Lesson Plans

What

Lesson Plans

When

11/13/2024, 12:00 PM – 1:00 PM

BHS Band Class Daily Agenda

Standard(s): Skills and Techniques/Performance

MHSIB.1 - Singing, alone and with others, a varied repertoire of music
a. Sing to recognize fundamentals of tone production.

b. Sing to match pitch through call and response (diatonic
intervals, major and minor keys).

c. Sing to reinforce breathing, use of the air stream, and
quality of sound.

MHSIB.2 - Performing on instruments, alone and with others, a varied repertoire of music

a. Demonstrate characteristic tone quality utilizing proper embouchure, playing position,
posture, breathing techniques, articulation, and appropriate percussion technique.

b. Demonstrate proper warm-up techniques through the use of long tones, lip slurs, chorales, major scales, chromatic scale, and technical exercises that increase the playing range.

c. Use the following ensemble skills as a means of interpreting the performance of musical
literature: dynamic expression, style, blend and balance, steady tempo, rhythmic
accuracy, intonation, and rehearsal etiquette.

d. Use context cues in the performance of “sight-reading” music literature of Level 1 and 2.

MHSIB.3 - Reading and notating music

a. Identify standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, expression,and key signatures.

b. Interpret the musical terms incorporated in the literature.

c. Demonstrate an understanding of duple, triple, and quadruple simple meter rhythmic patterns through a systematic counting procedure.

MHSIB.6 - Listening to, analyzing, and describing music.

a. Relate the use of compositional devices, techniques, meter, tempo, tonality, intervals, and chords to interpret music.

b. Distinguish characteristics of a specific work based on genre and culture.

MHSIB.7 - Evaluating music and music performances

a. Identify music literature and band performances of both superior and poor quality and distinguish the factors which are used to classify them as such.

b. Analyze the interpretations of a band performance and its effectiveness in relation to the intent of the composer.

c. Distinguish what constitutes proper concert performance etiquette and proper audience
Etiquette.

Learning Target:

Students will become competent, literate, analytical, musicians able to perform a wide variety of music on their designated instrument.

Success Criteria:

Success will be determined by the student’s growth in the areas of:
a. Literacy
b. Performance Techniques
c. Analyzing Performances & Competency over the course of the semester.

Instructional Strategies:

Gradual Release Model of Instruction: I Do, We Do, You Do, We Check

Opening (I do): Lead the class in warm-ups aimed to improve our four key areas to measure growth.

Literacy:

Work Session (explain clearly the We Do and You Do portions):

We Do: Read exercises aimed at improving the student’s ability to read notes and rhythms.

Ex-Rhythm sheets, scale sheets, technique

exercises)

You Do: Students will perform these on a daily basis

Closing (We Check):

I will evaluate them aurally for proficiency. We will test the students individually on designated test days.



Performance Techniques

We Do: Read exercises aimed at improving the student’s instrumental technique.
Ex-Rhythm sheets, scale sheets, technique
exercises)
You Do: Students will perform these on a daily basis

Closing (We Check):

I will evaluate them aurally for proficiency. We will test the students individually on designated test days.


Analyzing Performances

We Do: We will listen to performances, of ourselves and others, and using musical terms describe what we are hearing.

You Do: Students will listen to performances, of themselves and others, and using musical terms describe what they are hearing.

Closing (We Check):

As a group we will compare our descriptions and discuss why we felt the way we did regarding a given performance.


Competency

We Do: Using the warm-up exercises, scale exercises, rhythm studies, and performance of music to improve our overall music competency.

You Do: Students will use their warm-up exercises, scale exercises, rhythm studies, and performance of music to improve our overall music competency.

Closing (We Check):

We will evaluate our success by reflecting our overall musical gains throughout the course of the semester.

Formative/Summative Assessment(s):

(We Check)

Formative assessments are made in the form of sight-reading our music for the first time. At that point we take our “baseline” and compare that baseline with our final performance. Did we make gains/ improvement in the areas of:

a. Literacy
b. Performance Techniques
c. Analyzing Performances &
d. Competency


Assignment(s):

Assignments for the fall semester include:

Performance of Scales (evaluated as listed on our syllabus)

Performance of technique exercises(evaluated as listed on our syllabus)

Performance of rhythm studies(evaluated as listed on our syllabus)

Performance of Marching Music(evaluated as listed on our syllabus)

Performance of Concert Music(evaluated as listed on our syllabus)