Student: Reyn Isbell

Subject: Concert Band Grade: 9th-12th

1.) Standards
~ CCSD Music Standard 6.12.2: Analyze examples of a varied repertoire of music
representing diverse genres and cultures by describing the uses of the elements of music
and expressive devices.
- SWBAT interpret music from various cultural backgrounds.
- SWBAT discover musical differences between various pieces of musical
repertoire from different cultural backgrounds.
~ Multicultural Goals: Develop an educational environment that promotes respect for
differences.
- SWBAT discover and appreciate music from different cultural backgrounds.
~ Develop multiple historical perspectives
- SWBAT distinguish characteristics and ideas of historical music.
~ Learning Styles:
- Auditory: The teacher will play musical examples from different cultural
backgrounds for students to analyze and interpret.
- Visual: The teacher will provide sheet music for students as reference for the
listening lesson.
- Kinesthetic: Students will write down their interpretation and thoughts on to
paper that will be submitted to the teacher.
~ Gardner’s Intelligences:
- Musical Intelligence: Considering this is a class dedicated to teaching
different subjects within music, musical intelligence would be the most
appropriate. The teacher should activate the musical intelligence within a
student to make their own interpretations of the music. Students should be
able to listen and appreciate music from several different musical
backgrounds.
2.) Materials
~ Music playing device and class speaker (school computer/ personal phone)
~ Sheet music copies of
1. Stars and Stripes Forever (John Philip Sousa, 1896)
2. Inchon (Robert W. Smith, 2001)
3. Arabesque (Samuel R. Hazo, 2008)
~ White board (write down student ideas)
~ Pencil
~ Paper
3.) Instruction-learning Process:
~ Do First (5 Minutes): Students will take their seats. Teacher will announce to the class
that they will be doing listening exercises today. Let students get settled and have them
take out paper and a writing material.
~ Mini Lesson (45 Minutes): Play the three pieces. Each piece has a lot of cultural
background. Stars and Stripes Forever (1896) will be the first piece played. Teacher will
pass out the copies of the piece to the students for visual reference. This is one of the
 classics in American band history. The song is in a march style. Have the students
interpret and write down what they hear in the music on paper. Whether it be about the
musical ideas, characteristics, instruments, etc. Have them write down what cultural
background they think the music comes from and why they think so. The second piece
that will be played is Inchon (2001). The teacher will then pass out copies of the piece to
the students for visual reference. This piece of music portrays the feeling, horror, and
aftermath of the Korean War. There are many different Korean aspects to the music that
can be interpreted by the students. Just like with the previous piece, the students will be
asked to write down their thoughts and ideas for the piece. The students will again need
to guess what cultural background this piece is from and provide a reasoning for doing
so. Lastly, play the third piece Arabesque (2008). The teacher will pass out copies for the
piece for visual reference. This piece has a lot of Arab music influence and uses a lot of
musical ideas from Middle Eastern music. Just like the previous two pieces, have the
students interpret and analyze the piece. Have the students provide their guess for cultural
background and reasoning to why they chose their answer. Each piece will be played in
15 minute increments and the students will have time to write down and think about their
answers.
~ Guided Practice (25 Minutes): On the whiteboard, the teacher writes down each piece
and list bullet points. Have some of the students share what they heard from listening.
Ask them specifically what characteristics they heard, in regards to instruments,
articulation, time signature, etc. Confirm with the students on correct identification of
instruments and musical characteristics. After sharing is finished, the teacher will explain
the cultural background and meaning of each piece.
~ Independent Practice (10 Minutes): Students can share with their “stand partner”
(person next to them) about what they wrote and can add to their answers at this time.
The teacher should walk around the classroom and observe some of the conversations
that are going on to keep everyone on task.
~ Exit Slip (5 Minutes): Students will write down any final thoughts. Everyone turns in
their paper to the teacher to submit for grading. Pack up anything and get ready for
dismissal.

4.) Resources:
~ Inchon by Robert W. Smith| J.W. Pepper Sheet Music. Retrieved from
https://www.jwpepper.com/Inchon/2700137.item#/
~ Stars and Stripes Forever by John Philip Sousa| J.W. Pepper Sheet Music. Retrieved
from https://www.jwpepper.com/The-Stars-and-Stripes-Forever/2198760.item#/submit
~ Arabesque by Samuel R. Hazo| J.W. Pepper Sheet Music. Retrieved from
https://www.jwpepper.com/Arabesque/10072290.item#/

5.) Reflection: This lesson will be a great way to explore musical literature. Listening lessons
are important to have because a student’s listening is just as important as their playing.
Many different teachers have listening lessons to teach historical lessons as well as
cultural lessons. Listening to multiple pieces from different backgrounds will help the
students appreciate musical culture. Listening lessons also tend to grasp the interest of the
students compared to a regular writing assignment or essay because they are connecting
what they listen to with what they write in the moment. The students will have a better
understanding of what musical characteristics are commonly found within different
cultures. This lesson is also low pressure on the students in the sense that grading will not
be very strict. The plan is for students to share their thoughts and ideas while they listen.
The students will stay engaged with their listening skills and should provide several
different viewpoints for the lesson. Strengths are that the student should stay engaged and
will get an appreciation of different cultures. Weaknesses are that students may miss
playing their instrument and might get off task at times. However, many music teachers
have days dedicated to music theory, music history, or listening lessons with no playing
involved.