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
1. Singing, alone and with others, a varied repertoire of music.
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.
Students will sing the major scale in a round to better understand their place in the ensemble and develop good listening skills.
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. Placing instruments on their laps, the students will sing the beginning pitch, and as a class, sing the major scale.
5. After singing through the scale in a group, the ensemble will sing through the scale exercise in a round.
6. Introduce the term triad. Define and demonstrate using the C major scale.
7. Have the students play a triad.
8. Have the students sing a triad, with various instrument sections on different pitches.
9. Play through the C major scale as an ensemble and then play the triad at the end of the scale.
10. Do the same in thirds.
11. Take out Treasury of Scales books. Begin with exercise 45 in C Major.
12. Review what was covered in the previous lessons about not breathing on bar lines and playing smooth and connected.
13. Introduce the instrument pyramid (hierarchy of instrument voices).
14. Address other musical aspects of the music such as pitch accuracy and phrasing, intonation, and attack.
15. Begin basic theory lesson on key signatures using the black board. The teacher will draw a key signature in both flats and sharps and explain how to find the key.
16. Ask the students to do the same; the teach draws a key signature and the student identifies.
17. Introduce the concept of intervals.
18. Ask questions about key signatures and intervals.
19. Have the students take out a piece of paper and give a short quiz on key signatures and intervals and then immediately go over it as a class.
20. Return to the Winning Rhythms book and cover lessons 9 and 10 completely; running through each exercise only once.
Evaluate Musical Performance:
1. How do we determine the key if there are sharps present in the key signature? Flats?
2. What does the term legato mean?
3. According to the instrument pyramid, what is the last sound the audience should hear after the ensemble cuts off?
4. What 3 scale degrees create a major triad?
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