Stetson University Music Education Daily Lesson Plan

Name: Aidan Dixon Date: 2/15/2023 Period: 2 and 6

Ensemble or Class: Beginning Band Lesson Topic:

Warm-Up (F-Concert Scale)
Rhythm Unit 2
Chromatic Scale Review
Arpeggio Review
Standards: (CCSS/NGSSS)
MU.68.S.3.1 - Sing and/or play age-appropriate repertoire expressively.
MU.68.S.3.2 – Demonstrate proper vocal or instrumental technique.
MU.68.S.3.3 – Sight-read standard exercises and simple repertoire.
MU.68.S.3.4 - Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.

Long Term Goal:

Warm-Ups – create a routine practice regiment that instills proper technique and active listening skills within the ensemble.
Rhythm Unit – Practice simple and complex rhythms piece by piece so that they can practice different rhythmic figures in
different time signatures. This will increase their rhythmic sight-reading ability.
Chromatic Scale Review – This is extending their range and introducing them to new notes for their respective instruments.
This also gets them working on air support and efficiency because that allows them to get it done in one breath.
Arpeggio Review – This gets students familiar with the All-State pattern of scales in all seven major scale keys.
Instructional objectives(s):
Students will play their F Concert Scale Warm-up, 16 counts on each note with a good breath and tone quality at 90%
accuracy. Students will perform each measure of any line separately with 100% accuracy and the entire line with 90%
accuracy. Students will engage in active listening of their peer’s solos and engage in a discussion reviewing what they heard
and saw. Students will rehearse their music with 90% note and rhythmic accuracy.
Key Vocabulary: Instructional Materials/Resources/Technology:
Active Listening
Band Books
Down, Out, and Up Rhythm Unit Sheets
Posture Tonal Energy Tuner
F Scale Warm-Up Recording
Embouchure
Rhythm Unit Recordings
Intonation
Tone Quality/Tonality
Critical Thinking: Lesson Structure:
How does Active Listening help us as musicians? Students enter the class…
How do we create blocks of sound and what can hinder Attendance
creating it? F-Scale Warm-Up
How does our breath affect our tone quality? Rhythm Unit 2
How do we take a proper breath? Chromatic Scale Review
Where should our breath start and how can we check if we Arpeggio Review
are taking the correct one?
How does listening across the ensemble help us balance and
blend our sound?
Stetson University Music Education Daily Lesson Plan

Lesson/Rehearsal Procedures:
Pacing: Assessment:
Highlight Differentiated Instruction in Yellow
Introduction Procedures:
6 min. Students enter the room and get ready for class…
(Class time starts)
2 min. Attendance (small announcements)

Lesson/Rehearsal Procedures:
F-Scale Warm-Up
2 min. - Descending
o Brass mouthpieces off (except horns)
3 min. - Ascending
o Brass mouthpieces on (horns off)

20 min. Rhythm Unit 2 This is a new rhythm unit that they are
still beginning on. Assessment here is
the same as described in past lesson
plans.

20 min. Chromatic Scale Review This is done as a group and then to

individuals. We also use these for
seating tests.

20 min. Arpeggio Review This is done through the whole

ensemble and then towards individuals
in sections that need more help.
25 min. Rehearse Music

*No closing procedures, we work up to the bell.

Post Rehearsal or Lesson Reflections

Content Adjustment: Based on diagnostic and formative assessments during today’s lesson/rehearsal, list any repertoire
or activities that were omitted from the plan. Why? Will the omitted items need to be included in tomorrow’s
lesson/rehearsal?

Nothing was omitted during this lesson, but at one point during the lesson after the warm-up activities I was sent into the
ensemble room to do pass-offs with students that were either behind or close to finishing their sheets.

Rehearsal or Lesson Adjustment: If you were going to re-teach today’s lesson/rehearsal, how would you have done it
differently.

I am still getting used to teaching this class as it was just added on this week, so I think that if I were to reteach this class I
should be more confident in my pedagogical knowledge. And if there comes a scenario where I don’t know something, to
not be afraid to ask my CT and/or use a well-prepared student as a model.

Reflection on Teaching: Analyze and evaluate your lesson/rehearsal and classroom management.
Stetson University Music Education Daily Lesson Plan

When doing pass-offs I was working with a student with special needs that played tuba and it was a first-time experience
for me. Not much of how I taught concepts was affected, but the amount of time it took for something to be understood
and demonstrated correctly back to me was much more significant. In my own teaching I had to push myself to be more
patient in what I was doing. I wasn’t getting frustrated, but having never worked with a student with special needs one-on-
one like this it was a new experience for me that I know no experience in to begin with. The time with this student went very
well overall and he did learn a lot, but I know that to get him closer to rest of the class it is going to be a longer process of
dedicated time to get him where he should be because he is fully capable of doing so.