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Parker Sterling

5 November 2018

(Long Term) Goal: Establish ability to play, write and count rhythm with accuracy as well play with
proper technique and style of a variety of pieces

(Short Term) Objectives: Students will understand stylistic communication to the audience and
review the executive skills needed in order to do so. Students will also decide how to phrase different
areas of the pieces.

Materials Needed: This is Halloween

Contra Dance
Basic Scales and Two-Part Inventions for Strings by J. Frederick
Muller and Harold W. Rusch

State Standards Addressed:

Standard 4 Listening and responding to a varied repertoire of music by audiating music
9-12 (LR.4.12.1) Audiate and recognize age appropriate pitch and rhythm patterns, motifs, and known
melodies from movement, gesture, traditional, or non-traditional notation.
9-12 (LR.4.12.2) Audiate and accurately sing and perform pitch and rhythm patterns, motifs, and
melodies, including indicated expressive elements, in both major and minor modes and simple and
compound meters on sight.
9-12 (LR.4.12.3) Audiate all the elements of music in a given excerpt or piece and perform it on sight
in a musical and culturally authentic way.
Standard 5 Listening and respond to a varied repertoire of music by describing, interpreting,
analyzing, evaluating music and its elemental components
9-12 (LR.5.12.1) Recall, explore, comprehend, and apply appropriate music vocabulary.
9-12 (LR.5.12.2) Identify elements of music and compare how they are utilized to create specific music
styles and/or cultural traditions.
9-12 (LR.5.12.3) Evaluate the aesthetic impact of musical works by applying specific criteria and
comparing them to known, exemplary models of similar style and/or cultural tradition
Standard 8 Performing a varied repertoire of music by playing instruments, alone and with
others, from rote memory and written notation
9-12 (P.8.12.1) Play accurate pitches and rhythms, as modeled and/or visually notated, in tune with a
steady beat, good tone quality, and exemplary technique throughout the entire range of the
9-12 (P.8.12.2) Play unpitched, melodic, and harmonic instruments with expression and technical
accuracy, as modeled and/or visually notated, and portray appropriate style and affect.
9-12 (P.8.12.4) Maintain pitch and rhythm accuracy, tone quality, tonal center, a steady beat,
exemplary technique, and appropriate style while playing unpitched, melodic, and harmonic
instruments to both portray and challenge the composer's intent.

1) Students will tune their instrument with a drone in order to calibrate the instrument and perform at a
high level throughout the rehearsal 8 Minutes
a) Dare to be wrong
b) When in doubt tune flat
i) String will not pop
ii) People naturally tune high
iii) It is easier to tune from below
c) Make your sound disappear
d) What will happen to your intonation when playing if your strings are out of tune?
i) Pole vaulting stick length analogy.
e) How does that change how you jump/play?
2) Students will play exercise 58 lines 3/4 going over meter change
3) Students will play B minor from white binders page 4
a) Play with style
i) What are the three things a conductor can show?
(1) Time
(2) Dynamic
(3) Style
ii) Which one are you responsible for?
(1) Time
iii) How can I show dynamic?
(1) Size
iv) How can I show style?
(1) Fluidity
4) Students will play This is Halloween with the style we have clarified in addition to what the
composer has notated
a) What should our legato sound like?
b) What should our staccato sound like?
c) What should our accented sound like?
5) Students will play Contra Dance with the style we have clarified in addition to what the composer
a) What am I showing?
b) Are you doing that?

Follow Up
Students will continue dictating rhythms, emphasizing the ones they have trouble in
Students will utilize the cheat sheet in the future to understand how notes are divided and what note
gets the beat

Students will have notated the rhythms that we went over in class that the teacher will overlook
Students will write their results on the board

Accommodations for Diverse Learners

Students with additional learning requirements

Have student use non-traditional notation that is accessible for them and can be determined
between him and the teacher or utilize verbal communication privately.
Differed ability
Reflection of the process and approach of dictation as well as consistent repetition within the
classroom, both verbally, hand written and also a walkthrough of the process.