Lesson Plan for Follow-up Teaching 2/22/18

Expansion on Leitmotif Lesson Andrew Foote

OBJECTIVES: The students will further their experience with leitmotifs and
parameters, exploring these concepts on a variety of instruments.

MATERIALS:
 Various pitched percussion
 Various non-pitched percussion
 Chalkboard/white board
 Primary instruments (optional)
DETAILED PROCESS:
 Teacher will begin by reviewing leitmotifs and the musical parameters outlined in the
previous class.
 The students will brainstorm four sets of motivic parameters (ex: Fast and low, rhythmic
and minor, etc.) and a motivic idea that could be found in literature.
 The class will be divided into four groups by musical medium; pitched percussion, non-
pitched percussion, primary instruments, and voice. Each group will be assigned a
motivic theme by the teacher.
 The students will improvise in their groups on their motif 16 counts.
 The students will rotate to the next instrument cluster, taking their motif with them.
 This process will be repeated until all students have participated in all stations.
 The teacher will end by reviewing the material covered and facilitating a brief reflection
on the activity.
 Students will be asked to identify motivic ideas in a piece of music of their choice which
will be discussed next class.

STANDARDS ADDRESSED:
 AS 8: Interpret intent and meaning in artistic work
 AS 7: Perceive and analyze artistic work
 VA SOL 6: Demonstrate understanding of the relationship of music to history and culture
ASSESSMENT:
 Students will demonstrate an understanding of leitmotifs through discussion
 Students will demonstrate an understanding of musical concepts as
parameters for improvisation.
 Students will be assessed informally and will reflect on their experience.

ADAPTATIONS:
 For students who were absent from the initial class, they can meet up with
the teacher later to experience an abbreviated version.
 For students unfamiliar with their instrument, all forms of meaningful
engagement with the material will be considered for assessment.
 For students with hearing difficulties, written explanations can be placed on
the slides or board.