Lesson Plan #4

Teacher Name: ____Brandon Wells_______Target Grade Level:_____8th Grade_________

Musical Concept of Focus: Historical/Cultural

Standards Being Addressed:

- Cr.1.P Compose and improvise ideas for melodies, rhythmic passages, and

arrangements for specific purposes that reflect characteristic(s) of music from a variety

of historical periods studied in rehearsal.

- Cr.2.P Select and develop draft melodies, rhythmic passages, and arrangements for

specific purposes that demonstrate understanding of characteristic(s) of music from a

variety of historical periods studied in rehearsal preserving draft compositions and

improvisations through standard notation and audio recording.

- MU:Re8.1.E.Ia Explain and support interpretations of the expressive intent and meaning

of musical works, citing as evidence the treatment of the elements of music, contexts,

(when appropriate) the setting of the text, and personal research.

- MU:Re9.1.E.Ia Evaluate works and performances based on personally or collaboratively

developed criteria, including analysis of the structure and context.

Materials of Instruction:

- Chimney Rock Celebration recording

- Listening Example: American Venom by Woody Jackson

- Listening Example: Appalachian Spring Movement Vll by Aaron Copland

- Paper

- Crayons, colored pencils, markers, etc.

- Chimney Rock Celebration program notes

 - Reflection

- Warm Up Strategy #4

Lesson Sequence:

Entry Activity/Transition/Warm Up: “Hello everyone, we are going to listen to a lot of music

today! Go ahead and grab some coloring supplies and paper and get ready to listen.”

1. See Warm Up Strategy #4 for the warm up activity.

2. “Now that we have some words written, let’s open up our Chimney Rock Celebration

scores.”

Activity #4 Objective: Students will study the historical context of Chimney Rock

Celebration and listen to closely related listening examples to create a picture and

journal entry inspired by their listening.

1. “Ok everyone, I need a volunteer to read the first paragraph of the program notes.”

a. Student reads the first paragraph of the program notes.

2. “Now that you know the historical context of the piece, does it make you want to change

anything you have written or drawn so far?”

3. “We’re going to listen to Chimney Rock Celebration again. This time I want you to think

of the type of person that would have traveled on one of these trails and try to draw what

you think they looked like based on what you hear. I will also play two more listening

excerpts while you draw.”

a. Teacher plays Chimney Rock Celebration, American Venom, and Appalachian

Spring Movement Vll.

4. “Now that everyone has drawn their pioneer, I want you to think about the information

you have heard from the program notes and the music you have heard today, and I want

you to use that to write a journal entry from the perspective of the pioneer you drew.”
Assessment: The students will submit their drawing and journal entry to the teacher. Once the

teacher returns them to the students they will keep them in their music folders to give them

inspiration throughout the concert block. Students will also fill out a reflection so the teacher can

further assess the students’ takeaways from the assignment.