TUCKER MIDDLE SCHOOLMr. Lawrence JenningsPage 1

Instrumental Music

Beginning Band 7th Grade

UNIT 1 LESSON PLANS

WEEK OF:02/11/2013 – 02/22/2013 Week# 5&6 PERIODS: 4th Class: Beginning Band

Lesson Title: The Concert Bb & EbMajor Groove
Essential Questions ):
What is the Key signature for concert EbMajor scale for your instrument?
Who are the concerts pitched instrumentalist in the band class?
What is the proper way to produce a lagato tongue from your instrument?
What is an accent? What is an Arpeggio?
Who was John Phillip Sousa?
Materials:
Instruments /Standards of Excellence Book #1./Pencil/Handouts, reeds/mouthpieces, Smartphone, iPod/PA System/music stands/chairs/stools
Key Vocabulary: Provided on word wall and reintroduced in lecture and/or guided reading / Instructional Resources:
1)__X___ Lecture/Demonstration
2)__ X __ Group work
3)__ X _ Individual work
4)__X__ Audio Recordings/Video
New Techniques/Proficiency—Long tones war-up to develop endurance and stamina for developing players. Assessment—Students will perform exercises in book as determined by directors on a daily basis. Director will pick exercise at random. Students will play daily collectively and individually for teacher. Students will also play performance selections for assessment and chair placement. Assessment will be pass/fail. Students will re-take proficiency as often as necessary to pass, within the 5 day testing window. Chair placement will not be in effect after initial assessment. / Daily playing selections:
Then Come the Heroes by Concert Marc By Douglass E. Wagner.
Mystic Legacy by Michael Story
America the Beautiful by Samuel A. Ward
State Standards
MMSBO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Demonstrate correct left hand position and finger placement, right hand position, posture, instrument position.
b. Produce a characteristic sound using legato, staccato, slurs, detached slur and accents.
c. Utilize correct finger patterns in performing scale and repertoire in the key of Bb major.
d. Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.
MMSBO.3 – Reading and notating music
a. Identify notes in the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: Ab, Bb, ,F,Eb.G Major
c. Read and notate rhythms containing whole notes, half notes, quarter notes eighth note and sixteenth notes their corresponding rests in the time signatures of 4/4,2/4/6/8
d. Recognize basic symbols for dynamics. / IN THIS UNIT Students will identify, define and demonstrate:
The correct fingerings, tonality and posture while performing the following scales:
Concert Bb major Eb major and F Major
Articulations of tenuto, staccato tonguing exercises.
Fingerings for the chromatic scale 16 notes ascending and descending from memory.
Slurs ,accents and arpeggios.
Proper fingerings for notes (Bb, C,,D,,Eb,,F,G) concert pitched instruments
Students will play daily warm ups # page 42. Bb, Eb and F Major scales.
Students will play daily the rhythmic studies #20 through #30 collectively and individually page 44.
Students will clap and verbalize rhythms in the rhythm studies.
Students will be assessed on any of the given exercises played daily for chair placement and grades. Students will perform individually for the teacher and class.
Instructional Strategies
Day 1
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Day 2
Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Day 3
Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Day 4
Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Day 5
Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed.
Differentiated Instruction:
Level 1(Beginners)—Students will receive more frequent individual attention from teacher (and peers in group work). Close proximity modeling and manual manipulation will be used to achieve success.
Level 2 (Intermediate)—Students will be allowed more time to work independently with regular daily assessments by teacher.
Level 3 (advanced)—Students will pass off proficiencies more quickly and be given extra techniques and progressions to build their skill more quickly. Students will be allowed more freedom to choose areas of concentration. / Student conductors will be utilized during the worm-up period and or students will break out into sectionals with peer tutoring.
Projects : Spring Concert / Assessment Option: Aural/Visual Assessment by Teacher

Intermediate /Advanced Band 7th

UNIT 1 LESSON PLANS

WEEK OF:02/11/2013 – 02/22/2013week# 5&6 2nd Semester PERIODS: 3 Class: Intermediate/Advanced

Lesson Title: Preparing for festival
Essential Questions ):
How do you achieve a good warm-up?(Play with good tone quality)
What does the term Dynamics mean and why is it needed in music? (Quiet Musicians)
Clarinets. When playing over the break what must you maintain to get good tone quality? (Maintain good air speed)
What is the Tonic/Dominant pitch relationship? (IVI chord progression cadence.)
Materials:
Instruments/Music/Pencil/Handouts, Standards of Excellence Book II Method /iPod/PA System/music stands/chairs/stools
Key Vocabulary: Provided on world wall and reintroduced in lecture and/or guided reading / Instructional Resources:
1)__X___ Lecture/Demonstration
2)__ X __ Group work
3)__ X _ Individual work
4)__X__ Audio Recordings/Video
New Techniques/Proficiency—Long tones war-up to develop endurance and stamina for developing players.
Assessment—Students will perform exercises in book as determined by directors on a daily basis. Director will pick exercise at random. Students will play daily collectively and individually for teacher. Students will also play performance selections for assessment and chair placement. Assessment will be pass/fail. Students will re-take proficiency as often as necessary to pass, within the 5 day testing window. Chair placement will not be in effect after initial assessment.
State Standards
MMSBO.2 – Performing on instruments, alone and with others, a varied repertoire of music
a. Demonstrate correct left hand position and finger placement, right hand position, posture, instrument position.
b. Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.
c. Utilize correct finger patterns in performing scale and repertoire in the key of Bb major.
d. Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.
MMSBO.3 – Reading and notating music
a. Identify notes in the staff and on ledger lines of respective clef.
b. Read and notate notes within the following key signatures: Ab, Bb, ,F, Eb.G Major
c. Read and notate rhythms containing whole notes, half notes, quarter notes eighth note and sixteenth notes their corresponding rests in the time signatures of 4/4,2/4/6/8
d. Recognize basic symbols for dynamics / Daily playing selections:
The correct fingerings, tonality and posture while performing the following scales:
Concert Bb major, Concert G Harmonic minor, Concert Eb Major, Concert C Harmonic Minor Scale. Concert F Major Scale, Concert Ab Major scale with arpeggios, chords and thirds daily.
Students will perform exercises 1 – 23during warm-up period.
Selected Repertoire will include but not limited
Aquia Landing by Paul Murtha
St. Petersburg March by Jonnie Vinson
The Southern Dawn by William Owens
Pevensky Castle by Robert Sheldon
The Brandenburg Gate by Johnnie Vinson
IN THIS UNIT Students will identify, define and demonstrate:
The correct fingerings, tonality and posture while performing the following scales:
Concert Bb major Eb major Major,Ab major ,G minor and ,C minor scales
Articulations of tenuto, staccato tonguing exercise accents and dynamics.
Correct fingerings for the chromatic scale of 32 notes ascending and descending.
Slurs, accents and arpeggios.
Perform mf,mp, .D.C. al fine.
Perform a 5stroke rolls off the beat.
Eb,F,C Bb major key signatures.
Pickup Notes, ensemble balance and pyramid balanced band sound.
Monday
Day 1
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Tuesday
“Day 2
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Wednesday
Day 3
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Thursday
Day 4
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed. / Friday
Day 5
*Opening:
(1) Students will get instruments out, assemble instruments, get music binder and sit in assigned seating area. Students may warm-up individually or collectively during this time.
(2) Students will cease playing when conductor steps on podium. Attendance will be taken and ensemble warm-up begins. Students will play along with beat track played over speaker system to warm up and practice long tones.
Work Period:
Students will work collectively to review previously learned songs, progressions and techniques.
Students will work individually and in small groups to master new notes, progressions and techniques
Closing:
Students will return instruments safely in lockers clean their area, stack all chairs and music stands as directed.
Differentiated Instruction:
Level 1(Beginners)—Students will receive more frequent individual attention from teacher (and peers in group work and individual practice). Close proximity modeling and manual manipulation will be used to achieve success. Students will be given music requiring fewer technical skills and fewer scales (one octave only) required for mastery.
Level 2 (Intermediate)—Students will be expected to master scales and music to be performed at a quicker rate. Skills required of intermediate musicians will be commensurate with grade 3-4 music on a 1-6 scale. Students will be expected to help students of lower skill levels.
Level 3 (advanced)—Students will be expected to master scales and music to be performed quickly. Skills required of advanced musicians will be commensurate with grade 5-6 music on a 1-6 scale. Students will be expected to lead sections, perform with a polished big tone and assist the teacher in teaching and testing students of lower skill levels. / Peer Tutoring will be utilized when band members work together in sectionals.
Projects : Spring Concert, / Assessment Option: Aural/Visual Assessment by Teacher and /or designated advanced students
Instructional Strategies
Differentiated Instruction:
Level 1(Beginners)—Students will receive more frequent individual attention from teacher (and peers in group work and individual practice). Close proximity modeling and manual manipulation will be used to achieve success. Students will be given music requiring fewer technical skills and fewer scales (one octave only) required for mastery.
Level 2 (Intermediate)—Students will be expected to master scales and music to be performed at a quicker rate. Skills required of intermediate musicians will be commensurate with grade 3-4 music on a 1-6 scale. Students will be expected to help students of lower skill levels.