Lesson Plan : Beat

Teacher Name:
 Grade 6

 Beat: Students will demonstrate their understanding of Beat by reading,listening to and performing music from themselves and from their peers. Playing their musical instruments with accurate and proper techniques such as correct embouchure, posture, & breathing will assist students in reading correctly, familiar and unfamiliar notes and rests in their music, indepedently and with their peers.
 Learning the fundamentals of music requires students to recognize the techniques of playing a musical instrument, with key considerations for how the music has been put together to communicate something purposeful. Note names and their corresponding rests, time signatures and new vocabulary is the focus for the lesson. They will read and perform from musical notation, understanding the connection of beats to sound and how they fit in an organized phrase, in order to commuincate the intended function. The students job is to apply their previous knowledge of beats and combine meaning with sound, as accurately as possible, with a chance for verbal reflection and listening to each other while they play.
 6a1, 6a2, 6a3, 6a4, 6a6, 6a7, 6a8, 6a14, 6a15, Learning Skills: Listening, Participation, 4 Tribes Agreements
 After students have played as a whole orchestra; together with their sectionals, & individually or with a partner, they will have: demonstrated evidence of the key learnings through their consistent and fluent playing of particular songs that they have selected themselves and by the teacher. The skill of listening for mistakes, problems and accuracy of the musical songs will be regularly checked by the students, because the teacher will frequently stop the students after playing, and ask them questions. "What was happening just now?" "Can you hear each other?" "What did you notice about the tempo, the drummer's beat?" "Can you count the beats out loud while listening to the other sectionals play the song?" "How do we acknowledge the rests?" "What did you notice about the way you played the first quarter note and the last one?"
 Students are on their woodwind, brass or percussion instruments, the students with reeds are expected to have their personal reeds assembled on their mouthpieces, (woodwinds: clarinets, saxophones).
 Students are ready to play the required songs when the teacher cues them in. Teacher prompts the class by saying:"One..." The student take their instruments from their hands, or their laps and bringt them towards their mouths. "What are you thinking about, before you make a sound?" (breath) "Play the song from yesterday as our warm-up..." "You all know your notes, so don't forget to look up, at the conductor as much as possible while you are playing. Who are we listening for? Ready?" Students know they need to look up at conductor as they play and to listen to the drummer's beat. The drummer and the conductor establishes the class's cueing signal for the tempo, and for the getting ready to start the song. The teacher looks over at the drummer, tells the drummer the tempo: "Moderato." The drummer beats the tempo, the teacher conducts the class through the song. "One, Two, Three, Four." on the fourth beat the students play in unison. After that, the teacher takes 2 minutes to check over things: posture, breathing, fingering, head-mouth positions, & tuning. Next, the teacher tells the students what the focus is for the lesson, and draws the students' attention to the board, the instructions are read out loudly and then the class proceeds to observe and listen to the teacher to modell the expectations: Skill development: Group/Individual Expectations: Asssignment or Activity is discussed, and the lesson begins. Today's lesson:
 The teacher read the music and plays the song. The skill is identified and the students are constantly expected to listen to the song, and answer questions orally. "What did you notice about the way it was played?" "What was I doing while I played?" "Now listen to it a second time and raise your hand when you hear the: . You have all become so accustomed to hearing and playing it yourselves, did you detect it this time?" The teacher will play the song more than once, and sometimes will need to ask the students to explain any differences between the way the song was played the first time as compared to the second time.
 Whole class plays the song. We listen. The routine of stopping after playing should be ingrained now, so that they are constantly waiting to hear the questions that arise from their playing, either i ask them, or they themselves will comment on how they think they played, and if they demonstrated the skill or not. The reflection of their playing is constantly there, because music is played and gone- they need the instant information and feedback from themselves and from the teacher. This listening skill will help them to check for their own, personal understanding of: accurately playing the elements of music, even while they are at home practising their instruments without an audience.
 Students will practice on their own in the practice room for 10 minutes while other sectionals are playing and demonstrating the expected skill. Students will require a longer due date, before they demonstrate the skill in front of the teacher only, and not in front of others. Working with a stronger musical student will help.
Checking For Understanding:
 Students will play in small groups, for the teacher, in front of the entire orchestra; they will also play for a partner.
 The students' ability to demonstrate the particular skill will lead them into their next step of composing a song in Rondo Form (ABA. The expectation for the Rondo will take place once the teacher has gained enough evidence during the class time that each student can demonstrate the skill of: .
 The teacher will listen to every student and provide feedback as she conferences briefly and indicates to each student how they performed. Goals will be set and communicated to those students who may have had difficulty. Students' input in the Rubric for the next piece, which contains:(Performance & Creative Work)(Application of their Knowledge & Communication)will start the next music class discussion or engagement part of the lesson. The process of hearing each student, on their instrument gives the teacher individual evidence of their skill development. The students' will also gain an awareness for the purpose of peer and self assessing, during each music class.
Teacher Reflections:
 As beginner band students, the teacher needs to understand the importance of sharing the responsibility of the work so that the students spend lots of their in class time working with each other, practising the skills and listening to each other, and checking for their own understanding.

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