Spring 2019

Elementary Placement
Student Impact Project
“Scales Olympics”

Unit Objectives

• Students will demonstrate proper instrumental and breathing techniques

• Students will recall the structure of an octave major scale and chromatic scale (whole
steps and half steps) and build a major scales starting on Concert F, Bb, and Eb

• Students will play the first five notes of the Concert Bb, Eb, and Ab scale with tone that is
free of tension and sustained
• Students will play the scales in time with little to no hesitation

Pre-Test

The Pre-Test of this project consisted of a run-through of the 1st level of the “Scales
Olympics” project I created. The 1st level consisted of the first five notes of the Concert Bb,
Eb, and Ab scale and a chromatic scale starting from Concert Bb to Concert F. I graded the
students using the rubric below.

Level 4 3 2 1

Note accuracy Student can play Student can play Student can only Student can not
all or close to all most notes play some notes play the correct
notes correctly correctly with with hesitation notes and
with little to no some hesitation frequently has to
hesitation start again

Tempo Student maintains Student maintains Student has Student has little
even time time adequately trouble to no
throughout with with some maintaining time understanding of
little to no hesitation and/or has to start time
hesitation over

Sound production Student plays with Student plays with Student has Student has little
an even and full some trouble producing to no
sound for the inconsistencies a consistent sound understanding of
entirety of the during the scales on their instrument how to produce
scales sound on their
instrument

Total Score: 5/12

 Lesson Plans

Unit 1
Objectives
TSW understand the structure of a major scale (Whole step vs half step)
TSW understand the structure of a chromatic scale
TSW be introduced to the “Scales Olympics”
TSW connect the ideas of key signatures and scales by examining examples in their
Essential Elements book and their concert pieces
TSW understand the difference between 4/4 and 2/4 time signature
VA Standards
EI.1 EI. 2 EI. 3 EI. 5 EI. 11
Materials
Instruments/Stands/Pencils/Chairs
Projector
Whiteboard
Scales Olympics Sheet
Essential Elements
“Fundamentals of Beginning Band”
Procedures
1. TTW have the students do “nose breaths”.
2. TTW have the students play from the fundamentals sheet (#2-#4).
3. After the students have played exercise #4 “The Scale”, TTW ask the class to take a
closer look and compare #3 and #4. TTW talk about how they have the same notes
but only #4 is called the scale. TSW open their Essential Elements book to page 28.
TTW hand out the “Scales Olympics”.
4. TTW ask the class if they know what the definition of a scale is. TTW then draw the
students’ attention to the projector screen to teach the structure of a C major scale
( W W h W W W h ). TTW circle the octave Cs in one color and use different colors
for whole-steps and half-steps. The students will be writing 1 or 1/2 underneath the
notes on their “Scales Olympics” sheet.
 5. TTW ask the students to come up with the F major on the projector. Once complete,
TSW draw the connection between what they just did and the Silver Medal. The
teacher will ask the students for their “Levels of Understanding”.
6. TTW then ask the class, “what kind of scale is it if there were only half-steps in-
between the notes?”. TTW then introduce the chromatic scale and play it for them on
either the online piano, or the xylophone.
7. TTW have the students open their Essential Elements book to page 10 and examine
the key signature of “Skip to My Lou” and relate to the corresponding major scale.
8. TTW go over the new concepts covered on page 11 so that the students can
effectively practice them at home.
9. If time permits, TTW work on sections of “Mickey Mouse March”.
Assessment

Level 4 3 2 1

Note accuracy Student can play Student can play Student can only Student can not
all or close to all most notes play some notes play the correct
notes correctly correctly with with hesitation notes and
with little to no some hesitation frequently has to
hesitation start again

Tempo Student maintains Student maintains Student has Student has little
even time time adequately trouble to no
throughout with with some maintaining time understanding of
little to no hesitation and/or has to start time
hesitation over

Sound production Student plays with Student plays with Student has Student has little
an even and full some trouble producing to no
sound for the inconsistencies a consistent sound understanding of
entirety of the during the scales on their instrument how to produce
scales sound on their
instrument

Adaptations
Color — Different colors can be associated with the whole-steps and half-steps on the
whiteboard.
Size — The size of the keyboard shown on the projector can be adjusted and those
who may need to, can sit closer to the board.
Modality — Different motions can be associated with the whole steps and half steps.
Pacing — Pacing can be monitored continuously. If needed, briefly talk about page 10
and move on to “Mickey Mouse March”.
 Unit 2
Objectives
TSW recall the structure of a major scale (W W h W W W h)
TSW play the first 5 notes of the Bb and Eb major scales
TSW begin to play from Mickey Mouse March
TSW recall the information on concert pitch and transpositions
VA Standards
EI.1 EI.2 EI.3 EI.4 EI.6 EI.10 EI.11 EI.12
Materials
Keyboard sheet
Scales Olympics sheet
Mickey Mouse March
Essential Elements book
Whiteboard
Chairs/Stands/Instruments/Pencils
“Fundamentals for Beginning Band”
Procedures
1. TTW have the students play the warm ups from “Fundamentals for Beginning Band”
#2-4.
2. TTW ask the students if they remember the structure of a major scale. Once they come
up with the scale, TTW ask the students for their “Levels of Understanding”.
3. TTW have the students play their bronze and silver medals from the Scales Olympics
sheet. TTW show the students where they can look for the new notes (concert Ab and
Bb) in the Silver medal.
4. TTW review with the students the concept of concert pitch. If needed, TTW ask two
students of differing pitch groups to play their G. TTW write on the board “Concert F”
on the board and show the students how to work out their own pitches by using the
keyboard sheet. Once the students have come up with their pitches, the teacher will
ask the students to come up with Concert Eb.
5. TTW have the students pull out “Mickey Mouse March”. To connect with the idea of
concert pitches, TTW ask the students to find what the concert pitch of their first note
 is. TTW rehearse “Mickey Mouse March” small chunks at a time to make sure the
students understand their parts.
6. If time allows, TTW have the students take out their Essential Elements book to page
11 and go over the concepts of 2/4 and work on #47 and #49.
Assessment
Throughout this lesson, the teacher will be informally assessing all of the students on
their performance and their understanding of concert pitches. Students will also be
asked to self-evaluate using the “Levels of Understanding” that is in the front of the
class.
Adaptations
Color — Different colors can be associated with the whole steps and half steps of the
major scale.
Size — Adaptations can be made for bigger sheet music.
Modality — The teacher can make accommodations for students by making
associations between quarter notes and eighth notes (ta and ti-ti).
Pacing — Pacing can be monitored continuously. If needed, skip over Essential
Elements to make time to learn the concert piece.
 Unit 3

Objectives
TSW demonstrate proper instrumental techniques include finger/slide placement,
production of tone, and proper breathing techniques
TSW play the Scales Olympics Silver Medal
TSW identify whole step and half step patterns on the first 5 notes of the concert Eb
scale
TSW play concert F, Bb, and Eb
TSW rehearse Mickey Mouse March (focus on playing notes full value)
TSW recall the STARS acronym and apply it to a new concert piece “Starburst
Fanfare”
VA Standards
EI. 1 EI. 2 EI. 3 EI. 4 EI. 5 EI. 9 EI.10 EI. 11 EI. 13 EI. 14
Materials
Instruments/Stands/Pencils/Chairs/Markers
Whiteboard
Scales Olympics Sheet
Concert pitch sheet
Keyboard sheet
Mickey Mouse March
Starburst Fanfare
Practice records
Procedures
1. Prior to the start of class, TTW pass out practice records, Solo + Ensemble forms, and
the concert pitch sheets onto all seats. TTW also write the plan for the day on the
whiteboard. TTW also write out rhythms (from mm.16, 17, and 24 of Mickey Mouse
March) on the whiteboard for the warm up later.
2. TTW make an announcement for the Solo and Ensemble opportunity
3. Once the students have walked in and warmed up on their own, TTW have the
students take out their Scales Olympics sheet have them play each note of the Bronze
 level with whole notes. Then quarter notes. TTW make comments about connecting
notes and playing with a constant air stream.
4. TTW ask the students to do their Bronze medal scale with the different rhythms that the
teacher wrote on the whiteboard before class.
5. TTW then have the students look at the Silver medal of the Scales Olympics. TTW
have the students recall the structure of the major scale with whole steps and half
steps. TTW have the students circle the 4th note to make sure they know how the key
signature changes that note. Once the students understand the new notes in the silver
medal, TTW have the students play.
6. TTW briefly explain/review the concept of concert pitches and have the students play
Concert F, Bb, and Eb.
7. TTW then have the students go on to Mickey Mouse March and before the students
get to playing, TTW have the students identify the rhythms on the board and find the
same rhythms in MMM.
Assessment
Based off the VBODA Performance Assessment Rubric

Level 4 3 2 1

Technique Student can play Student can play Student can only Student can not
all or close to all most notes play some notes play the correct
notes correctly correctly with with hesitation notes and
with little to no some hesitation frequently has to
hesitation start again

Rhythm Student maintains Student maintains Student has Student has little
even time time adequately trouble to no
throughout with with some maintaining time understanding of
little to no hesitation and/or has to start time
hesitation over

Tone Quality Student plays with Student plays with Student has Student has little
an even and full some trouble producing to no
sound for the inconsistencies a consistent sound understanding of
entirety of the during the scales on their instrument how to produce
scales sound on their
instrument

Adaptations
Color — Different colors can be associated with the whole steps and half steps of the
major scale.
Size — Adaptations can be made for bigger sheet music.
Modality — The teacher can make accommodations for students by making aural
associations between quarter notes and eighth notes (ta and ti-ti).
Pacing — Pacing can be monitored continuously. If needed, don’t have the students
play “Starburst Fanfare” but go through the STARS with them.
 Post-Test

The Post-Test of this project consisted of a run-through of the 1st level of the “Scales
Olympics” project I created. The 1st level consisted of the first five notes of the Concert Bb,
Eb, and Ab scale and a chromatic scale starting from Concert Bb to Concert F. I graded the
students using the rubric below.

Level 4 3 2 1

Technique Student can play Student can play Student can only Student can not
all or close to all most notes play some notes play the correct
notes correctly correctly with with hesitation notes and
with little to no some hesitation frequently has to
hesitation start again

Rhythm Student maintains Student maintains Student has Student has little
even time time adequately trouble to no
throughout with with some maintaining time understanding of
little to no hesitation and/or has to start time
hesitation over

Tone Quality Student plays with Student plays with Student has Student has little
an even and full some trouble producing to no
sound for the inconsistencies a consistent sound understanding of
entirety of the during the scales on their instrument how to produce
scales sound on their
instrument

Total Score: 11/12

 Reflection and Modification

Overall, I think this Unit Project went really well. From the very beginning, my
cooperating teacher and I wanted to design a project that would motivate and expose
students to new musical concepts, serve as a foundation for new ensemble warm ups, and
give motivated students more material to learn on their own. Our project, “Scales Olympics”,
fulfilled all of our criteria.
My cooperating teacher and I designed the “Scales Olympics” based off the “Karate
Belt” system. These Karate Belts were pieces in the Essential Elements method book that each
student would perform individually. If played correctly, the student earned different colored
ribbons and each karate belt would increasing become harder and harder. Similarly, “Scales
Olympics” consists of three levels with three medals (bronze, silver, gold) that could be
earned at each level. In the first level, I wrote 3 exercises which consisted of the first 5 notes
of the scales. I then introduced full octave scales in the second level and more full octave
scales in the third level. By the end of the third level, the students would have been exposed
to scales up to 4 sharps and flats which is what is necessary to know at the middle school
level.
Since the incorporation of “Scales Olympics”, we have had numerous students who
have gone out on their own and learned the 9 major scales. My cooperating teacher and I
were very pleased with this because before the incorporation of “Scales Olympics”, her
students did not have had the exposure to scales and did not understand the relationships
between scales, key signatures, and the pieces they play in band. The students worked hard
and it definitely showed in both their post-test as all the classes improved their score by 7
points.