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The Dark Knight Lesson

Ronni Gillette
School Name: High School
Supervising Teacher: N/A
Class/grade(s): Concert band (10-12)

Date: N/A
Time: 9:40am-10:35am
No. of students: 60

Massachusetts Art Curriculum Framework Music Standards (include detailed standards by


grade level)
3.7 Perform on at least one instrument accurately and independently, alone and in small
and large ensembles, with appropriate posture, playing position, and technique
3.11 Perform with expression and technical accuracy a large repertoire of solo and
ensemble literature representing various genres, styles, and cultural and historical
periods, with a level of difficulty of 4, on a scale of 1 to 6*
3.12 Perform an appropriate part in an ensemble, demonstrating well developed ensemble
skills
Lesson Objectives
Warm-up Objectives
Students will:
Play with accurate intonation
Play with precise articulation
Piece 1 Objectives
Student will:
Learn about the emotion behind Part 3 of The Dark Knight
Improve on articulation and tempo
Materials and Setup Needed to Deliver Instruction (list music, audio equipment, instruments,
etc.)
Chairs and Stands
Music
Computer
Projector
Sound system
Procedures
Warm-ups
1. Introduction Phase (engage students; set expectations; state outcomes)
Greet students
Today in our warm-up, we need to focus on very precise articulation, balance,

and blend
Remind students that we need to support our air and make sure we are listening
across the ensemble

2. Focus Phase (describe learning experiences/activities; include differentiated learning

strategies)
Start with Bb concert scale in whole notes
Do Bb starting with low, middle, then high. Make sure you are blending into
the sound that comes before you (the lows)
Concert F eighth note exercise. We need very staccato notes and put energy
behind every single note.
Tuning Bb
3. Closure Phase (reinforce, review, reflect on learning outcomes)
Compliment students on blending and articulation
We need to keep supporting air in order to create a very nice tone and good

intonation.
Piece 1:
1. Introduction Phase (engage students; set expectations; state outcomes)
We are going to work on Part 3 of The Dark Knight and this is the most

energetic and intense part of the piece.


We will also be watching some clips from the movie and listening carefully to
the music.
Remind students that in order to play this part well, we need to have crisp
articulation and well balanced chords.

2. Focus Phase (describe learning experiences/activities; include differentiated learning

strategies)
Start students at measure 90 and run through until the end.
Play the scene Like a Dog Chasing Cars
Have the students watch and listen to the music
What about the music makes this scene so intense? (16th notes, accents,
tempo)
Have students play until m. 122.
Separate parts (down beats, 16th notes, beats 1 and 4)
Comment on how each part needs to have intense accents and separated
staccatos
Put everyone together
M. 102Make sure melody is accenting notes.
Play chord at m. 123
Play video clip about the Joker
What makes this sound like the Joker? (tension, dissonance, dynamic, lurking
in the background)
Play until end and take notes for next rehearsal

3. Closure Phase (reinforce, review, reflect on learning outcomes)


Remind students that concepts from the clips will be on our open response

worksheet
What makes the music so intense? (accents, tempo, 16th notes)
Why are certain chords so reminiscent of the Joker? (tension, dissonance,
dynamics)
Compliment students on a great rehearsal

Closure (reinforce, review, reflect on overall rehearsal)


Comment on how students took concepts from the warm-up and related them to the
music.
Ask students what we should improve on for next time
Thank the students for their focus in the rehearsal
Have a great vacation!
Assessment
Circle one:

Formal / Informal

Individual / Group

Assessment instrument(s):
Teacher observation
Asking questions
Assessment procedures:
Observe students to make sure all are participating and making an effort to play well.
Observe the group and notice if students are using ensemble skills to improve on
intonation, balance, and blend.
Ask questions to make sure all students are paying attention and understanding the
material.
Accommodations/modifications for students with special needs
Repeat directions for students with behavior disorders
Allow time for students to discuss the music with each other so that students with severe
anxiety do not have to speak in front of the whole class
Extension (include additional guided practice activity, assessment, etc.)
If time permits, run through the whole piece.
Have students discuss within their sections on what they could improve on.

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