1 / 7

Lesson Plan: Monday, November 27, 2006

Lesson Plan: Monday, November 27, 2006. Concert Band 3 rd Period Grantham Academy of Engineering. Instructional Strategies to be Used:. Performance Based-Evaluation

deacon-holmes
Download Presentation

Lesson Plan: Monday, November 27, 2006

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Lesson Plan: Monday, November 27, 2006 Concert Band 3rd Period Grantham Academy of Engineering

  2. Instructional Strategies to be Used: • Performance Based-Evaluation • Ensemble, sections or individuals play with instant feedback and/or correction from the themselves, their peers, and instructor to correct or enhance what they are currently doing in a piece of music. • Group/ Peer Tutoring • Sections and individuals help other students in their section with any particular aspect of the music to help make the pace of rehearsal and instruction at a pace that is keeping all 52 members active and engaged.

  3. Music TEKS Alignment To Standards • 7.1A Demonstrate characteristic vocal or instrumental timbre individually and in groups   • 7.1B Describe intervals, music notation, musical instruments or voices, and musical performances, using standard terminology   • 7.1C Identify music forms presented aurally and through music notation   • 7.2A Perform independently with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques   • 7.2C Demonstrate appropriate small- and large-ensemble performance techniques during formal and informal concerts   • 7.3A Sight-read music in treble and/or other clefs in various keys and meters   • 7.3B Notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated)    • 7.3C Interpret music symbols and terms referring to dynamics, tempo, and articulation when performing   • 7.5A Classify aurally-presented music representative of diverse genres, styles, periods, and cultures   • 7.5C Perform music representative of diverse cultures, including American and Texas heritage  •  7.6A Design and apply criteria for evaluating the quality and effectiveness of music and musical performances   • 7.6C Exhibit concert etiquette during live performances in a variety of settings 

  4. Classroom Activity • Warm-Ups: (Selected from but not limited to use everyday) • Remington: Foundations for Superior Performance pg. 4 no. 1A and 1C • Lip Slurs: Foundations for Superior Performance pg. 6 & 7 options 1,2, and 3 • Breathing exercises: Standing up using correct breathing techniques, sealing mouth around plastic tube and controlling volume and steadiness of air within a given time frame based upon the metronome ( usually 70-80 bpm.) • Concert F around the room: Intense listening exercises that starts with bass (Tuba) and finishes with flutes (highest melodic instrument) • Concert B-flat scale breathing exercise: add one note till you play an octave and try to play the entire set of sequences on one breath • Concert Bb, Eb, Ab, F, G and Db Scales: improves student ability to play pieces with exceedingly more complex key signatures • Articulation exercises: play any given rhythmic pattern or Concert Scale and practice quarter note, eighth note, and sixteenth note articulations using staccato, legato, marcato, etc. styles

  5. Classroom Activity (continued) • Holiday Cheer!: • Start off with measure 13 -20; and 1-12 to see if each melodic counter-melodic phrase is remembered from before the break. • Trumpets and flutes have same melodic theme • Clarinets, A. Sax, and horn have same counter-melodic theme • Bass Clarinet and all low brass have bass line • Checking constantly for the following: • Characteristic tones • Rhythmic accuracy and matching articulation (matching note lengths and releases) • Proper breathing spots and phrasing (did the ensemble start and stop together?) • Correct interpretation of key signature • Balance and Blend between individual and group instruments

  6. Classroom Activity (continued) • Knights of Dunvegan: • Sight-read measures 1-10 and 43-57 if possible. • Have students run through basic UIL sight-reading procedure: • Students glance 5-10 seconds at the new music and then turn it over so not to see it yet. Ask individual students the following question: • What is the Time Signature(s) of the piece? • What is the Key Signatrure(s) of the piece? • What accidentals did you see for your part and for your section? • Any like rhythmic or duplicate rhythmic patterns in the piece? • Based on the note values at the beginning; who has the melody? • What is your starting dynamic for the piece? (How loud or soft you play)

  7. Materials Used in Class • Breathing Tubes • Metronome • Tuner • Foundations For Superior Performance: Warm-Ups & Techniques for Band • Musical Pieces: • “Holiday Cheer!” • “Knights of Dunvegan” (UIL Grade II) • Student Horns and accessories: • 3-4 Reeds (A.Sax and Clarinet) • Valve oil and Slide Grease (All Brass) • All music and warm-ups assigned in sheet music • Working pencil (not pen)

More Related