Lesson Plan for Adopt-A-peer Lesson 2 4/11/18

Andrew Foote
OBJECTIVES: The students will be able to:
 Demonstrate proper assembly for their instruments
 Participate in ensemble tuning
 Produce a quality sound on a reduced instrument
 Play a Bb Pentaton
 Describe and execute necessary transpositions
MATERIALS:
 Instruments
 Accent on Achievement Book 2 (For their instrument)
 Reeds (if applicable
DETAILED PROCESS:
 Students will unpack and assemble their instruments 0:00-2:00
 Students will discuss basic embouchure similarities and differences 2:00-3:00
 Students will produce initial sounds on their reduced instrument (Bocal with reed, neck
with reed, mouthpiece and barrel, head joint, etc.) with help as needed 3:00-5:00
 Students will assemble instruments and review transpositions 5:00-6:00
 Students will find Bb on their instruments 6:00-6:30
 Students will play a Bb in unison and tune together 6:30-7:00
 Students will play individually and add to the ensemble once tuned 7:00-8:00
 Teacher will review Bb major pentaton, students will explain transposition 8:00-9:00
 Students will play a Bb Major pentaton twice, teacher giving each note 9:00-10:00
 Students will play an alternating Bb-F bassline, while each student will be able to explore
their instrument’s range with improvisation. Each student will get 8 beats at 60 beats per
minute. 10:00-12:00
 Students will open their books and review the first 5 pages of the book, focusing on
reading notation on their instruments again. 12:00-14:00
 Students will engage in a brief discussion regarding the difficulties of getting on a new
instrument. 14:00-15:00

STANDARDS ADDRESSED:
 AS 2: Organize and develop artistic ideas and work
 AS 5: Develop and refine artistic techniques and work for presentation

ASSESSMENT:
  As with the previous lesson, participation is important to the assessment for
this lesson. The following checklist can be used:
o Does the student properly assembly/disassembly of the instrument?
o How do the student’s questions compare to previous lessons?
o Has the student demonstrated consistent sound production?
o Have improvements in tone quality occurred?
o Have improvements in tuning occurred?
o How does the student’s body carriage compare to the previous lesson?
ADAPTATIONS:
 For students who want access to the visual aids, they can be linked on the
teacher’s website, in the description of the video.
 For students with hearing difficulties, they can be moved closer to the board