legato style  Legato style
 Students model
  Echoing
 Repeat until confident
o Play measures 25-27 (cl 2, alto 2, horn 1-2)
 Correct pitches  Correct pitches
 Correct slurs  Appropriate slurred articulations
 Model accented style  Accented style
 Students model
 Echoing
 Repeat until confident
 Play measures 25-27 (trumpets, alto,
horn)
 Everybody plays measures 25-27
o Bop the entrances of notes  Balanced alignment
 Every new entrance use bell tone
 Balance entrances
o Play as written
 Everybody plays measures 25-27
28-end Intonation  Everyone plays measures 28-end
o Long tones/chords – intonation  Chords are in tune
 Play chord by chord
 Sustain chord then have students sing
the root
 Students play who have the root
o Focus on measure 29 and bring out the Concert
Db chord
 Isolate chord
 Add chord before and after
 Play measures 28-end
25-end Play entire section