Aaron's+Lesson+Plans


 * __ Music Lesson Plan #1 __**** – Block Day Grades 9-12, Guitar/Elman **

**Date:** 5/12/11 **Unit Length:** 2 days **Time of Year:** Toward the end of the spring semester

**Topic:** Note Durations; A Major Scale; 'Night Music'; Double Bass Presentation

**Prior Knowledge:** Experience in counting, playing, and clapping notated rhythms; Knowledge of Major Scales in open position; Ability to read guitar TAB

**Vocabulary (to be emphasized):**
 * Note Duration; Accuracy; Accurate; Rhythm; Finger Placement; Descending; Ascending

**Objectives (What students will learn/be able to do):**
 * Use music-resource web pages (see below) to stimulate and add to knowledge about note durations in 4/4 time.
 * Play the A Major Scale with accurate rhythm, finger placement, and no dynamics
 * Play 'Night Music' with accurate rhythm, finger placement, and no dynamics (in preparation for test)
 * Practice using their bodies as a drum kit playing rhythms projected onto front screen.

**Materials and Equipment:**
 * Overhead Projector
 * Transparencies: A Major Scale; 'Night Music'

**Activities (The Student(s) will…):**
 * Students will sign up for and work on Final Projects during SSR (this is OK'd and also practiced by Master Teacher) (15min) **(During this time I will give individual instruction to SPED 1, 2, and EL 1 to be sure they are on task and progressing in said task).**
 * Students will do warm ups and play the A Major Scale as a whole ensemble.
 * Students will play 'Night Music' with special attention to accurate rhythm as a whole ensemble**.**
 * **RESOURCES: Students will go to computer lab to actively engage in these two music-resource web pages: [] and [] . This is for the purpose of scaffolding and developing a working comprehension of 4/4 time rhythms and different note durations that can be used therein. This knowledge will be transferred to the next lesson when students will be guided to utilize the free notation software, Musescore, to create their own compositions (a new competency for the students).**
 * Students will enjoy and partake in a demonstration of the Double Bass by Mr. Taylor
 * Students will participate in 'Drum Dictation' using hands and bodies to emulate playing a drum kit. Rhythms will be in 4/4 time and projected onto screen. Rhythms will contain notes of same duration as those being studied.

**Assessment (can be by teacher and/or student):**
 * Check for understanding and prompt for questions throughout lesson
 * Listen and watch during whole class renditions of scales, repertoire, and drum dictation activities.
 * Spend individual time with each student in computer lab to be sure of appropriate engagement with music-resource web pages.
 * During Double Bass presentation, students will be prompted with questions about the differences between the bass and the guitar as well as the music being presented and the students' repertoire.

**Indicators of Success:**
 * Students play A Major Scale and 'Night Music' with accurate rhythm and finger placement.
 * Students show ability to engage in and challenge themselves with music-resource activity in computer lab.
 * Students give thoughtful responses to prompts during presentation.

**National Standards Emphasized:**
 * Performing on instruments, alone and with others, a varied repertoire of music.
 * Reading and notating music.
 * Listening to, analyzing, and describing music.
 * Evaluating music and musical performances.
 * Understanding music in relation to history and culture.

**California Music Content Standards Emphasized:**

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music - 1.3 Sight-read music accurately and expressively

Listen to, Analyze, and Describe Music - 1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures.

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music - 2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6). - 2.5 Perform on an instrument in small ensembles, with one performer for each part.

3.0 HISTORICAL AND CULTURAL CONTEXT Understanding the Historical Contributions and Cultural Dimensions of Music

Diversity of Music - 3.4 Perform music from various cultures and time periods.

**__ Music Lesson Plan #2 __**** – Regular Schedule, Grades 9-12, Guitar/Elman **


 * Date:** 5/13/11 **Unit Length:** 2 days **Time of Year:** Toward the end of the spring semester


 * Topic:** Note Durations; Music Creation/Composition; Music Notation Software

Experience in counting, playing, and clapping notated rhythms; Experience playing repertoire in 4/4 time; Study and practice note durations in 4/4 time on music-resource web pages from previous lesson: [|**http://www.musictheory.net/lessons/11**] **;** [|**http://www.emusictheory.com/practice/rhythmPerf.html#drillInstructions**]
 * Prior Knowledge:**


 * Vocabulary (to be emphasized):**
 * Note Duration; Composition; Creativity; Melody; Rhythm; Time Signature; Measures


 * Objectives (What students will learn/be able to do):**
 * Become confident using the free, music notation software, [|**Musescore**].
 * Compose a short, eight-measure melody with correct rhythms in Musescore.
 * Use at least four different note types (whole, half, quarter, eighth) and at least one dotted rhythm in composition.
 * Save this composition as their name for future work/modifications/additions.


 * Materials and Equipment:**
 * Computer lab computers; laptop and projector for guided demos of software.


 * Activities (The Student(s) will…):**
 * Students will go to computer lab and open Musescore on their computers.
 * Students will be guided in how to set up their own music score so they can begin work on their eight-measure musical creations.
 * Students will complete note entry for their eight measures of music within guidelines (see objectives)**.** They may use any instrument they choose for this initial step in creating their compositions.
 * Students will save compositions as their name for future work/modifications/additions.
 * Students will get to play compositions for class using computer playback.
 * Students will be prompted for discussion about experience.
 * Students will save and turn off computers in time for bell and will leave class from computer lab.


 * Assessment (can be by teacher and/or student):**
 * Check for understanding and prompt for questions throughout lesson
 * After initial set up guidance for compositions, spend individual time with each student to be sure of appropriate engagement with Musescore. Students will be encouraged to approach this exercise in a creative manner.
 * Hear and consider the playbacks of compositions from technical and creative perspectives.
 * Partake in class discussion about experiences at end of class.


 * Indicators of Success:**
 * Students are able to create their own, eight-measure score of music in 4/4 time using Musescore.
 * Students display an amount of creativity in their approach to exercise.
 * Students contribute thoughtfully during class discussion.


 * National Standards Emphasized:**
 * Composing and arranging music within specified guidelines.
 * Reading and notating music.
 * Listening to, analyzing, and describing music.
 * Evaluating music and musical performances.


 * California Music Content Standards Emphasized:**

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music - 1.3 Sight-read music accurately and expressively

Listen to, Analyze, and Describe Music - 1.6 Analyze the use of form in a varied repertoire of music representing diverse genres, styles, and cultures.

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music - 2.4 Perform on an instrument a repertoire of instrumental literature representing various genres, styles, and cultures with expression, technical accuracy, tone quality, and articulation, by oneself and in ensembles (level of difficulty: 4 on a scale of 1-6).

Compose, Arrange, and Improvise - 2.6 Compose music, using musical elements for expressive effect.  - 2.7 Compose and arrange music for voices or various acoustic or digital/electronic instruments, using appropriate ranges for traditional sources of sound.

4.0 AESTHETIC VALUING Responding to, Analyzing, and Making Judgments About Works of Music Analyze and Critically Assess


 * To hear "student sample" download [|Musescore] then download and open this file:[[file:Student Sample Composition.mscz]]**