Emily Boone Student Teaching, Fall 2013 Lesson Plan Concert Band 11/08/13 Friday, November 8, 2013 Marshwood

d High School Concert Band 12:30-1:20 (50 minutes) Objectives: By the end of class, students will be able to: Breathe together and fill up their lung capacity in 2 beats, 1 beat, of a beat, and of a beat. Identify the notes in, and play two melodic minor scales on their instrument. Clap basic rhythms present in Movement 3 of Second Suite in F. Play rhythms with accurate notes and articulations in Movement 3 of Second Suite. Standards: Students will be gaining experience with the following standards: 2) Perform on instruments, alone and with others, a varied repertoire of music. 5) Read and notate music. 7) Evaluate music and music performances. Materials Needed: The following materials will be necessary for this lesson: Chairs and stands for all students (they will set them up as they arrive) Music (in their assigned folders) for the pieces we will play Instruments Outcomes: By the end of class, students will have: Participated in a breathing exercise requiring them to take in the same amount of air in different amounts of time. Successfully played two melodic minor scales on their instruments. Clapped together, with the rest of the band, the two main rhythms in Movement 3 of Second Suite. Listened for togetherness in clapping and playing rhythms in Second Suite. Played their parts to Second Suite, Movement 3 with more awareness of other parts and more awareness of articulations within the movement. Procedures: Students will experience these standards and outcomes by the following: As students arrive in class, they will set up chairs and stands in the arrangement they are used to (5 rows). We will begin by doing a breathing exercise (breathing in for 2 counts, and out for 8, in for 1 count, 1/2, and 1/4). Students will be encourages to ill up their lungs each time they breathe in and empty them in the 8 counts. We will begin playing by identifying a melodic minor scale for them to play. I will call on individuals within each transposition to tell me what scale they are playing (I will tell them concert pitch). I will ask what accidentals they have both on the way up and the way down the scale to confirm their understanding. We will then play a melodic minor scale, and repeat the process with another melodic minor scale. We will spend the majority of the period working on the third movement of Second Suite, focusing largely on rhythm and articulation. We will begin by having everyone

Emily Boone Student Teaching, Fall 2013 Lesson Plan Concert Band 11/08/13 clap the two main rhythms in the movement, listening to make sure everyones timing is together. The rhythms will be written on the board ahead of time. We will then have students play those rhythms with the same awareness of timing, repeating and adjusting this as needed. Everyone will listen for accurate timing, even if they are not playing. I will then ask about how these notes should sound (short, long, etc.) and have students try a few different ways of playing them before deciding which sounds most like the feeling of the piece. We will continue to work on any other rhythm or articulation issues that arise during rehearsal. If there is time left, we will run through Flourish for Wind Band so students have a chance to look at another piece and take a mental break from Second Suite. Students will have 3-4 minutes at the end of the period to put instruments and equipment away. Assessment: We will know students understand the concepts by: Hearing students breathe together on the correct count(s) in the breathing exercise. Hearing that students understand transposition for their respective instruments, as well as the way to determine notes in a melodic minor scale. Having students critique their rhythms and articulations, both when clapping and playing them. Hearing students progress on accuracy of rhythm and articulations as the period progresses. Self-Assessment: I will know I was clear in my explanations if: Students are clearly demonstrating their comprehension of melodic minor scales. Students are listening to each other and adjusting their rhythm and articulation as necessary. Students are performing their part to the movement accurately. Students do not have any/many questions about the concepts we covered in this period. Follow-up Activities: Things we will continue working on in the future are: Trying different breathing exercises to emphasize different skills. Continuing to listen for and work with details such as balance and tone. Having students listen for the different parts of a piece, and identifying what is the most important thing to be hearing.