Northwestern University Music Education Program

Lesson Plan format (for peer teaching or assignments)

Context (prior knowledge, experience, assumptions, the population. connected to

the objective)
Prior to this lesson, students have developed an understanding of subdivision up to a
sixteenth note, different articulations, and dynamic markings.
Domain 1.a.a, 1a.b, 1.a.c

Goals (broader) Objectives (What will the students be doing and

MU: Pr4.1.E.8a Select a why?)
varied repertoire to study based Students will demonstrate understanding of correct
on music reading skills (where technique required to perform accurately, including (1.b.c)
appropriate), an understanding
notes, rhythms, and stylistic articulations in the piece
of formal design in music,
context, and the technical skills
Extremis.
of the individual and ensemble.
MU:Pr4.3.E.8a Demonstrate Domain 1.b.a, 1.b.b
understanding and application
of expressive qualities in a
varied repertoire of music
through prepared and
improvised performances.

Materials: Domain 2.c.c, 2.c.d, 3.c.c blackboard/white board, dry erase markers,
individual parts, score
Time: Detailed Sequencing Assessment
2 min Play the piece as students walk in Domain
1 min 2.b.b, Correct posture,
Play an F Major scale up and down in half proper breathing,
5 min notes at a moderate tempo intonation, balance.
Domain 3.a.a, 3.a.b
Use the rhythm supplements: Have the
students perform the subdivision rhythm using Are students
pulsing on a concert F. Have the students clap breathing together? Are
and pulse the first two measures of the rhythm students attacking the
exercise (repeat as needed). Have the students starting note together?
play the rest of the rhythm exercise on a concert Are they using the same
1 min articulation? Dynamic
1 min F using a different articulation each time.
balance?
Domain 2.b.a
1 min Introduce the piece and ask students what
they think of it using 1 word adjectives. Say a Are students able to
bit about composer and discuss why students play the correct
 used the adjectives they did and looking at rhythms/notes? Are
1 min measures 9-17 how they can apply those articulations the same?
Who is having a hard
adjectives to that. Domain 2.a.a, 2.a.b, 2.c.b
time with playing the
2 min Give the students 1 min to look at measures notes at the designated
9-17 of the piece. tempo?
Have the bassoon, trombones, and
1 min euphonium play those measures slightly under
tempo.
Have the rest of the ensemble play measures If students are not
able to perform
1 min 9-17 slightly under tempo.
measures 1-17, just
Have everyone play measures 9-17 at a work on measures 9-17.
faster tempo and repeat 2 more times, each time
4 min increasing tempo. Domain 3.d.a, 3.d.b,
Have the students play measures 1-4 slightly 3.d.c
under tempo, repeat twice, each time increasing
tempo.
Have the students play measures 1-17 at
tempo.
Have the students evaluate their
performance of measures 1-17, can they point
out what they did great?
Domain 3.a.a, Domain 3.a.bc

*Reflection (if you ask for a reflection, these are questions you might ask):
What evidence did you see of learning in this lesson?

What unexpected events happened in this lesson?

What could be improved for future lessons?

How will you make the necessary changes?

Extension(s): How might students carry these ideas further?

If students are able to perform measures 1-17 with correct notes and rhythms as well
as articulations, I will challenge the group to pay attention and perform the dynamics
in the piece.
Domain 3.e.a, 3.e.b
*Reflection is optional in the plan
Domain 1.a.a
Section Introduction Transition A

Part Intro melody Bassline Bassline #2 Melody #1 Melody

#1 #2

Role Sets mood of piece Builds momentum Main themes are

introduced

Instrumentation EVERYONE Clarinet Timpani Bassoon Trumpets

French Trombones
Horn Euphonium

Measures 1-4 5-8 9-17

1. Develop the form structure of piece.

2. Develop any supplemental material you would hand out to students in order to ensure
your lesson plan is a success.
3. List what students should already know in order to successfully execute the section of
music?
1. Know concert F major scale
2. Subdivisions (Whole note, half note, quarter note, eighth note, and sixteenth
note)
3. Articulations (Accent, marcato, Stacatto, Tenuto)
4. Dynamic/ Expressive markings (Forte,mezzo-forte, piano, mezzo-piano, forte-
piano, Sforzando, crescendo, decrescendo)
5. Trills
4. What should YOU know prior to attempting to work on this piece with a group? Domain
1.a.a,1.a.b, 1.a.c
1. Instrumentation and technique required
2. Suggested techniques by the composer to achieve desired effect
3. Level of the piece and does the group have the proper technique to play it
4. How the piece sounds like
5. Different parts of the piece and what instruments have each part throughout the
piece.
5. What is your plan B? Domain 1.c.c
 1. If students are having issues with the articulation exercise at the beginning of the
lesson then I will model each one for them and have them match it. After each
one I will ask them to evaluate themselves to see if they understand the
differences between each articulation.
2. If students are able to perform the articulation exercise correctly and are able to
relate it to the piece while playing the correct notes and rhythms, attention will be
brought to dynamics.
6. How will the time spent on this piece transfer to future pieces of music, or in the childs
music education? Domain 1.a.a, 1.a.b, 1.a.c.
1. Better understanding of articulation and style.
2. Better understanding of dynamic contrast.
3. Improved technique at a faster tempo.