Student Teacher: Lovell Tufts

Subject: AA-A Band

Setting: Sycamore

c Date of Lesson: 3/16/16

Planning

Central Focus - (be sure to

use artistic process verb
create, perform, respond, or
sub-skill)
Student-friendly language
I Can statements

The central focus of this lesson will be to gain an understanding of the notes
and rhythms of Mambo Furioso up to letter E as well as the overall style of the
piece

Ohio Content Standards

I can play the rhythms of Mambo Furioso correctly up to letter E

I can play the notes (pitches) of Mambo Furioso correctly up to
letter E
I can play Mambo Furioso in the correct style up to letter E
1PR Sing or play, alone and/or in ensembles, demonstrating accurate
intonation and rhythm, fundamental skills, advanced technique and a
high degree of musicality.
2PR Prepare and accurately perform a varied repertoire of ensemble
music showing continuous individual improvement in performance
ability given the level of complexity found in the selected literature
4PR Perform an appropriate part in an ensemble demonstrating well
developed ensemble skills.
1RE Apply assessment practices to demonstrate their learning and
understanding of fundamental music concepts and music literacy

Materials

Score
Baton
Metronome (optional)

What are the

skills/knowledge prerequisites of this lesson?

A knowledge of basic rhythmic notation

What are the vocabulary

pre-requisites of this
lesson?

Staccato
Accent

Key Vocabulary

Call and Response

What are the potential

student
misunderstandings?

Knowing where to listen in a given passage

Understanding key relationships of parts in a given passage
How to convey the correct style of the piece

Differentiation &
Learning Supports
required to facilitate
learning for all students
(e.g. graphic organizers,
etc.)

Key concepts will be written on white board.

A pdf of the score can be projected to show all parts in
conjunction with one another.

Instructional Delivery
Opening of Lesson
Opening

Introduce self
Explain that we will be working on the beginning to E

Review prerequisite skills

and vocabulary

Ask class if they know what an accent and staccato marking are and
what they do to the note

Articulate central focus of

lesson

Explain that since the piece is pretty new that the focus right now should
probably be on playing the correct notes and rhythms

Discuss relevance of
learning target with
students

Since this is a pretty challenging piece and its new we will start near the
beginning and work through the piece section by section

Learning Activities
Learning Activities

Play through the piece from the beginning to letter E

Go back and work through any problem spots as a full ensemble or
a smaller group
I plan on having to break down some of the percussion things within
the piece
At the end of my time play through what we made it through to see if
class improved

Modeling

Singing will probably be the primary form of modeling

Guided Practice

Take a coaching type of role, try to give students different ways to practice a
home to help them with these sections

Independent Practice

N/A

Extension connect to
opportunities for further
self-guided learning

Continue throughout the rest of the piece

Assessment
At the completion of the
lesson, what do you
expect the students to
know?

I will expect the students to know the general style of the piece as well as the
correct pitches and rhythms for the parts we work on

At the completion of the

lesson, what do you
expect the students to be
able to do?

I expect them to be able to play through their parts with the correct pitches an
rhythms up to letter E

Assessment Description
(describe how you will
document how the students
demonstrate mastery)
(describe how you will
utilize a variety of formative
and summative
assessments)

Listen to students while playing and see if improvements are being made