MUED 3311 TE Planning Framework

(Type your plan in the form below. Boxes will expand as you enter text.)
Teacher/Conductors Name:
Title of Composition:

Zach Gonzalez

Date of TE: 11/10/15

The Parting Glass

Teaching Episode (A, B, A.1, etc): TE-D

Rehearsal Objectives/Outcomes:
(What will your students be able to do as a result of this rehearsal?)
Students will understand what make an authentic performance of a folk song

Skill and/or Knowledge Outcome:

Learning historical background of a piece and how it might affect the composition

Affective/Aesthetic Outcome:
The meaning behind the composition

Rehearsal Plan: (Step-by-step plan for the rehearsal, with timing, that leads to your objective.)
Ste
p

Time
(# of
min)

Specific
Rehearsal
Step/Activity

Description of
Rehearsal
Step/Activity

Purpose of Rehearsal
Step/Activity (Why?)

Assessment (What strategies

Warm up in G
major

Students will play/sing

the tonic triad of G
major in unison. order
to establish

in order to establish the the

Key center

Making sure that group of

instruments is in tune with
each other on their given
pitch will help establish

will you use to assess during the

rehearsal? How will you know if the
ensemble is meeting the goals of
each rehearsal step?)

Lower voices will

play/sing the root of
the chord, Middle voice
will play/sing the 3rd,
the higher voices will
play/sing the 5th of the
chord

balance and intonation across

the ensemble

Piano will play the Full

triad
Euphonium/ Trumpet/
Horn - play the root
Sax/ Clr/ TenorPlay/sing third
Alto/ Sap/ FluteSing/play fifth the the
Key center
2

Historical Context

Give a small
explanation of the
historical background
and where this piece
came from.

To build a deeper
understanding of this piece.

What could we do to help

show the history of the piece
in our playing. Do we want to
play it faster or slower, lead
more to the phrase, have
bigger dynamic range?

Play recording

Have the students

listen to the recording
while following their
part.

Have the students comment

on if the recording was
similar or different to what
they have.This will help
prepare the students to begin
playing though their part.
This will also help bring out
the meaning behind the text.

What is similarities that your

part has to the recording? Is
this recording using any of
the same instruments?

Listen the the

instrumentation/
Orchestration.
What is the shape of

What are some differences?

Are they in the same mode/
Major or minor?
What can you tell from the

the phrase? Does it

follow the text?

text? Is this a sad piece or a

happy one?
What does the text mean?

Students will
play/sing first
stanza

Have students play

though the first phase
of the piece and
compare it to the
recording.

Compare and contrast what

the student played to the
recording.

Does you style and

articulation match?
What can we do match the
style of the recording to help
give an authentic
performance?
What might we do to the
phrasing?

Play first stanza

again

Students will play the

1st phrase again but
this time with the
articulations and
phrasing that were
suggested by the
class.

To ensure that the ensemble

gives an authentic
performance of this piece.

Are the students phrasing

and playing the same
articulations together?

Play the 1st and

2nd stanzas

Students will play the

first two stanzas

To have the students apply

the previous articulation and
phrasing to the first two
stanza.

Are the students keeping the

articulations and phrasing
consistent into the second
stanza?

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