Student Teacher Name: Krystina Rodkey Date: 9/30/2019

Lesson Topic and Grade: Wind Ensemble; 9-12

National Standards of Music:

 MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how the setting and formal
characteristics of musical works contribute to understanding the context of the music in prepared or improvised
performances.
 MU:Pr4.3.E.8a Demonstrate understanding and application of expressive qualities in a varied repertoire of music
through prepared and improvised performances.
 MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in prepared and improvised
performances of a varied repertoire of music representing diverse cultures and styles
Instructional Objectives:
 Students will be able to play the transitions in The Polar Express
 Students will be able to play a run-through of The Polar Express
 Students will play accurate notes and rhythms
 Students will play expressively

Materials:
 The Polar Express parts and score
 Instruments
 Conducting baton/stand/podium
 Chairs/music stands
 Pencils

Opening/Introduction Activity
 Warm Up
1. Concert F
2. F stretches
3. Concert G scale
a. Scale articulation – eighth notes, accent on 1 and 4
4. Chorale
a. No. 24 – Irish Tune from County Derry
b. Independence and exposure of parts – listen and blend; if you can hear yourself clearly, you’re playing too loud
Learning Opportunities/Procedure:
 The Polar Express
1. Measure 25 – 40; work on transition
a. Transition – add slight ritardano in 34, prep in new tempo for 35
b. Don’t let crescendo stop, build into new tempo at 35 – act as a jumping off point
2. Measure 64 – Measure 72
a. Transition – sudden, people holding watch me for new tempo
3. 101-110
a. Transition – two prep beats in new tempo
4. 160-170
a. Transition – sudden; watch me for tempo
Closing Activity
 Run the entire piece
Specific Differentiation Strategies:
 Point out specific sections that are giving players trouble, offer and alternative if needed; for example, woodwinds have runs
in the “Spirit of the Season” section. If they are unable to play, allow them to play only the down beats or only every other
note (8th notes for now)
Assessment:
 By doing a run through, I am able to hear where the ensemble is after having the piece for this long. I am able to assess what
needs to be worked on and what I need to focus on and hold the ensemble accountable for in our next rehearsal.

Reflection:
 I think this was a very productive rehearsal. We were able to work out the transitions between all sections of the piece and
successfully run the piece. The faster sections still need to be brought up to a performance tempo, but the ensemble is making
it through at the tempi we are playing those sections at currently. Personally, I think I did a better job at holding the
students’ behavior and chattiness to a higher standard; they were really awful with talking/playing when they weren’t
supposed to, and I did a good job at being more assertive and shutting that down before it got too out of hand.