Вы находитесь на странице: 1из 3

Lesson 1

Understanding Sight-Reading
Through Performance Repertoire
Critical Learning
Students will learn the concept of sight-reading
through performance repertoire.

AMR Repertoire
Grade 9/10
Guiding Questions
What should I be looking for
when I am reading a new piece
of music for the first time?

Students will learn the skills of sight-reading.


Curriculum Expectations
Learning Goals
A1. The Creative Process: apply the stages
(Unpacked Expectations)
of the creative process when performing
At the end of this lesson (student
notated and/or improvised music and
perspective)-- I can:
composing and/or arranging music;
A1.1 apply the creative process when
understand the concept of
performing notated and/or improvised
sight-reading
music
perform a new piece of
A2. The Elements of Music: apply elements
music
of music when performing notated and
improvised music and composing and/or
arranging music;
A2.1 apply the elements of music and
related concepts appropriately when
interpreting and performing notated
music
Instructional Components and Context
Readiness
Materials
An understanding of the
concept of students
I Gotta Feeling Arrangement/Parts
instruments.
Ability to count and
Baton
perform music.
Definitions of pulse, beat, Instrument for Modeling
rhythm, meter (time
signature)
Co-Construct Criteria Info Sheet
Terminology
Link to Curriculum
Document

Title: Understanding Sight-Reading


Through Performance Repertoire
Lesson 1
Minds On
Whole Group>Performance (Rehearsal)
During rehearsal warm up review the concept of tonality and
intonation through block chords in the key of the piece.
Action!
Whole Group>Concept Attainment
Discuss the notion of sight-reading new music.
Whole Group>Co-Construct Criteria
With the class, create criteria as to what to look for when sightreading; important ideas that are fundamental to the concept. This
will be on the board so the students can see it while they play.
Whole Group>Performance
Following the Co-Constructed Criteria activity, return to the
repertoire and try to run through as much of the music as possible
without stopping.
Whole Group>Performance (Rehearsal)
After a basic run-through, go back to the most trying parts in
chronological order and isolate/rehearse specific elements of
music, starting with rhythms, to further reinforce learning.
Consolidation
The activities can be repeated in future rehearsals. Assessment
will be ongoing.
Performance test evaluation could include:
verbal responses to evaluate concept attainment
a sight passage
a short rhythmic dictation

AMR, Repertoire
Pause and Ponder
The power of this
lesson is to
demonstrate how
popular music can
be taught
seamlessly through
performance to
motivate the
students and
reinforce sightreading and
enjoyment.
Hopefully students
will buy in and
generate greater
understanding of
the concept when
their learning is
directly linked to the
performance
repertoire. This
lesson should be
taught during the
rehearsal with the
teacher continually
reminding the
students of the
necessity of the
concept and skill in
order to
successfully
perform the
repertoire.
Assessment for
Learning (AfL)
The various
learning strategies
will provide
teachers with
feedback on how
the students are
doing.
2

Assessment as
Learning
(AaL)
The multiple
learning
opportunities
(listening,
clapping, writing,
performing) will
allow the students
to reflect on their
progress.
Differentiation
(DI)
The lesson draws
on various
learning strategies
(hear, write,
observe and
perform) to help
the student
understand the
concept and
demonstrate the
skill.
Assessment of
Learning (AoL)
Sight-Reading
Performance Test