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c. Social-emotional
[1C.3b Analyze why one achieved or did not achieve a goal]
ensemble play with the composers intent. This also helps the students listen to one
another and analyze their own playing as well as that of their peers. ]
9. Instructional Input
a. Detailed outline of lecture, demonstration, or modeling
[ We will begin by giving them a diagnostic exam to see where they are at with the
information for the week. After giving them about 10 minutes to think about these
questions the teacher will collect them. Next, using the powerpoint slide for day 1, you will
continue to talk about articulations. Begin by having the students pronounce all five of the
names after modeling it for them. Then begin explaining Agogic accents. Then use
something from part b to see how if they can apply that knowledge. Then go through
definitions for Tenuto, Marcato, Staccato, and staccatissimo. ]
b. Questions to check for beginning mastery of learning objective(s)
[After teaching each type of accent have them play on their concert Bb major scale
quarter notes with that type of articulation. Then have just woodwinds, just brass or
percussion, or just boys then girls, and other groupings so they can listen and play to how
these accents can sound. Once they have practiced all 5 of them, have them review the
notation and what name goes with which and what each means. Call on random students
to review what they just learned. What does staccato mean again? Which symbol is this
one? Could you play that articulation for us?]
10. Guided Practice
a. Activity to practice developing mastery of learning objective(s)
[Now apply this knowledge of articulation markings to Percussion Rag. Students will
play this piece with the teacher conducting. ]
b. Checklist to check for understanding and give feedback
[ See if students are matching note length on staccatos. Have students tell you what
accent markings they see within the piece. Still work on balance, pitch, and rhythms
even with a focus on articulations. ]
11. Closure
a. Summary or recap of lessons learning objective(s)
[See if students can name the 5 markings for the day and what the general shape of
them is. ]
b. Questions to check for understanding and give feedback
[ Which one looks like a dot? What marking is full value and connected?]
12. Independent practice