Lesson

Plan


Name: Mark Donohue Date:

Grade: 10 Class Type: General Music

1. Measurable Objective(s):
Students will be able to recall why music began to change in the early 1950’s because of the
production of electric instruments. And understand the origins of electric instruments.


2. Required Prior Knowledge and Skills:
Students must know that previously to the 1950’s that acoustic instruments were used
predominantly for recording and for preforming.


3. Review Needed:
Students will review how music was preformed and recorded previously to electric
instruments.






4. Materials, Repertoire, Equipment needed:
PowerPoint, projector, white board, links to guitar and bass sounds, marker.


5. Agenda:
Warm up-listening to acoustic guitars, basses and describing the differences.
Lesson- Power Point explaining the roots of electric guitar and bass
Listening examples- Acoustic vs. electric guitar, acoustic bass vs. electric







6. Lesson Sequence (be sure to list time in the pacing section) Pacing

A. Brief Opening: 4 min
Students will listen to four examples, two of guitar both acoustic and
electric, and two of bass, acoustic and electric. Then describe the difference
in tone.

B. Learning Activities:
1. Power point explaining the origins, construction and science of the electric
instrument age. 1. 5 min

2. Prepared listening examples of both solo’d acoustic and electric instruments as 2. 5 min
well as in song examples. Including one song where both acoustic and electric

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guitars and basses are used.




C. Assessment: 5 min
Vocab matching mini quiz about pickups and construction of guitars
7 terms (humbucker, single coil, Copper wire and magnets, volume
and tone, solid body, hollow body, bass)



D. Closing/Wrap-up:
Final listening with a mixture of all acoustic and electric instruments, answered
with a raised hand what they hear and when they hear it.


E. Assignment: n/a

7. Accommodations:
Students who are sensitive to their hearing can request ear plugs to reduce any
frequencies that are harsh to them.


8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include student responses b.
Rethink & Revise - what could you have done differently to improve the outcome of this lesson)



9. National Standards:
Students will be responding to many different sounds.


10. State Standards:,
Critical Response, Purposes & meaning in the arts, Rose of artists in communities, Concepts of style,
stylistic influence & stylistic change, Inventions technologies & the arts

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 Vocab Quiz



Word Bank

A. Single Coil B. Copper wire and Magnets C. Bass

D. Hollow Body E. Humbucker F. Solid Body

G. Volume and Tone Knobs



1. ______ These are the components to create a pickup in an electric instrument.

2. ______ This instrument uses the four lowest strings on a guitar but are tuned an
octave down.

3. _____ This kind of guitar produces a warm sound and typically has a sound hole.

4. _____ This is what you get when you put two single coils right next to each other.

5. _____ These are the two most common controls one electric instruments.

6. _____ This is the earliest form of pick up and is noisy on its own.

7. _____ This kind of guitar is usually made of one or two pieces of wood for its body
core.