Ingrid Gross

Lesson Plan – A Quiet Rain

Instrumental Methods Lab
Larson/Miescke

1. Time Needed – 12 – 13 minutes

2. Materials Needed – score, baton,
3. Learning Objective(s)
The students will learn the difference between legato and accented, and will be able to execute
their knowledge in A Quiet Rain.
4. Assessment(s)
The students will successfully learn the difference between legato and accented and execute their
knowledge in A Quiet Rain.
5. Personal Objective(s)
I will make it my goal to not talk too much and to keep everyone engaged (especially
percussion).
6. Procedures
 BEFORE CLASS
o Draw half notes with accents/legato on board
 WARM UP (5-6 mins)
o Concert Bb, C, D
o Light Accent (about 2 minutes) [Creating]
 Play half notes with accents  Bb, C, D, C, Bb, half rest
 Percussion 1 play on triangle
 Play with a small bounce/ping
 like walking with a spring in your step [Connecting]
 “Great job, I heard you play with a slight bounce/ping. That’s lightly
accented.” *
o Legato (about 2 minutes) [Creating]
 Have percussion come to the front
 while they make their way up, explain exercise
 Same notes/rhythm
 Play connecting and smooth
 Like gliding across water [Connecting]
 Have percussion listen to ww/brass play and rate on how well they did
 “Great job, I heard you play connected and smooth. That is legato. *
Round of feet for the percussionists ‘volunteering’ to come up here!”
 o Model (if time)
 Model either articulation style and ask students (by section) which one I
did
 SIGHTREAD
o Sightread the piece! (m. 1 – 24)
o “Remember, keep in mind ________ from our warmup that we did.” [Gestalt
Theory]
 PLAY/PICK APART [Anchor Standard]
o Focus on 2nd page primarily
o Things to focus on:
 light articulations [Gestalt Theory]
 low voices
 legato [Gestalt Theory]
 melody (trumpet and sax)
 dynamics
 cresc/decresc
 balance
7. Closure
 “Great work today, everyone! I loved how focused you all were. Make sure to go home
and practice this! Have a great day.”

THEORY: Gestalt Theory, Wertheimer

This theory says that parts are perceived in relation to the whole. We look to see how everything
fits together to become the whole. This relates to my lesson in the Procedures section. I teach the
basics to my students during the warm up, and then they can apply that when they read the piece.
They learn all the components and combine them once they play the piece.
PROCESS STANDARDS:
Creating – conceiving and developing new artistic ideas and work
Connecting – relating artistic ideas and work with personal meaning and external context
ANCHOR STANDARDS:
Refine and complete artistic work
TEACHING CYCLES: *