MUED 3311 TE Planning Framework

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

Date of TE: 10/20/15

Title of Composition:
Teaching Episode (A, B, A.1, etc): TE-C.1
Rehearsal Objectives/Outcomes:
(What will your students be able to do as a result of this rehearsal?)
Students Will be able to perform the piece, with correct articulations and dynamics.

Skill and/or Knowledge Outcome:

Students will know how to approach and leave a framata. Pickerty Third

Affective/Aesthetic Outcome:

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

Time
(# of
min)

Specific
Rehearsal
Step/Activity

Description of
Rehearsal
Step/Activity

Purpose of Rehearsal
Step/Activity (Why?)

Create Seactions

Have the instruments

with the Same Voice
part sit together.

This will help established

sections helping all students
feel confident on their

Assessment (What strategies

will you use to assess during the
rehearsal? How will you know if the
ensemble is meeting the goals of
each rehearsal step?)

respective parts.
2

Warm up

Students will Warm up

on A minor scale then
read from a warm up
sheet that highlights
spots from the
composition

This will help establish the

key as well as set students
up for success when
performing the composition

LIstening carefully to any

tuning issues that might
occur will help set the
students up for success.

Section Work in
the Composition

Conductor will lead the

ensemble though the
spots that were
highlighted in the
warm up. Once played
though the first time
have the small section
play their part that
was highlighted in the
warm up. Then play it
together as a
ensemble

This will allow the ensemble

to play their respective parts
in the compositions. This will
also show the students how
their part fit into the
composition. Only one are
two sections will have the
exact part from the warm up.

Listening to the ensemble for

any tuning issues and balance
to make sure the important
voice can be heard.

Build the
framatas

Have the students play

their part at the
framatas , starting
with the lower voices
then adding the other
parts one by one.

This will help the students to

listen to the lower voices of
the ensemble to help with
tuning of the framatas.

Listening to the ensemble to

the correct any intonation
issues.

Have the students play

though with phrasing
and dynamics that
they come up with as a
group.

This will help students

achieve a sense of ownership
with this compositions as
they are playing phrasings
that they chose.

Listing to see if the students

are other section of this
lesson into the final run
through as well as phrasing.

6
7

Play though

Point out the Pickerty Third on

the last framata

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