Justin Burde

Student Teaching
High School Band Rehearsal
11 February, 2015

1. Lesson Identification
a. High School Concert Band Rehearsal
b. RIPTS

i. Standard 1: Teachers create learning experiences using a broad base of

general knowledge that reflects an understanding of the nature of the communities
and world in which we live.
ii. Standard 2: Teachers have a deep content knowledge base sufficient to create
learning experiences that reflect an understanding of central concepts, vocabulary,
structures and tools of inquiry of the disciplines/content areas they teach.
iii. Standard 5: Teachers create instructional opportunities to encourage all
students development of critical thinking, problem solving, performance skills,
and literacy across content areas.
iv. Standard 6: Teachers create a supportive environment that encourages
appropriate standards of behavior, positive social interaction, active engagement
in learning, and self-motivation.
v. Standard 8: Teachers use effective communication as the vehicle through which
students explore, conjecture, discuss and investigate new ideas.
vi. Standard 9: Teachers use appropriate formal and informal assessment
strategies with individuals and groups of students to determine the impact of
instruction on learning, to provide feedback, and to plan future instruction.
c. Content Standards

i Standard 2: Performing on instruments, alone and with others, a varied

repertoire of music.
ii. Standard 5: Reading and notating music.
iii. Standard 7: Evaluating music and music performances.

2. Objectives

Students will be able to:

a.

Perform an expressive interpretation of Robert W. Smiths piece Into

the Storm.

b.

Demonstrate an understanding of the piece through playing correct

rhythms, playing with good intonation and following the challenging
tempo changes.

c.

Recognize themes that serve as melodies, countermelodies and repeated

figures and be able to recognize which instrument group is playing
them.

d.

Perform warmup chorales and technical exercises with correct

articulation, intonation, phrasing and rhythm.

3. Opportunities to Learn
a. Students will be introduced to a brand new piece: Robert W. Smiths Into the

Storm. The first rehearsal will serve as a sight-reading challenge and an

introduction to the expressive aspects of the piece. It is meant to symbolize the
development of a storm, the calm and beauty of the eye and the climax and
finally abrupt conclusion of the storm. Proceeding rehearsals will work towards
realizing a compelling interpretation of this idea.

4. Instructional Procedures
a. Opening
1 Every lesson will begin a scheduled warm up. This will begin with a scale relating
to the days schedule.
2 Next will be a technical exercise, taken from the PHS Mid
sheet.

Semester Assessment

3 Warm up will be concluded with 1-2 chorales relating to the scales played and
concepts desired to be covered in the days lesson.
b Engagement
1 The first lesson will start with taking the temperature of the group- trying a sight
reading play through and seeing what they are able to do and what they struggle with.
a Difficulties will likely arise from sudden tempo changes and heavy use of
syncopation found within the music.

b Due to the repetitive nature of the piece, the music can be made more
understandable through pointing out and internalizing figures that show up often.
2 In proceeding lessons, one to two sections will be chosen for specific rehearsal.
a For example, it will take practice to get the saxophones to come in with the right
tempo and articulation at the sudden shift at measure 5.
b Following this detail oriented work, approach the piece from a more general
perspective. Work from the beginning and assess how everything flows and
transitions and fits together.
c Closing
1 Run through the piece of music. Provide a general assessment- things to practice
and think about for the following rehearsal. Be supportive but constructive.

5 Assessment
1. Students will be continually assessed throughout the lesson by engagement in
the materials and through questioning. Constant questioning provides me with feedback
on how they understand the material and allows them to check their own understanding.