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    Student Teacher Name: Krystina Rodkey Lesson Topic and Grade: Symphonic Band 9-12 National Standards of Music

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    The document provides details for a lesson plan for a high school symphonic band class. The lesson focuses on playing the piece "The Polar Express" with expression, good tone, balance, and accurate dynamics. The plan outlines warm up exercises, identifies sections of the piece to work on, and strategies for differentiating instruction for students. It also describes assessment criteria of balance and rhythm accuracy and the teacher's approach to address any issues heard.

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    Student Teacher Name: Krystina Rodkey Lesson Topic and Grade: Symphonic Band 9-12 National Standards of Music

    Uploaded by

    api-370813091
    16 views2 pages
    The document provides details for a lesson plan for a high school symphonic band class. The lesson focuses on playing the piece "The Polar Express" with expression, good tone, balance, and accurate dynamics. The plan outlines warm up exercises, identifies sections of the piece to work on, and strategies for differentiating instruction for students. It also describes assessment criteria of balance and rhythm accuracy and the teacher's approach to address any issues heard.

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    wind ensemble 9

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    The document provides details for a lesson plan for a high school symphonic band class. The lesson focuses on playing the piece "The Polar Express" with expression, good tone, balance, and accurate dynamics. The plan outlines warm up exercises, identifies sections of the piece to work on, and strategies for differentiating instruction for students. It also describes assessment criteria of balance and rhythm accuracy and the teacher's approach to address any issues heard.

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    16 views2 pages

    Student Teacher Name: Krystina Rodkey Lesson Topic and Grade: Symphonic Band 9-12 National Standards of Music

    Uploaded by

    api-370813091
    The document provides details for a lesson plan for a high school symphonic band class. The lesson focuses on playing the piece "The Polar Express" with expression, good tone, balance, and accurate dynamics. The plan outlines warm up exercises, identifies sections of the piece to work on, and strategies for differentiating instruction for students. It also describes assessment criteria of balance and rhythm accuracy and the teacher's approach to address any issues heard.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    Student Teacher Name: Krystina Rodkey Date: 9/25/19

    Lesson Topic and Grade: Symphonic Band; 9-12

    National Standards of Music:


     MU:Pr4.1.E.8a Select a varied repertoire to study based on music reading skills (where appropriate), an understanding of
    formal design in the music, context, and the technical skill of the individual and ensemble
     MU:Pr5.3.E.IIa Develop and apply appropriate rehearsal strategies to address individual and ensemble challenges in a varied
    repertoire of music, and evaluate their success.
     MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised
    performances of a varied repertoire of music.

    Instructional Objectives:
     Students will play with good tone and rhythmic accuracy
     Students will play expressively
     Students will play with good balance, while listening across the ensemble
     Students will follow accurate dynamics

    Materials:
     Instruments
     The Polar Express
     Music stands
     Chairs
     Conducting baton
     Conductor’s podium
     Conductor’s stand
     White board with marker
    Opening/Introduction Activity
     Warm Up
    a. Concert F
    b. Concert G major scale
    1. Articulation on G major
    2. One octave up and down, two beats of triplets for each note
    c. Play chorale from “36 Chorales” packets
    Learning Opportunities/Procedure:
     The Polar Express
    A. Beginning – remember what we worked on in Monday – play expressively with dynamics
    1. 1st time – exaggerate hairpins, play them literally
    2. Sing melody all together
    3. 2nd time – if you have moving notes outside of the melody, bring them out
    4. Think of this part of the piece like a chorale
    B. Measure 17 – horns and clarinets: Clarinets do not play piano, come up to mp where horns are marked. Don’t overpower
    horns, but make sure you are heard
    C. Rallentando in measure 24, back to Tempo I at measure 25
    D. Make sure you look at new key signature/new accidentals
    E. Measure 35 “The Polar Express”
    a. Percussion first
    b. Percussion section is the real motor of the train – make sure shaker and cabasa are solid with 16th notes
    c. Still percussion, add low voices with 8th notes – make sure everyone is aligned and the motor is running smoothly
    d. Add everyone
    1. Woodwinds with runs – if you can’t play every 16th note, don’t lose time. Aim for the first note of every set of 4 to
    keep your place. Every time you play the section, try to play one more note.
    F. Anybody who doesn’t have melody at 43 – down beats, be solid with tempo. Offbeats, don’t wait for downbeats
    G. In melody – add separation to every single note – don’t hold on to anything too long, it will take away from the energy
    H. Unison 8th notes in 67 and 69 – there is an accent over both; surprise me with your clarity and your accent
    I. Transition between measure 34 and 35; start at 29 and get into 35

    Closing Activity
    a. Run beginning to 70, time permitting

    Specific Differentiation Strategies:


     If percussionists are unable to play 16th notes in the “Polar Express” section, have them play 8th notes in the sake of keeping
    time. Let the woodwinds use the same technique for their runs.

    Assessment:
     There will only be a portion of the band here today. I will be able to hear if they are not playing with a balanced sound or if
    their rhythm is inaccurate. I will be diligent in listening for these things and will be stopping to fix it, even if the students
    think it may be tedious.

    Reflection:

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