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Miss Thorlakson

GRADE/SUBJECT
GRADE 9 BAND

APRIL 14, 2016

OUTCOMES FROM ALBERTA


PROGRAM OF STUDIES

LEARNING
OBJECTIVES

Playing - To discover, develop and


evaluate their talents and abilities
relative to playing a musical
instrument, and to establish and
reinforce correct techniques
Reading To interpret rhythm,
melody, harmony, form, and
expression as they appear in musical
notation through both cognitive and
psychomotor responses

TSWBAT develop their


skills on their
instruments and in their
reading skills through
the rehearsal of the
pieces: On an
Hymnsong of Philip
Bliss and Marche Des
Parachutistes Belges

LESSON DURATION
40 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance assessments)

Formative:
Watch the students as they are
playing to assess how they are
doing with the material.
Anecdotal comments for any
students/sections having particular
difficulty with a piece. (post its)
Summative:
This will be leading towards
playing tests near their next
performance.
LEARNING RESOURCES CONSULTED
1. Alberta Program of Studies (Music 7-9)

MATERIALS AND EQUIPMENT


Baton
Scores
PROCEDURE
Introduction: __6__ minutes
Hook/Attention Grabber: Mr. Rogers tuning warm up
Technique warm up: Concert Db, (half notes, tongued; quarter notes tongued)
1-2-1-2-3-2-1. Quarter notes, then conduct faster, to get them close to the 8th note.
Body: __30__ minutes
Repertoire #1: Chorale and Shaker Tune (4 minutes) 11:05
We did some fabulous work yesterday, I just want to play through what we worked on to
solidify it before the weekend.
Run through to 72
Repertoire #2: Hymnsong (12 minutes) 11:09
Everyone who has running 8ths, we said Tuesday, it is now Thursday, lets see how its
coming along
o Clarinets and Altos, beginning
o Sing it
o Play it again
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Miss Thorlakson
o Now if you have whole notes, you can play
o Now horn and flute, can we please sing our part? Flutes, your note comes from the
horn, so listen carefully
o Now everyone together.
o Beautiful
Two bars before 17, super strong Alto
o Play it 2x through with recommendations in between
17-24
o Just play if your 8th notes, so these really move the music
o Now play when you have half, quarter, quarter so those quarters also move the
music along
o Now lets do everyone, except trumpets, at 17 and hear how the music moves.
o Finally, trumpets, you are the cherry on top, lets hear everyone together.
o All of these parts layer to make a beautiful whole. This is true music and creativity.
Repertoire #3: Paratroopers (14 minutes) 11:21
Run it
Lets dig into the trio today.
Everyone with: (sing fanfare part) lets take it slowwwww
o Play it
o Sing it
o Play it again, and again up tempo
o Everyone else, I want these to be very stately 8th notes, lots of space between them.
o Lets put it together
For E, can someone tell me what cantabile means?
o So lets sing it, everyone with the melody
o Now everyone else sing your part with the melody
o Lets play it together.
Closure: __2__ minutes
Video on creativity Ira Glass
WHAT IF??
Alternates if something happens:
LESSON REFLECTION
Two things that went well:
I felt all day today that I am really starting to come into my own as a teacher. It doesnt feel like I am
playing grown-ups anymore. It is quite a shift and it feels really good! I think this is because I am
being open and receptive and when I am like that, things just happen.
In Kens observation I had him watch my positive reinforcement and facial expressions and he said
that they were waay better. This is great, because I have been really working on it. Also, it feels so
good because when you feed that kind of positivity into a group, it really comes back at you in
amazing ways. Finally, I think this is really connected to feeling truly comfortable in what I am
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Miss Thorlakson
doing. Things are feeling really good and I am really happy with where I am in my development.
Something to think about: I was having a heck of a time trying to get my saxophones to buy in to
what we were doing. I am getting some major attitude, primarily from one of them. She is a student
who moved in and she kind of seems to roll her eyes at everything. I just dont quite know how to
get to her. I was having the saxophones and clarinets sing their lines, and the clarinets were doing it
no problem, but for the saxophones it was like pulling teeth. I dont know what I can do to get her on
my side and trusting that I am doing things so that everyone can get better. I think it might also be
just that awkward grade 9 trying to fit in stage and I dont know how much I should worry about it.
The rest of the class was very involved today.

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