SUNY Fredonia Music Education

Lesson Plan Template

Content Area:

Candidate:

Date:

Music

Brendon Bardo

2/29/15

Grade Level:

Central Focus:
4th
Students will explore musical ideas such as dynamics
and staggered entrances using technical proficiencies
on their instruments by applying prior musical
knowledge, artistic skills, and understandings in the
context of instrumental music.
Pre-instructional Planning:
The students have a basic understanding of their instruments. Most all students have
experienced dynamics in their lesson this week. Students have been working out of
essential elements and working on Two Bridges March. These students have received
March of The Champions one week before break.

Standards:
What academic content standards (state music, national music, common core) does this
lesson plan support?
List the number and text of the standards. If only a portion of a standard is being
addressed, then only list the relevant part[s].
National Standards
Anchor Standard #4: Analyze, interpret, and select artistic work for presentation.
Anchor Standard #5. Develop and refine artistic work for presentation
State Standards
Standard 1 Key Idea: Students will compose original music and perform music
written by others. They will understand and use the basic elements of music in their
performances and compositions. Students will engage in individual and group
musical and music-related tasks, and will describe the various roles and means of
creating, performing, recording, and producing music
1b sing songs and play instruments rhythm, tempo harmonizing parts
1c. read simple standard notation in performance, and follow vocal or keyboard scores in
listening
1d. in performing ensembles, read very easy/easy music (New York State School Music
Association [NYSSMA] level I-II) and respond appropriately to the gestures of the
conductor
Standard 2 Key Idea: Students will use traditional instruments
2a. Use classroom and nontraditional instruments in performing and creating music

Learning Objectives:
-Students will be able to perform and identify the dynamics F, mf, mp, and p.
-Students will be able to perform and identify crescendos and decrescendos in
Two Bridges March.
-Students will be able to perform Two Bridges March beginning to end with
dynamics and correct articulations
-Students will be able to perform staggered entrances in March of the Champions
Materials and Resources:
Baton
Trombone
Smart Music
Smart Board
Computer
Projector
Printed Materials/Media:
Two Bridges March Score
Essential Elements Book
March of the Champions Score

Learning Environment Preparation:

The band room will be set up with the correct number of stands and chairs. The students
will be responsible for bringing their instrument and music
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Internet Resources:
N/A

Introduction:
I will lead the first part of band with a warm up reviewing levels of listening.
Perform Major Duple. Rate your self on how you played 5,4,3,2,1. 5s play and
4,3,2,1 finger along. 5,4,3s play while 2 and 1 finger along. Everyone play. Ask
about the levels of listening. Play through major duple with each level of
listening.
Procedure:
-Introduction
-Teach crescendos and decrescendos.
Listen to March of The Boyars. Ask students what is changing. Correct answer is
getting louder.
Play crescendos and decrescendos with long tones.
Long tones with drone.
- Play Two Bridges March: 43-end. Dynamics?
- Play Four notes in m. 44
- Play 33- end. Focus on entrances throughout 33-40.
- Play 21- end.
- Beginning to end. Start together.
- Mr. Carere: Frame of silence.
- Two Bridges run like concert with frame of silence.
- Mr. Carere Dragon Slayer
-

March of Champions: Listen to it.

How does it make you feel? Write words on smart board.
Listen to Olympic Fanfare by John Williams.
19- end. Teach staggered entrances at m. 22.
Have students just play eighth notes to hear were they come in.
Students will have trouble with holding dotted half and playing eight notes on beat 4.
Perform Crescendo in m 25-27.
Perform 19- end

- Mr. Carere Wrap up rehearsal.

Academic Language: (Childhood, Adolescence)

Identify the instructional supports (learning tasks) that you will provide for
students to learn and use the identified academic language.
Dynamics: How loud or soft music is. Like volume on a TV or ipad.
Forte: Loud
Mezzo Forte: Medium Loud
Mezzo Piano: Medium Soft
Piano: Soft
Crescendo: Gradually increase volume
Decrescendo: Gradually decrease volume
Stagger entrance: Come in at a different time like in a round.

Accommodations for Individual Differences: (i.e., exceptionalities, ethnic,

racial, gender, socioeconomic, language, learning styles, and religion)
N/A

Closure:
Ask students what each dynamic means. Have students check with their neighbor to
make sure all dynamics in their band music are circled.

Student Assessment:
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How will you determine whether all students understand the content you taught? What
evidence will convince you that the students have met the learning targets for this
lesson? What formal and informal feedback will you provide?
-During class I will have students point to a crescendo in their music. Their neighbor will
check to see if their neighbor is pointing to the correct dynamic. If a student does not
know where the dynamic is I or their stand partner will help them find it.
-Students will be assessed on ability to perform Two Bridges March
-Throughout the class I will provide feedback on students playing.

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