MUED 3311 TE Planning Framework

(Type your plan in the form below. Boxes will expand as you enter text.)
Teacher/Conductors Name:
Title of Composition:

Zach Gonzalez

Date of TE: 09/06/15

Subdivisions

Teaching Episode (A, B, A.1, etc): TE-A

Rehearsal Objectives/Outcomes:
(What will your students be able to do as a result of this rehearsal?)
Students will be able to perform their part with accuracy and will begin to develop an internal pulse. Students will also build
a better understanding of subdivision.
Skill and/or Knowledge Outcome:
Students will work on Part work. Students will developing an internal pulse and an understanding of subdivisions.

Affective/Aesthetic Outcome:
The students will be able to become independent on their own part. Students will also be able to understand how their part
works inside of an ensemble.

Rehearsal Plan: (Step-by-step plan for the rehearsal, with timing, that leads to your objective.)

Time

Activity

Description of
Activity

Purpose of Activity (Why?)

Assessment (What strategies

will you use to assess during the
rehearsal?)

Divide the group into 3 parts.

Separate the students into different part.

1.
will tap on the
stand with pencils
2.
Clap on thighs
3. This group will clap

Dividing the students into different groups with

different places to clap will create a different
timbre for each group. This will make error
detection easier while also helping students in
each group to stay together with their group.

Using the different timbres will help to hear errors.

Rhythmic Reading Warm up

Take rhythmic motives from

Subdivisions. Write them on the board
and have the students read it from the
board.

This will help the students to have a higher chance

of success when reading though the music.

Teacch will watch and listen to make sure the

students perform the rhythms correct as they read
them from the board.

Isolating the hemiola in bars 3

and 4

Pointing out the rhythm (hemiola/ 3

against 2); what group is acting as the
metronome.
Have the individual groups perform
their part from mm 2-6.

Point out what group acting as a metronome will

help the students to listen across the ensemble.
Pointing out the hemiola figure will also help
ensemble as well as serving as a teachable
moment

By dividing the ensemble into individual parts then

add the other parts back in, it would allow me to
evaluate how well each group performs their part
and as an ensemble.

Dotted 8th 16th VS 16th

notes (mm 9)

16th notes students will be isolated

while the other groups shadow the
dotted 8th 16th figure. Then have the
groups switch.

This will help students to understand how the

dotted 8th 16th figure fits in with the 16th notes.
This will also help the students build a stronger
sense of ensemble.

Keeping my own internal beat it would be easy to

tell if there is a difference in my tempo and the
ensembles. This could help me determine if they are
correctly performing the dotted 8th-16th note figure

8th note Triplets VS. quarter

note triplets

8th notes triplets students will be

isolated while the other groups shadow
the quarter note triplets figure. Then
have the groups switch..

This will help students to understand how the 8th

note triples figure fits with the quarter notes
triplets. This will also help the students build a
stronger sense of ensemble.

Keeping my own internal beat it would be easy to

tell if there is a difference in my tempo and the
ensembles. This could help me determine if they are
correctly performing both triplet figure

Perform the entire composition

Have the students perform the

composition will as little errors as
possible.

It is important to have the ensemble to perform the

composition after working on it so show then and
the instruction of their progress, and retention of
the earlier part.

While the students are performing the instructor

will listen and watch the different groups, and if
possible take notes about what the students still
need help on. This will make a good starting place
for next rehearsal.

Ste
p

(# of min)

7
8