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QC MUSIC EDUCATION LESSON PLAN FORMAT

Name: Mitchell Guido


Date: May 20th, 2014
Location/School:
th
Grade Level: 4
Music Specialty Area: Jazz Band
Lesson Plan Supporting Information:
IEP/504/ELL/Gifted (and other
accommodations):
Students should be familiar with
For the student with ADHD, they
musical notationnot necessarily
reading it, but rather, just
can follow the music with their
accustomed to the layout of it.
finger on the projector with their
finger and/or they can be the
Students should have already been
teachers assistant and hit the
introduced to the genre of jazz.
play/pause button for the music.
This lesson plan, in addition to
These two roles can split up for
introducing the big band
two different students also, if
ensemble to students, may help
need be.
students pick an instrument for
Hearing impaired students will sit
band class.
closer to the speakers so that
For students who have trouble
they can hear better, and they will
concentrating, such as those with
know when each instrument is
ADHD, this lesson plan offers
playing based upon who is
multiple ways for students to
reacting in the classroom (see
interact with the music and to be
procedure below).
engaged.
Instructional Resources and Materials: Technology: (check all that apply)
MP3s of Gordon Goodwins Big
N/A
Phat Band: Hit the Ground
Doc Cam
Running, High Maintenance and
Count Bubbas Revenge.
Audio Player/Recorder
The score to Count Bubbas
Video Recorder
Revenge.
A Computer or some sort of
Room/Personal Computer
machine to play the MP3s from, in
addition to speakers.
DVD Player
Learning Environment Preparation:
Smart Board
Tables/desks with chairs set up in
either an open square or open
Projector
circle, with the opening facing the
Internet Connection
front of the classroom.
Adapter(s)

Central Focus:
Students will learn
to understand the
different timbres of
the saxophone,
trumpet, trombone,
and rhythm section
of the Big Band.
Students will also
learn what the
musical score for a
big band looks like
and how it is set up.
National Standard(s):
5. Reading and
notating music.
6. Listening to,
analyzing, and
describing music.

Do Now:
Write down
instruments that you
have heard in jazz.
Which of these
instruments are most
commonly used?

Aim:
Why are there
different sections
of the big band
(horns, trumpets,
saxophones) and
how do they
sound different.

State Standards:
2. Knowing and
Using Arts
Materials and
Resources
3. Responding To
and Analyzing
Works of Art
4. Understanding
The Cultural
Dimensions and
Contributions of
The Arts

Common Core
Standards:
Reading for
information
Reading
foundational skills
Reading for
Literature
Ratio and
Proportional
Relationships
Geometry

Academic Language (Review/Introduction):


New Vocabulary:
o Musical score
o Section/ensemble
o Timbre (Tone quality)
o Blending
Identify the different sections of the big band.
Compare/contrast the sounds of the different sections of the big band.

Learning Objectives: As a result of this class students will be able to identify the
different sections of a standard big band and be able to identify their placement on a
score.
Motivation: Have you ever heard a recording and not been sure which instrument is
playing? Do you know what the most common instrumentation for a jazz group is?

Instructional Strategies and Learning Tasks (Procedures):


Review:
Task one:
Have the students list what instruments they commonly hear in jazz.
o Which of these instruments are used in a big band?
Show the students a youtube video of a big band.
o Ask them to identify each section (Is this a saxophone? Where are
the trumpets?)
Medial summary:
Ask the students where each section is located in a big band

Task two:
Because the big band has these different sections in it, it can produce a
wide variety of sounds
o Play a variety of big band music: High Maintenance, Hit the Ground
Running, Hunting Wabbits.
What do we call these different sounds? How we can tell the different
sounds of the different instruments? (It is called Timbre).
o Compare the different timbres of the horn sections (sax, trumpet,
trombone). What makes them similar/different?
Medial summary:
What does the term timbre mean? What is one word you can use to
describe each sections timbre?

Task three:
Play Count Bubbas Revenge for the class. (Depending on time, skip to
1:30).
o Have the score up on the projector and follow the notes with your finger.
(Allow a student who can follow the music to point, if they feel
comfortable)
o Activity: divide the class up into 4 sections:
When you hear the saxophones, snap along with the beat.
When you hear the trumpets, clap with 2 fingers with the beat.
When you hear the trombones, stamp your feet with the beat.
When you hear the rhythm section, start clapping.
Medial/total summary:
Where are the notes for the saxophone, trumpet, and trombone
written on the score (vertical placement)?
Formal and Informal Assessments:
Refer to the questions previously listed under the medial summaries.
Teacher must observe students and make sure they are performing the tasks
correctly, for the last activity.

Homework (Formal Assessment): Have each student find a big band piece on
youtube (accessible either from a home computer or the library computers) that the
like and bring it in to share with the class. In addition to this, each student will write
out what the difference in timbre is between the saxophone, trumpet and trombone
sections of the big band.
Summary:
Completing the three tasks listed above, the students will be able to identify
the different timbres of the sections of a big band.
Extension:
Take the last activity and switch the groups around.
Play more examples of big band music.
This lesson will be used to branch off into the different groups of instruments
(woodwinds, brass, percussion) and all the instruments in these categories.
Lesson notes:
N/A

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