September 18th, 2013

Lesson Plan Day 3

Grade/Subject: Grade 7 Band Unit: Fall Concert Lesson Duration: 86 min

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: PLAYING - To discover, develop and evaluate their talents and abilities relative to playing a musical instrument, and

to establish and reinforce correct techniques and skills. LISTENING - To develop the ability to make aesthetic judgments based on critical listening and analysis of music. READING - To interpret rhythm, melody, harmony, form and expression as they appear in musical notation through both cognitive and psychomotor responses. CREATING - To develop an additional avenue of self- expression by composing, improvising and interpreting music. VALUING - To make students aware of the implications of music in our society with respect to music careers, its avocational and leisure uses, and to grow in the appreciation, understanding and enjoyment of music as a source of personal fulfillment.

Specific Learning Outcomes:

Dynamics 2 Theory 4 Aural 3

LEARNING OBJECTIVES
Students will be able to:

1. Demonstrate (B) ability to match an appropriate tuning note (P) in warm-ups (C) 2. Demonstrate (B) acceptable intonation on their instrument (P) throughout rehearsal (C) 3. Identify (B) the proper names and meanings for dynamics (P) found in their repertoire (C) ASSESSMENTS
Observations: - Posture - Breathing - Pitch - Intonation Key Questions: - Does singing the scales or songs make it easier to play the song? - Do you feel you are getting a nice full sound on your instrument? - Should we breath between every single note in a scale? - Where can we breath in a scale? - Who remembers what the muscle is that we use to help us breath? - How many notes are in a scale? - Are you playing in tune? - On a scale of 1-5 one being barely getting a sound and 5 being a nice full sound how do you rate yourself? - Who is playing the melody in this section? - What is the dynamic marking here? - What are some dynamic markings we could find in our music? - What can we do if our instrument is not in tune with the band?

Written/Performance Assessments: - Mini Theory Quiz

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LEARNING RESOURCES CONSULTED

Resource #1: Alberta Instrumental 10-20-30 Program of Studies Resource #2: Alberta Junior High Instrumental Program of Studies Resource #3: Sound Innovations for Concert Band Robert Sheldon

MATERIALS AND EQUIPMENT

Baton Iphone Trombone Clarinet

Sound Innovations Book Warm up sheet

PROCEDURE Introduction (_10_min.):

Hook/Attention Grabber: - Mini theory quiz will be on the board - They will have until 10:40 to complete it and can only start after their instrument and music are set up. - The quiz will be labeling the staff, clefs, note names, dynamics and rests. - Quizzes will be handed into basket at the front. Assessment of Prior Knowledge: Q: Should we breath between every single note in a scale? Q: Where can we breath in a scale? Expectations for Learning and Behaviour: Love and Logic Advance Organizer/Agenda: Warm up Tuning Sound Innovation Twist and Shout Transition to Body: Alright really be thinking about nice smooth transitions between notes today and please get your mouthpieces out.

Body (_66_min.):
Learning Activity #1: Mouthpiece only - Remind them about breath support and taking a nice full breath each time they breath. Q: Who remembers what the muscle is that we use to help us breath? Get them to feel their diaphragms and demonstrate a full breath. Have them practice taking deep full breaths. Have them take that full breath and then use their mouthpieces - We will begin by having them make just a full sound out of their mouth pieces - We will have a friendly competition with the mouth piece sounds as to who can get the best sounds -Tuning with mouthpieces - Have them sing the note and then play it. Flute- A Clarinet F# Alto sax G Tenor Sax D Brass F Trumpet G

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Q: Are you playing in tune? - Next we will do sirens with the mouthpiece (having them change embouchure so the sound goes up and down) Have them do it on their own and then together.]]
Assessments/Differentiation: May have to take more time with a particular section if they group is struggling I will get students who arent being worked with to airstream through their mouthpiece or make noise while I work with the ot hers. I will be watching for posture and good breath support and will be able to hear it in their sound as well. I will have a checklist to keep track of how their sound is doing. (no, almost there, yes) Transition: Remember to always sit with good posture and take good breaths so you are supported. When I am finished talking you may set up your instrument and then join us in doing airstream once you have it put together.

Learning Activity #2: Warm-ups Then they can put their instruments together - We will airstream for 30 seconds and then sing concert F Tell them to sing louder if they are not. Have them all keep singing and then have each section at a time play their note while the others sing - Once they are comfortable with that I will point to the different sections and they will play the note. - If needed we will go over how to hold certain instruments. Q: How many notes are in a scale? Concert Bb scale First they will sing the whole thing all the way through on: o Sol, fa, mi, re, do, do, re, me, fa, sol, la, ti, do o Then we will sing on notes o Then we will sizzle through it with fingerings o Then we will play it. I will go through each section and make sure they all have the right fingerings and notes I will then announce that they have a scale test next Wednesday Oct. 2nd that they all need to be prepared for and will be for marks.
Assessments/Differentiation: I will be reinforcing signals or procedures as needed throughout the rehearsal especially when trying to get their attention when playing. I will be listening that they are playing the correct notes in the scale and are trying to be together on the notes. I will use the hand signals to guide them Always be watching for posture, tone, and breath support

Transition: Before we get into the sound innovations book we will do the Grade 6 warm up together so they can move and get some wiggles out and have a mental break halfway through. Learning Activity #3: Sound innovations - When playing through all of these exercises remind them that they need to be listening to each other. - The focus of today is getting a nice full sound and lots of support underneath it. - Start at 23 Merrily we Roll along Sing and count Sizzle Then play Q: On a scale of 1-5 one being barely getting a sound and 5 being a nice full sound how do you rate yourself? - Be watching for posture and good sound - 25 same process - 27 Lightly Row - Twist and Shout Work middle section m.25

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Q: Who is playing the melody in this section? Q: What is the dynamic marking at m. 25? Really emphasize that they must be fingering along and air streaming while the other sections are being worked with They can also be figuring out their notes while we are working on other things I will tell them that I will quiz them on note names and fingerings when I am done working with other sections
Assessments/Differentiation: I will be reinforcing signals or procedures as needed throughout the rehearsal especially when trying to get their attention when playing. I will be listening that they are playing the correct notes in the scale and are trying to be together on the notes. Always be watching for posture, tone, and breath support Sponge Activity: Continue to work on twist and shout.

Closure ( _10_min.):
Consolidation/Assessment of Learning: Q: How should we be breathing in our playing? Q: What are some dynamic markings we could find in our music? Q: What can we do if our instrument is not in tune with the band? Feedback From Students Q: Does singing the scales or songs make it easier to play the song? Q: Do you feel you are getting a nice full sound on your instrument? Feedback To Students: Talk about what some strengths and weaknesses in the warm-ups today as well as the overall sound. Talk about their posture and breathing Emphasize how important it is to count everything. Transition To Next Lesson: Next week we are going to keep doing some review and working on getting a nice full sound always in our playing. Reflection: - This was the first time that I have ever done the mini theory quiz at the beginning of the class and it actually worked quite well! - The students came in and got set up much faster because there was a time limit on the quiz - It was a good assessment for me to see if they were able to read music and understand what they see in their scores everyday. - It also stopped them from chatting so much and slowly coming into class - I think that this will become a weekly assessment that I do so I have concrete evidence that they theory outcomes are being achieved. - With band I feel that I need to go through the music and the exercises I will be doing the next day the nght before so I can be out of the score. I can prepare myself by conducting through the music while watching myself in the mirror to make sure I am clear in what I am asking of them through my conducting. - This whole semester my band room classroom management has been a challenge. I have constantly been striving to get better everyday and today I was a lot harder on the grade 7s in my expectations of them. I did this by: - Waiting if they werent ready and if they were talking I stopped. - Talking about being disrespectful when others were playing. - making them start again if they were not all ready and playing together. - By making these small changes the behaviour of the entire class improved immensely! There was less chatting and I felt the students were listening more. -I think the biggest lesson that I learned today is that I can be firm in my expectations and my students will still have an enjoyable experience. - I still need to work on keeping the entire band engaged when I am working with specific sections. Some strategies could be Asking them to airstream and finger along Have them be the judges of the sound, balance, rhythm etc.

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Have them listen for certain instruments Have them tap with the percussion - We also talked about the pyramid of balance today and we started from the tuba and worked our way up. - For the rest of the rehearsal I made sure that they were listening for that tuba and we had a much more balanced sound after that! Reminders for next time: - do not get louder as we play up the scale - They dont always need 4 beats intro. I can just start them - In my conducting I need to better show where they should take a breath and when I dont want a breath. - We dont always have to play the entire exercise again. If they correct what you want you can just stop and move on to new learning. - Be on them about playing with a nice full sound and good intonation. - Stay strong with my classroom management. I can be firm in my expectations and my students will still have a positive experience in band.