Impact On Student Learning Project

Teacher: Jackson Van Hyning Class: Symphonic Band Brass 1

Date SOL Unit/Topic Before / Objective During After

- Articulation - Students will begin to *Intro assessment done at the
identify and distinguish start of class. Students asked
4/18 HMT.12 between good and poor to write out the four
HMT.17 examples of several different articulation markings on
HMT.18 styles of articulation. paper and describe them in 2
HMT.19 sentences. 1.) How does the
note start and end? 2.) Where
do we normally see this style
of articulation?
Activating prior knowledge:
Many students in this class
have great experience playing
by this point. During class, I
will begin with writing several
varying styles of articulation
on the board (Accent,
Marcato, Tenuto, Staccato)
Activities and Assessments:
*Class average of roughly 40%
on the pretest. Low: 0/2, High:
1.5/2
*What are students actually
doing when it isn’t their turn to
play?
- Encourage feedback
amongst students
throughout the lesson,
and keep it quick.

Engaging activities: I will go

around the room and every
student will have an
opportunity to play the
articulation marking they see.
This activity will only include
Tenuto and Accent markings.
 Impact On Student Learning Project
Teacher: Jackson Van Hyning Class: Symphonic Band Brass 2

Date SOL Unit/Topic Before / Objective During After

- Articulation cont. - Students will continue to
identify and distinguish
4/20 HMT.12 between good and poor
HMT.17 examples of several different
HMT.18 styles of articulation.
HMT.19
- What are they, where are
they used?
Activating prior knowledge: *Remind students of everything
Students will read their march we worked on and fill students
at the beginning of class and in on the rest of the week.
try to incorporate what they
gathered from the last lesson.
Engaging activities: I will
record their playing and the
students will be asked to
describe what they hear.
Accent markings should have
shown improvement, however
Staccato markings have yet to
be addressed in the lesson.
Many of the kids should notice
that their accents and
stacattos were not showing
enough differentiation.

The lesson will continue

following the listening activity
with Staccato and Marcato
articulations.
 Impact On Student Learning Project
Teacher: Jackson Van Hyning Class: Symphonic Band Brass 3

- Articulation Cont. - Students will continue to Bell ringer: Students will arc Activities and Assessments:
identify and distinguish around the board to review
4/21 HMT.12 between good and poor ALL material. *Class average of 90% on the
HMT.17 examples of several different post-test. Low: 1/2, High: 2/2
HMT.18 styles of articulation. Activating prior knowledge:
HMT.19 We will use review time to
address all of our articulations
that we have discussed over
the past two periods.

Engaging activities: Students

will attempt recording the
piece with their best clarity of
articulation and we will
compare that to the last class.

Post test: Same 2 questions

will be asked, answers from
both the pre and post test will
be compared.
 Impact On Student Learning Project
Teacher: Jackson Van Hyning Class: Symphonic Band Brass 4