Download America, the Beautiful

Lesson Plan Topic or Subject: “America, the Beautiful”
Date: 9/9/10
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.9 Sight read simple melodies in treble and bass clefs.
Objectives:
• Students will begin learning a new song from their textbook and work as a group to complete
one (1) successful run through of the song before the end of the hour.
• 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 begin to self-correct musical and technical mistakes as they become apparent.
• Students will listen to a recording of the exercise as provided on the textbook’s CD.
Materials:
• Essential Elements 2000 plus CD & DVD
Procedures:
• 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 in book (Number 182, “America, the Beautiful”) and
give students a few seconds to find the song in their text.
• Teacher will, at this time, give any musical instruction necessary to aid students in the style in
which the piece should be played (this work, for example, has a six measure “Maestoso”
introduction before the melody enters at measure seven in an “Andante” style. This needs to
be a bold, military band-like statement, prepping us for this moving melody).
• Teacher and students will work section-by-section through the piece, addressing melodic and
harmonic sections by groups or individual sections as needed.
• After 10-15 minutes of this, the teacher will push the group to run as much as the piece as
possible without stopping. This is necessary to give the students a sense of accomplishment.
• The exercise will end by the students listening to a recording of the piece.
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.
Reflections:
Comments from Mr. Driver;
• Move the baton more in front of the body, giving students one thing to focus on.
When the baton is off to the right, students see the director’s face, chest, etc, and are not
focused solely on the baton.
• Talk less; the students will get what they’re supposed to do musically. Let them figure
it out a little.
• Give them time to find measure numbers/counts.
• Once you know the music better, you can get your face out of the book and looking up
more. Keep an eye out for technical problems.
• Don’t worry so much about the conducting pattern. The kids will keep going without
you. Try to do things with your left hand or look at one section, etc.
Lesson Plan Topic or Subject: Stylistic Work on “America, the Beautiful”
Date: 9/10/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• ART.I.M.M.4 Sing music written in two and three parts.
• ART.I.M.M.9 Sight read simple melodies in treble and bass clefs.
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.
• Students will continue to develop the appropriate techniques for the stylistic elements found
in America, the Beautiful from the beginning of the exercise until measure fifteen (15).
• Students will begin to self-correct musical and technical mistakes as they become apparent.
Materials:
• Essential Elements 2000 plus CD & DVD
Procedures:
• 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 in book (Number 182, “America, the Beautiful”) and
give students a few seconds to find the song in their text.
• Teacher and students will work section-by-section through the piece, addressing melodic and
harmonic sections by groups or individual sections as needed from the beginning of the
exercise to measure fifteen (15). The focus of this rehearsal is to address the stylistic qualities of
the music from the beginning until measure fifteen (15). This includes accents, dynamics, and
crescendos/diminuendos.
• After 10-15 minute of this type of work, the teacher will push run the piece from the
beginning to measure fifteen (15) without stopping. This is necessary to give the students a
sense of accomplishment and put all of the components together.
• The teacher will provide feedback to the group (two positives, one negative policy 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.
Reflections:
Comments from
Mr. Driver’s advice beforehand;
• Pick one section to work on (beginning-15) and hit the technical spots.
• Remind the students of where they are in the music and where they come in. Remind
the students that they have different parts and notes and that it’s imperative they count along.
No teacher available for comments after rehearsal.
Lesson Plan Topic or Subject: Melodic Work on “America, the Beautiful”
Date: 9/17/10
Group: 6th Grade Band
THIS LESSON WAS VIDEO TAPED FOR THE ALBION COLLEGE VIDEO DOCUMENTARY PROJECT 1
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.9 Sight read simple melodies in treble and bass clefs.
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.
• Students will work to “sing” the melody as a group and with evident emotional content.
• Students will continue to develop the appropriate techniques for the stylistic elements found
in America, the Beautiful from measure nine (9) to the restatement of the introduction.
• Students will begin to self-correct musical and technical mistakes as they become apparent.
Materials:
• Essential Elements 2000 plus CD & DVD
Procedures:
• 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 lead students through a few melodic and rhythmic warm ups in their text
Essential Elements (86-89, page fourteen), as well as the Bb Concert Scale (page forty). This will
take approximately ten-to-twelve minutes (10-12 minutes).
• Teacher will now announce exercise number in book (Number 182, “America, the Beautiful”)
and give students a few seconds to find the song in their text.
• Teacher and students will work section-by-section through the piece, addressing melodic and
harmonic sections by groups or individual sections as needed from measure nine (9) to the
restatement of the introduction theme (this section is the melody of the song with additional
harmonies). The focus of this rehearsal is to address the stylistic qualities of the music and to
add in the element of “singing” and “emotional content” to the song. This includes air support,
dynamics, tonguing, and crescendos/diminuendos.
• During the sectional work, the teacher will take volunteers to play a short section of the
melodic theme in the “appropriate” emotional manner for the class. Students will be asked to
raise their hand and volunteer. Playing in front of the class is a standard practice in this band
and the students in this ensemble in particular really enjoy it.
• After 10-15 minute of this type of work, the teacher will push for a run the piece from the
measure nine (9) to the end of the melodic material without stopping. This is necessary to give
the students a sense of accomplishment and put all of the components together.
• The teacher will provide feedback to the group (two positives, one negative policy 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 an example of their idea of a proper “melodic” feel for this song
(take volunteers).
Reflections:
Comments from
•
Lesson Plan Topic or Subject: Percussive and Continuity Work on “ATB”
THIS LESSON WAS OBSERVED BY FIELD SUPERVISOR TONYA ARNETT
Date: 9/21/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.9 Sight read simple melodies in treble and bass clefs.
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.
• Students will work to “sing” the melody as a group and with evident emotional content.
• Students will continue to develop and perfect the appropriate techniques for the stylistic
elements found in America, the Beautiful. The aim is to bring together to two (2) distinct
stylistic sections into one piece of musical continuity.
• 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:
• 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 lead students through a few melodic and rhythmic warm ups in their text
Essential Elements (86-89, page fourteen), as well as the Bb Concert Scale (page forty). This will
take approximately eight-to-twelve (8-12 minutes).
• Teacher will now announce exercise number in book (Number 182, “America, the Beautiful”)
and give students a few seconds to find the song in their text.
• The lesson will begin with some percussion sectional work as guided by the teacher. The
percussion section in this particular group has been very inattentive in the past two weeks and
reluctant to work. The hope in starting the rehearsal in this manner is that the section will be
better engaged and better focused during the rehearsal of this piece. This will last five-to-seven
(5-7) minutes or as long as needed.
• Teacher and students will then work section-by-section through the piece, working to perfect
the stylistic and melodic elements that have been rehearsed thus far (introduction, measure
seven (7) to twenty-four (24), and restatement of introduction).
• After ten-to-fifteen (10-15) minutes of rehearsal work, the teacher will bring the two different
stylistic sections of the piece together in a run-through (a start-to-finish performance of the
piece without an audience). This is necessary to give the students a sense of accomplishment
and put all of the components of the rehearsal together.
• The teacher will provide feedback to the group (two positives, one negative policy 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.
Reflections:
Comments from
• This lesson will be formally observed by Tonya Arnett and informally observed by
Blake Driver and Chuck Dixon (see additional material as provided).
Lesson Plan Topic or Subject: Warm-ups, Bb Scale Review, Rhythms, and America, the Beautiful
Date: 9/24/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.9 Sight read simple melodies in treble and bass clefs.
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 work on the musical content from measure fifteen (15) to the end of the piece.
This is the chorus section to America, the Beautiful and contains more harmonic material than
then measures seven (7) through fourteen (14).
• Students will continue to develop and perfect the appropriate techniques for the stylistic
elements found in America, the Beautiful.
• Students will continue to self-correct musical and technical mistakes as they become
apparent, including breathe control, dynamics, accents, rhythmic elements, and expressive
markings.
• Teacher will give students more time to work on phrasing and will cue more percussion
entrances.
Materials
• Essential Elements 2000 plus CD & DVD
Procedures:
• 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 lead students through a few melodic and rhythmic warm ups in their text
Essential Elements (86-89, page fourteen), as well as the Bb Concert Scale (page forty). After
this, the teacher and students will count and clap the rhythm exercises on page fourty-two (42)
of there textbook. This will take approximately eight-to-twelve (8-12 minutes).
• Teacher will now announce exercise number in book (Number 182, “America, the Beautiful”)
and give students a few seconds to find the song in their text.
• The teacher and students will work section-by-section through the piece, addressing melodic
and harmonic sections by groups or individual sections as needed from measure fifteen (15) to
the end of the piece. The focus of this rehearsal is to address the secondary melody and chorus
of America, the Beautiful, as well as work percussion cues and phrasing. This will last five-toseven (5-7) minutes or as long as needed.
• After this work, the teacher and students will do a run-through (a start-to-finish performance
of the piece without an audience) from measure fifteen (15) to the end. This is necessary to
give the students a sense of accomplishment and put all of the components of the rehearsal
together.
• The teacher will provide feedback to the group (two positives, one negative policy 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.
Reflections:
Comments from
•
Lesson Plan Topic or Subject: Run-through/Touch-up Work on America, the Beautiful
Date: 9/27/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.
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 work to bring the two stylistic sections of the piece together in a mock concert
run-through.
• Students will continue to develop and perfect the appropriate techniques for the stylistic
elements found in America, the Beautiful.
• 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:
• 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 now announce exercise number in book (Number 182, “America, the Beautiful”)
and give students a few seconds to find the song in their text.
• The teacher and students will work section-by-section through the piece, addressing melodic
and harmonic sections by groups or individual sections as needed from the beginning to the
end of the piece. The focus of this rehearsal is to create a mock concert run-through of the
piece. The teacher will stop and work on sections with the ensemble as trouble spots become
noticeable.
• After this work, the teacher and students will do a run-through (a start-to-finish performance
of the piece without an audience) from the beginning to the end. This is necessary to give the
students a sense of accomplishment and put all of the components of the rehearsal together.
• The teacher will provide feedback to the group (two positives, one negative policy 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.
Reflections:
Comments from
•
Lesson Plan Topic or Subject: The “Your Choice” Practice Card Reward Rehearsal
Date: 10/1/10
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.9 Sight read simple melodies in treble and bass clefs.
Objectives:
• Students will select songs to perform as an ensemble from the Essential Elements 2000
textbook.
Materials:
• Essential Elements 2000 plus CD & DVD
Procedures:
• 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 the first student’s name and give them a few seconds to select an
exercise in the textbook. When the student has made the selection, the teacher will announce
the exercise number to the class (for example; America, the Beautiful, #182) and give the
students a few seconds to turn to that exercise number in their textbook.
• The teacher will conduct the exercise number with the appropriate tempo and style while the
students perform a complete run-through of the work.
• The teacher will repeat this process until all students have selected a song or rehearsal time
runs out.
Assessment:
• None
Lesson Plan Topic or Subject: Entire Rehearsal Lesson: Warm-Ups, Scales, Rhythms, and Songs
Date: 10/5/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.3 Demonstrate knowledge of the basic principles of meter, rhythm,
tonality, intervals, chords, and harmonic progressions in their
analyses of music.
Objectives:
• The students will review the Eb Concert Scale and students who have not taken their Eb Scale
Quiz will do so with Mr. Driver during rehearsal time.
• Students will complete rhythmic exercises as a group and in individual sections to an
acceptable standard.
• Students will rehearsal (for the second time ever) new warm up exercises in their Essential
Elements 2000 textbook (#155 and #156).
• 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.
• 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:
• 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 warm up exercise numbers as they are rehearsed (#86-89). Teacher
will direct the students to play each exercise “as if this were a concert,” and their moms and
dads were watching them; work to use correct posture, dynamics, balance, and tempo.
• Students will review the Eb Concert Scale on page 41 of their textbooks. The students have
been reviewing this scale for a week now during warm-ups and approximately half of the class
will have taken their quiz on it with Mr. Driver during rehearsal on 10-4-10. The remaining half
will start taking their quiz after the Eb Concert Scale has been reviewed during warm-ups in this
lesson. The students will be released by row by the teacher on the podium.
• Teacher and students will complete rhythm exercises on pages 42 and 43 as directed by the
teacher. Aural counting (one-and-two-and-three-and-four), as well as hand clapping, are
necessary.
• The teacher will use the remaining rehearse time to rehearse exercise #157 (Hatikvah) and
#182 (America, the Beautiful). The teacher will run the students through the exercises, stopping
and working sections as necessary.
• The teacher will provide feedback to the group (two positives, one negative policy 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 instrumental sections specified sections
(rehearsal letters or measures) of the piece and assess the technical and musical quality with
which they performed.
Comments:
Just a note for the Middle School Band rehearsal to follow this rehearsal; I did not work with
the MS Band on Tuesday, 10-5-10, as I used that time to create the trumpet melody from the
MS Band piece, Portsmouth Overture, which I rehearse with them. The melody occurs from
measure thirty-nine to measure sixty-three. I am creating the document to give to the MS Band
trumpet section tomorrow during my rehearsal time. The melody only occurs in the 1 st trumpet
part (three musicians’ parts total) and is too weak to balance out against the rest of this
seventy-two member ensemble. In order to strengthen the part, I am providing it to the rest of
the section, giving me a total on nine musician on the part (melody).
Lesson Plan Topic or Subject: Full Rehearsal; Warm-Ups, F Concert Scale (finish quiz), Rhythms,
Hativah with Soloists, America, the Beautiful, and La Cucaracha
Date: 10/18/10, 10/21/10
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.2 Sing and play music representing diverse genres and cultures, with
expression appropriate for the work being performed.
• 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.5 Evaluate the quality and effectiveness of one's own and others'
performances, compositions, arrangements, and improvisations by
applying specific and appropriate criteria and offering constructive
suggestions for improvement.
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.
• Students will play through Hatikvah, taking volunteers for solists.
• Students will play through America, the Beautiful using the correct techniques listed in the
objects above and below.
• Students will play through La Cucaracha using the correct techniques listed in the objects
above and below.
• 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:
• Prelude and March, Andrew Balent, Carl Fischer Inc. Copyright 1994.
Procedures:
• 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, with the
idea of performing these exercises “as if they were in a concert, mom and dad in the audience.”
• The teacher will take the students through a few rounds of the F Concert Scale, and then
begin dismissing the students by row, three-at-a-time, to finish their tests with Mr. Driver.
• The teacher will have the students count and clap rhythm exercises on page 42 of their
textbook as a group, the teacher leading off the counting and clapping.
• The group will move to exercise #157 in their textbook, Hatikvah, for rehearsal. The teacher
will take volunteers in groups of three and run the piece from the beginning, a different soloist
performing measures six (6) to the end, each time. This will take the bulk of the rehearsal time.
• The group will use the remaining time to run exercise #182 and #183 from their textbooks.
• The teacher will provide feedback to the group (two positives, one negative policy 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 instrumental sections specified sections
(rehearsal letters or measures) of the piece and assess the technical and musical quality with
which they performed.
Reflections from
Comments:
For the Thursday rehearsal (10-21-10), I had the students take the solo practices in duets just so
we could get through more students during the lesson. We also practiced our Bb, Bb, and F
Concert Scales as part of the warm ups, which took another 5-8 minutes away from the
Hatikvah rehearsal time.