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MUSIC 513

Spring 2017
Assignment #3
Teaching in the Beginning Classroom

Teaching Beginning Students: (20 points) Building upon what you understand as beginning instrumental students’ musical
understandings and proficiencies, design a short teaching episode that can be used in teaching beginning band/orchestra
students designed to be applied to a specific section of the beginning band class structure. Your strategy must be submitted
using the Strategy for Teaching Beginning Students found on Canvas. You will have 5 minutes to teach your strategy in class.
Your TE will include:

1) Warm-up Strategy (>1 minute)


2) One of the following (>1 minute)
a. Rhythmic Strategy
b. Breathing
c. Articulation Strategy
d. Performance Technique strategy
3) Reading (Teaching a Line) Strategy (3 minutes)
4) Reflection

Strategy 1 Points 2 Points 3 Points


Objective Objective is missing more Objective is missing one Objective contains all
than one of the required of the three parts and is three parts and is clear as
parts and has no intent with unclear as to intent of to educational value.
respect to student learning. student learning.
Assessment Assessment is simply a Assessment is aligned Assessment is aligned with
description of the process with the objective but the objective and clearly
and not clear as to its lacks in clarity or and objectively measures
alignment with the measurement. Detailed student learning providing
objective or how feedback feedback is not apparent detailed feedback for the
will be delivered. from the current design. learner.
Sequence Sequence is vague and/or Sequence is missing 1-2 Sequence is clear. Learning
not provided in depth. steps that provide is scaffolded for the
More work is needed to opportunities for learner to arrive at a new
show learner development. misunderstandings on understanding.
part of the learners.
Concept Concept is not included or Concept is defined, but Concept is clear from the
clear in the lesson plan. clarity with connection lesson design and clearly
with the content is described in the plan.
difficult to measure.
Delivery No lesson presented. Lesson goes over time or Lesson meets all criteria
is unclear in focus. regarding time and
content.
1 Points 3 Points 5 Points
Reflection Reflection not completed. Reflection is complete, Reflection demonstrates
but limited reach beyond insightful though about
this experience. the episode.
Total:________________

You will use the method book that you have been assigned in the Method Books Analysis to select the repertoire for your strategies
for the line. All TE lesson plans should be submitted with the formatting below and will be assessed using the following rubric. Each
strategy must be creative, developmentally appropriate, conceptually appropriate, use proper sequence, and lead to a deeper
understanding of a musical concept.
Strategy for Teaching Beginning Students
Name ___Jayne Klinge______________________

Title of Strategy __Tongue Twister Articulation Work_______________________

Lesson Objective (what do you want the students to learn and be able to demonstrate?)

__Students will be able to perform stacato, accented, and slurred notes accurately.______
Prior Knowledge & Skills Expectations (what the students must already know and are able to do):

_Students must be able to produce good tone, know a B-flat Major Scale, and know the difference between stacato, accented, and
slurred notes. _________________
Musical Concepts Addressed in the Lesson:

_Rhythm, tone, articulation, dynamics, air flow/breathing, ear training, ______________________________________

Method, page, and number of exercise upon which the strategy is designed (If applicable):

Method book: Yamaha Advantage, Page: 22, Line: 90 Inkpataya________________________

Must Include: Detailed procedures of Instructional Strategy and Assessment for successful achievement of goal

Opening: I play piece on flute making articulation extremely distinguishable

Materials of Instruction: Flute, Yamaha Advantage book

Sequence:

1. To warm up, I will have students work on breathing.


2. While conducting a four pattern, I will show students breathing warm-up. (Breath in for four beats, sip air for
four beats, hold for four beats, exhale for four beats)
3. Students inhale for four beats
4. Students take four small sips of air in time (four beats)
5. Students hold breath for four beats
6. Students exhale for four beats
7. Repeat steps 3-6
8. Have students grab instruments.
9. Explain I will model four notes on concert B-flat, and I would like the students to copy exactly how I play the
notes
10. Model four staccato notes mezzo forte
11. Students play
12. Assess ability to play staccato
13. Play four more staccato notes
14. Students copy
15. Assess ability
16. Play four accented notes
17. Students copy
18. Assess ability
19. Play four more accented notes
20. Students copy
21. Assess ability
22. Play four notes slurred B-flat A B-flat A
23. Students copy
24. Tell students its B-flat to A
25. Play four more notes slurred B-flat to C
26. Students copy
27. Tell students it is B-flat to C
28. Now mix articulation: Play alternating accent and staccato, Concert B-flat
29. Students copy
30. Repeat Accent Staccato
31. Students Copy
32. Play two accented B-Flats and slur B-flat to A
33. Students copy.
34. Repeat as time permits
35. Tell students to open books to page 22, number 90
36. Have students count first two measures only
37. Have students count first two measures while I model them
38. Have students count and finger first two measures while I model
39. Have students sizzle and finger I model
40. Have students play first two measures
41. Play first two measures again.
42. Have students count next two measures while I model
43. Have students count and finger- I model
44. Have students sizzle and finger- I model
45. Students play next two measures
46. Have students count first four measures- I model
47. Have students count and finger first four measures- I model
48. Have students sizzle and finger first four measures- I model
49. Have students play first four measures
50. Have students count measures five and six- I model
51. Have students count and finger measures five and six- I model
52. Have students sizzle and finger measures five and six- I model
53. Have students play measures five and six
54. Have students count measures seven and eight- I model
55. Have students count and finger measures seven and eight- I model
56. Have students sizzle and finger measures seven and eight- I model
57. Have students play measures seven and eight
58. Have students count measures five through eight- I model
59. Have students count and finger measures five through eight- I model
60. Have students sizzle and finger measures five through eight- I model
61. Have students play measures five through eight
62. Have students count whole line- I model
63. Have students count and finger whole line- I model
64. Have students sizzle and finger whole line- I model
65. Have students play whole line

Assessment: While playing Inkpataya, students will perform line with correct articulation at the forte dynamic level
written with good balance, tone, and accuracy.

Closing: Discuss how students would describe the types of notes we played today (accented, staccato, slurred)