7th Grade Woodwinds (04-08-2014) Lesson Plan Setting: Stewarts Creek Middle School 9:24-10:12 AM April 8, 2014 National

and State Standards: 1.0 Singing

Students will sing, alone and with others, a varied repertoire of music. Course Level Expectations (CLEs) 1.2 Demonstrate an understanding of harmony through singing musical examples of at least two parts in complexity. Checks for Understanding: 1.2 Sing a two-part harmonization with both parts having the same rhythm.

Student Performance Indicators (SPIs) 1.2.2 Sing a basic two-part harmonization with both parts using the same rhythm.

2.0 Playing Instruments Students will perform on instruments, alone and with others, a varied repertoire of music. Course Level Expectations (CLEs) 2.2 Produce a characteristic quality of sound performing a varied repertoire of music. 2.3 Demonstrate and apply correct technique on ones instrument performing a varied repertoire of music. 2.4 Demonstrate and apply correct pitch, intonation, and rhythm performing a varied repertoire of music. 2.5 Produce musicality through style, dynamic control, tempo variation, and phrasing while performing a varied repertoire of music. 2.7 Perform scales on ones instrument. Checks for Understanding: 2.2 Demonstrate characteristic sound while performing. 2.3 Demonstrate proper technique while performing.

2.4 Demonstrate correct pitch, intonation, and rhythm, while performing. 2.5 Demonstrate dynamic and tempo control and correct phrasing while performing. Demonstrate ability to listen and perform as an effective member of an ensemble. 2.7 Perform scales/rudiments. Student Performance Indicators (SPIs) 2.2.1 Produce a characteristic tone throughout a teacher-selected range of the instrument. 2.2.2 Produce a characteristic tone at varying dynamic levels. 2.2.3 Employ characteristic tone within a group/individual performance as appropriate to selected instrumental genres. 2.2.4 Employ a characteristic tone within a group/individual performance as appropriate to various instrumental genres. 2.3.1 Demonstrate and apply correct technique of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking at an intermediate level. 2.3.2 Demonstrate technical proficiency of posture, breathing, bowing, embouchure, fingering, articulation and/or percussion sticking. 2.3.3 Demonstrate technical proficiency in selected music genres. 2.3.4 Demonstrate advanced technique in selected music genres.

Standard 5.0 Reading and Notating Students will read and notate music. Course Level Expectations (CLEs) 5.1 Analyze and execute knowledge of musical notation.

Checks for Understanding 5.1 Demonstrate, through performance, the ability to read music.

Student Performance Indicators (SPIs) 5.1.1 Analyze and perform musical literature (Grade I and II). Standard 6.0 Listening and Analyzing Students will listen to, analyze, and describe music. Course Level Expectations (CLEs)

6.1 Analyze and describe teacher-selected listening examples using correct music vocabulary. 6.2 Analyze and describe teacher-selected listening examples demonstrating knowledge of compositional devices and techniques, which make it unique, interesting, and expressive. Checks for Understanding 6.1 Analyze and describe selected music examples using correct music vocabulary. 6.2 Analyze and describe selected music examples emphasizing compositional devices. Student Performance Indicators (SPIs) 6.1.1 Describe a given listening example using basic music terminology and following specified guidelines. 6.2.1 Use appropriate terminology to describe a given listening example. 6.2.2 Analyze and describe a given listening example identifying compositional devices as directed by the teacher. 6.2.3 Analyze and describe a given listening example identifying compositional devices and techniques as directed by the teacher. 6.2.4 Analyze and describe given listening examples in various genres, identifying compositional devices and techniques that make the piece unique, interesting, and/or expressive.

Standard 7.0 Evaluation Students will evaluate music and music performances. Course Level Expectations (CLEs) 7.1 Use selected criteria to evaluate the intent and quality of a composition. 7.2 Use selected criteria to evaluate the quality and effectiveness of a live or recorded musical performance. Checks for Understanding 7.1 Listen to a selected work and theorize, through discussion, about the composers intent. 7.2 Listen to a selected work and evaluate, written or oral, the performance.

Student Performance Indicators (SPIs) 7.1.3 Develop criteria to evaluate the quality of a music composition.

Standard 8.0 Interdisciplinary Connections Students will understand relationships between music, the other arts, and disciplines outside the arts. Course Level Expectations (CLEs) 8.2 Compare ways in which the subject matter of other disciplines is interrelated with those of music. Checks for Understanding 8.2 Compare the relationship between music and other academic disciplines. Student Performance Indicators (SPIs) 8.2.1 Discover the relationship between music and another academic discipline through teacher-guided discussion. 8.2.2 Discuss the similarities between music and other academic disciplines through teacher- guided discussion.

Standard 9.0 Historical and Cultural Relationships Students will understand music in relation to history and culture. Course Level Expectations (CLEs) 9.1 Compare and contrast various historical backgrounds and related music genres. 9.2 Compare and contrast various music genres and their relationship to or influence on culture(s). Checks for Understanding 9.1 Identify distinguishing characteristics of a selected music genre, including instrumentation and style. Identify distinguishing characteristics of a selected historical music period, including primary composers and significant works as related to music studied. Student Performance Indicators (SPIs) 9.2.1 Discover, through discussion, the relationship between a culture and a musical selection.

9.2.2 Explore, through discussion, the relationship between a culture and a musical selection. 9.2.3 Explain, verbally, the relationship between a culture and a musical selection.

Central focus: Focus on teaching and reinforcing proper listening skills, dynamics and articulation in Groovee!! and Ancient Voices

Objectives: TSWBAT listen to a composition and discuss in detail the characteristics of the work. TSWBAT demonstrate correct dynamics on specified sections of pieces. TSWBAT demonstrate articulation in specified sections of pieces.

Vocabulary: Euripides- Ancient composer, famous for Greek Tragedy in 408, wrote play (Oripides) on papyrus in Greece Ancient Era- Between 2300 BC-4th century AD, oldest forms of music

Assessment-Evaluation Formative: TSWBAT listen to music, analyze it, and discuss the work. TSWBAT play their instruments with proper technique in the ensemble and demonstrate correct dynamics and articulations. Summative: Instructor will collect responses and grade the students understanding of the listening material given during the lesson.

Set/Motivator: Students will start by listening and responding to Stasimon Chorus from Orestis by Euripedes, an ancient work written in 408 BC. Students will: A. Describe the instrumentation and vocalization. B. Give an example of where one might hear this outside of school. C. How does this music makes you feel?

Instructor will require: Complete sentences, correct sentences, and correct punctuation.

Instructional Procedures/Learning Tasks:

Collect Student Journals from Set

Instrumental warm up: 1) Warm-Up: Have students breath in for four counts and breath out for four counts with metronome going at 84. Have students breath in for three counts and out for three counts. Students will now breath in 2 counts and out 2 counts. Lastly, students will take deep full breaths for one count and breath out for one count. 2) Students will now play a concert F for 8 counts (holding the note out at a good forte volume). Students will now play a low concert Bb for 8 counts. Students will now play the concert F again for 8 counts and then the high Bb for 8 counts. 3) Students will now play the Bb concert scale descending for half notes and quarter notes followed by the Bb one octave arpeggio.

Ancient Voices: 1) Students will play all the way through Ancient Voices with SmartMusic playing as a whole approach before dissecting the piece. Remind students to play their notes when they are supposed to sing. 2) M 13 and 14 (Singing Pitches) Play the pitch for the students on the recorder in measure 13 (Concert G). Bass Cl., Bsn, Cl., and T. Sax will now sing this pitch in an Ah syllable. Remind students to drop their jaw and sing with a full sound, just like they would on their instruments. Have students hold this pitch out until they hear it. 3) Play the recorder part in measure 13 and have students sing the pitch at the appropriate time.

4)

Remind Clarinets to remember the pitch, which the Low Sections are singing so they can sing it in measure 14.

5) 6)

31-33 Low woodwinds need to work on this decrescendo. 6-34 Focus on the dynamics, which the woodwinds should be displaying in the music.

7)

Remind students to make music with this section because it is slow and needs to have some dynamic depth.

8)

Remind students in measure 28 the clarinets have the melody and the low woodwinds need to have more confidence in measure 31-33.

9)

6-34 Play this whole section with these dynamics in mind and singing the pitches.

10) 11)

69-79 Play this section with correct dynamic contrast. Ask students what they think should happen dynamically in measures 72-76 since they do not have dynamic markings on their pages. Have flutes play their melody in these measures while clarinets, saxophones, and low woodwinds think about their parts. Have students answer this question.

12)

79-End Remind students to wait until the very end to try and achieve a good crescendo. Remind the students of the shape of the crescendo by drawing it on the board. Play this section and have students think about which bar they should put the most crescendo.

13)

69-End Play this whole section with dynamic contrast as the main goal.

Groovee!!: 1) 5-25 Concentrate on using the correct articulations and dynamics in every section. 2) 25-41 Review using the correct articulations in the flutes, clarinets, and saxophones by slowing the section down again and speeding it up. 3) 41-83 Review this section for correct articulations. 4) 83-End Work on controlling the dynamics in this piece until the very end.

5) Beginning to End Run Students should now be working on using correct articulations at all times. Question for higher order thinking: How do we create dynamics on wind instruments?

Closure: Today we practiced listening to and analyzing music from the ancient musical era (6,7,8,9) practiced dynamic and articulation skills (2,6,7).

Materials Needed: Essential Elements 2000 Book 1 - Tim Lautzenheiser Ipod and Computer- iTunes music track White Board Paper and Pencils Music for Ancient Voices and Groovee!!