Ashley Hall's Professional Education Portfolio

K-12 Certified Music Educator

Substandard G

3. CURRICULAR AND PEDAGOGICAL CONTENT KNOWLEDGE ALIGNED WITH STATE RESOURCES

Knowledge of subject matter and pedagogy with reference to the MCF and other state sponsored resources, for consistent and equitable learning in Michigan schools, including the ability to:

g. Embrace teaching through appropriate and creative activities utilizing instructional techniques that are supported by current research.

This fall (2010), I put together a lesson that tapped the creative influences of my 6th grade percussion section. In this lesson plan, I had the students move between eight different “stations.” Each station contained 1-3 instruments, with and without sheet music, and the percussion students were responsible for performing on each instrument music of their own creation that fit with the style of the music the band was performing at the time.

Here is the original lesson plan, unedited (modifications did occur before/during the teaching of this lesson plan). Please feel free to email me for more information on the teaching of this lesson plan.

Lesson Plan Topic or Subject: Percussion Circle and Cycle, aka “Stations”

Date: 11/11/10

Group: 6th Grade Band

Standards:

Content Standard 1: All students will apply skills and knowledge to perform in the arts.

• ART.I.M.M.1 Sing and play with expression and technical accuracy a repertoire of vocal and instrumental literature, including some songs performed from memory.

• ART.I.M.M.3 Sing accurately with good breath control throughout singing ranges.

• ART.I.M.M.4 Sing music written in two and three parts.

• ART.I.M.M.5 Perform accurately, with appropriate technique, on at least one instrument —solo, in small and large ensembles.

• ART.I.M.M.8 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests; simple, compound, and alla breve meters.

• ART.I.M.M.9 Sight read simple melodies in treble and bass clefs.

Content Standard 3: All students will analyze, describe and evaluate works

of art.

• ART.III.M.M.1 Describe specific music events in a given aural example, using appropriate terminology.

• ART.III.M.M.3 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

Objectives:

Students will identify and play the exercise(s) with the appropriate tempo, dynamic, articulation, and phrasing as notated in the music or else by the director.

Students will identify other instrumental sections that share the same rhythmic and melody ideas as their own.

Percussionists will work to balance their sound at their “station location,” as well as the rest of the ensemble will listen to the new sounds they hear and work to balance their sounds to the percussionists’.

Students will continue to self-correct musical and technical mistakes as they become apparent, including breathe control, dynamics, accents, rhythmic elements, and expressive markings.

Materials

Essential Elements 2000 plus CD & DVD

Procedures:

Before the lesson formally begins, the students will look to the board for directions (as is the standard procedure in all of the band ensembles). On the board for the percussionists will be their name and a station number. Each percussionist will move to their assigned station for the student of class.

There are 6-to-8 stations set up around the room in a circular setting (encasing the band), with one instrument (two for auxiliary instruments) and a music stand/music. Once the lesson begins, and the teacher gives the word, the percussionists will cycle to a new station (approximately every five minutes or sooner).

Teacher will take to the podium. As is instructed in the classroom rules, the class will become quiet at this time. Teacher will remain standing still on the podium until the entire class has quieted.

Teacher will announce exercise number 86 and give the students a few moments to find it in their textbooks. The teacher will take the students though exercise numbers 86-89, then 154-156. These exercises are warm-ups and designed to get the students moving their air and their tongues.

The teacher will lead the students through various exercises in the textbook in numbers 158 through 167. Depending on time, the students may get to new material in the book.

Every five minutes, the percussion will cycle to a new “station.” For fun, the teacher will send them backwards once the students have made the full circle.

The teacher will provide feedback to the group (two positives, one negative policy as needed) between each exercise/song as needed.

Assessment:

Informal: Ask questions and/or give prompts aimed at addressing elements in the music to highlight and choose individual students to respond.

Informal: Full band run-through of the music after sectional/part work.

Formal: Have students play individually or in sections specified sections (measures) of the piece and assess the technical and musical quality with which they performed.

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