LESSON PLAN
Treasury of Scales
Leonard B. Smith
SUNSHINE STATE STANDARDS
SKILLS AND TECHNIQUES
Standard 2 – the student performs on instruments, alone and with others, a varied repertoire of music. (MU.A.2.3)
Standard 3 – The student reads and notates music. (MU.A.3.4)
AESTHETIC AND CRITICAL ANALYSIS
Standard 1 – The student listens to, analyzes, and describes music
Standard 2 – the student evaluates music and music performance. (MU.D.2.4)
NATIONAL STANDARDS
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
ACCOMPLISHED PRACTICES
1. Assessment. Assesses student learning in music.
2. Communication. Communicates effectively with students, parents, and other educators.
3. Continuous Improvement. Continually seeks to improve teaching.
4. Critical and Creative Thinking. Encourages critical and creative thinking by the students.
5. Diversity. Uses teaching methods that reflect the culture, learning styles, and special needs of all students.
6. Ethics and Professionalism. Adheres to the Code of Ethics music educators and the Principles off Professional Conduct of the Education Profession in Florida.
7. Human Development and Learning. Applies knowledge of human growth and development in teaching music.
8. Knowledge and presentation of subject matter. Demonstrates knowledge and skill in music.
9. Learning Environment. Creates and maintains a positive learning environment.
10. Planning. Plans effective music instruction in a variety of musical settings.
11. Role of the Teacher. Demonstrates understanding of the role of the teacher as guide and leader.
Objectives:
Students will demonstrate the ability to successfully transfer their recognition of the notes on their music to the correct fingerings of their instruments.
Students will demonstrate their knowledge of musical symbols and their meanings.
Students will be able to demonstrate on their instruments the meanings of the music symbols.
Students will identify and clap simple rhythmic figures as drawn on the board as a class and individually.
Learning Activities to Meet the Objectives and Standards:
1. Have students get their instruments and sit in their appropriate positions in the ensemble.
2. Begin long tone warm-up with everyone playing the C Major scale on whole notes together.
3. Continuing warm-ups, play same scale in a round, ascending and descending on whole notes. Repeat exercise with half notes, quarter notes, and depending on the success of the quarter notes, eighth notes.
4. Run the stutter scale drill on C Major scale. 1…12…123…1234…etc.
5. Take out Treasury of Scales books. Begin with exercise 79 in C Major.
6. After sight reading exercise, ask students what could be done differently to change the way they played the notes without actually changing the notes themselves?
7. Assuming the students give answers such as dynamics and/or crescendos/decrescendos, begin identification exercise in which I draw the symbol on the board, and ask for raised hands of identification, or thumb up-thumb down.
8. Have students read again through Exercise 79 with added crescendos/decrescendos and dynamics.
9. Read exercise 22 in a minor. Ask the students for one word that describes the way this exercise sounded. How did the previous exercise sound?
10. Sight read a couple other exercises, one in C Major (#45) and two in Ab Major (#’s 77, 11).
11. Begin rhythmic portion of lesson with a written rhythm on the board. Ask the students to clap it out, volunteer.
12. Show how to say the rhythm and repeat as a class.
13. Continue putting various rhythms on the board and having the passages become longer and more complicated, not exceeding their level of capability, which will be determined by the speed at which they identify the easier rhythms.
Evaluate Musical Performance:
1. Give me one word to describe how this exercise sounded to you?
2. What is this symbol? (In relation to various musical symbols including crescendo, decrescendo, forte, piano, mezzo forte, mezzo piano, staccato, legato, and slur)
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