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Materials/Resources/Equipment:
1. iPad
2. Nighthawk score
3. Rhythm Sheets
4. Firework
Program of Studies:
By the end of the course, students
will . . .
GLOs/GLEs
- Perform a variety of music
competently
- To recognize, interpret and
perform rhythm, melody,
harmony, form and
expression as they appear
in musical notation.
SLOs/SLEs
- How to produce a good
tone
- Watch and respond to the
conductor
- Perform three dynamic
levels demonstrating
crescendo and decrescendo
- Recognize and interpret:
note values and rests
Housekeeping:
1. Announcements
Why Music Matters To Me is due on the 30th!
2. Assignment(s) due today
N/A
3. Next Assignment
Why Music Matters To Me video
4. Collect/distribute materials
N/A
Learning Objectives:
Assessment/
Evaluation:
By the end of this lesson,
(Informal or formal, formative
students will be able to . . .
or summative, assessment as, of,
1. Perform (B) different
for learning)
dynamic levels (P) in the
Did we accomplish what we set
repertoire (C) (psychomotor) out to do?
2. Describe (B) different
Learning Objectives:
bands (P) from the 70s (C)
1. Class discussion
(cognitive)
2. Nighthawk
3. Perform (B) several
3. Firework
rhythms (P) from the
4. Rhythm clapping
Standard of Excellence(C)
(psychomotor)
Trevor Harder
I. Introduction/Warm up:
Timeline
Assessment
- Diagnose musical
problems/prescribe
solutions
- Check for
understanding/
mastery
- Questioning
- Provide feedback,
etc.
Set up instruments,
stands and chairs
Begin warming up
on their instruments
Trevor Harder
II. Body/Development
a. Activity 1/Repertoire 1
Learning activities described step by step:
i. Presenting stimulus material (e.g.
modeling/demonstrating, questioning,
discussing, explaining)
ii. Eliciting desired behaviors (e.g.
singing/playing, imitation, exploration,
creation, drill & practice, questioning,
discussion)
15-20
minutes
1. Classroom
discussion
2. Song listening
Trevor Harder
metal/Rock
Clips to play: Iron Man,
Bohemian Rhapsody, Hotel
California, Stairway to
Heaven
- Next, move onto
Singer/Songwriter
- Clips to Play: Piano Man,
Imagine, Tiny Dancer
- Move onto Punk
- Clip to show: Blizkrieg
Bop
- I will remind the class
that while the songs are
playing, they should not
be talking, but listening
and thinking about
questions they can ask
1. Nighthawk
- After we have worked through our
dictations, I will distribute
Nighthawk to the students
- I will have students look through
the piece and identify:
- Key signature
- Tempo/tempo changes
- Any repeats, D.S., D.C, etc.
- Once students have had the
opportunity to look through the
piece, we will read through the
piece, stopping and restarting where
needed
- Once we have read through the
-
Activity 2
40 minutes
1. Nighthawk
2. Firework
Trevor Harder
Activity 3
Enrichment/extensions/sponge (i.e.
optional activities (if time permits):
For students who have mastered assigned
work. Or short, self-contained
additional/optional activities planned in the
event that there is time remaining at the end of
15 minutes
1. Rhythm
exercises
Trevor Harder
III. Closure:
Summary/review/conclusion/linkages, preview
of whats to come, student reflections, clean up,
and/or announcements & assignments, and
assessment.
Pack up instruments,
stands, and chairs
5 minutes