Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Lesson 1 (Video): Jazz Rhythms and Articulations

1.1. Objectives

1.1.1. Main objective 1

1.1.1.1. Manitoba Curriculum

1.1.1.1.1. ICT objective G1.1

1.1.1.1.2. Music objective

1.1.2. Bloom's Taxonomy

1.1.3. From ICT Continuum

1.1.4. Cognitive

1.1.4.1. demonstrate understanding of

1.1.4.1.1. articulations such as staccato, marcato and tenuto by accurately vocalizing them (doo, dit, da)

1.1.4.1.2. quarter and eighth note rhythms by clapping them back to me

1.1.4.1.3. swing time by clapping both straight and swung eighth note rhythms

1.1.4.2. From Manitoba Curriculum

1.1.4.2.1. From ICT Continuum

1.1.4.2.2. Music Curriculum

1.1.5. Psychomotor

1.1.5.1. Performs:

1.1.5.1.1. clap straight and swung eighth note rhythms

1.1.5.1.2. repeat correct articulation markings (vocal and on instrument)

1.1.5.1.3. sing/play "jazz rhythms" with correct articulation

1.1.5.2. From Manitoba Curriculum

1.1.5.2.1. From ICT Continuum

1.1.5.2.2. Music Curriculum

1.1.6. Affective

1.1.6.1. Appreciate

1.1.6.1.1. the difference between different articulation markings

1.1.6.1.2. the different between swung and straight eighth notes

1.1.6.1.3. Participates in a class discussion about her they think articulations and style (swing) effect the musical experience

1.1.6.2. From Manitoba Curriculum

1.1.6.2.1. From ICT Continuum

1.1.6.2.2. Music Curriculum

1.2. Notes

1.2.1. Method of Instruction

1.2.1.1. Warm Up

1.2.1.1.1. (clapping) repeat eighth note rhythms after me

1.2.1.1.2. (playing) repeat eighth note rhythms after me

1.2.1.2. Rhythm and articulation

1.2.1.2.1. on "da" repeat straight eighths

1.2.1.2.2. on "da" repeat swung eighths

1.2.1.2.3. explain articulations

1.2.1.2.4. (eights) repeat after me adding in the doo articulation

1.2.1.2.5. (eights) repeat after me adding the dit articulations

1.2.1.2.6. add in eighth note rhythms with articulations

1.2.1.3. If more time

1.2.1.3.1. Add in "do mi sol" to the rhythms in (arpeggios)

1.2.1.4. Closure

1.2.1.4.1. hand out rhythm sheet and point out that that is how the rhythms we played in class look on paper

1.2.1.4.2. Thank the class

1.2.2. Method of Evaluation

1.2.2.1. Have class list on my music stand

1.2.2.1.1. put a check under the students who were unable to demonstrate the correct rhythms

1.3. Resources

1.3.1. Rhythm Sheet

1.3.2. Instrument (trumpet)

1.4. Prerequisites

1.4.1. Students must understand how echo patterns work (repeat after me)

1.4.2. Students must understand how to play concert B flat on their instrument with good tone (strong breath support, sitting up straight etc.)

1.4.3. Students must be able to articulate using their tongue (not just their air)

1.4.3.1. Students are able to tongue each note and slur each note

1.5. Accommodations

1.5.1. If someone forgot or can't play their instrument they can vocalize the whole class

1.6. Video

1.6.1. https://www.youtube.com/watch?v=-w2KxgdVpZs&t=6s

2. Podcast: Sonny Moon for Two Improvisation

2.1. Objectives

2.1.1. Main objective 1

2.1.1.1. Manitoba Curriculum

2.1.1.1.1. ICT objective G1.1

2.1.1.1.2. Music objective

2.1.2. Bloom's Taxonomy

2.1.3. From ICT Continuum

2.1.4. Cognitive

2.1.4.1. demonstrate understanding of

2.1.4.1.1. Improvisation by playing a solo over the blues

2.1.4.1.2. Call and Response by responding to the teachers call

2.1.4.2. From Manitoba Curriculum

2.1.4.2.1. From ICT Continuum

2.1.4.2.2. Music Curriculum

2.1.5. Psychomotor

2.1.5.1. Perform short improvisations with a good confident sound

2.1.5.1.1. Good breath support

2.1.5.1.2. Loud dynamic

2.1.5.2. From Manitoba Curriculum

2.1.5.2.1. From ICT Continuum

2.1.5.2.2. Music Curriculum

2.1.6. Affective

2.1.6.1. Appriciate improvisation as an art by

2.1.6.1.1. Trying their best

2.1.6.1.2. Putting themselves out there

2.1.6.1.3. Experimenting

2.1.6.1.4. Participating in a class discussion about what ways of improvising were most effective

2.1.6.2. From Manitoba Curriculum

2.1.6.2.1. From ICT Continuum

2.1.6.2.2. Music Curriculum

2.2. Notes

2.2.1. Method of Instruction

2.2.1.1. Have the Sonny Moon For Two recording playing as they walk into class, greet them at the door and tell them to listen to it as they set up their instruments

2.2.1.2. Warm Up

2.2.1.2.1. Echo Patterns

2.2.1.3. Sonny Moon for Two Melody

2.2.1.3.1. Play the first phrase (two bars)

2.2.1.3.2. Play Second phrase

2.2.1.3.3. Put two phrases together

2.2.1.3.4. Remind students to echo the style as well as the notes

2.2.1.3.5. Play B flat blues backing track

2.2.1.3.6. Drums keep time I comp

2.2.1.4. Closure

2.2.1.4.1. hand out rhythm sheet and point out that that is how the rhythms we played in class look on paper

2.2.1.4.2. Thank the class

2.2.1.5. Improvising

2.2.1.5.1. Play the A flat Major scale (the "cheating" scale for jazz blues playing)

2.2.1.5.2. Call and Response

2.2.1.5.3. twelve bar solos

2.2.1.6. If more time:

2.2.1.6.1. Play the tune

2.2.2. Method of Evaluation

2.2.2.1. Have class list on my music stand and check off students that complete

2.2.2.1.1. Are they giving their best effort

2.2.2.1.2. Are they playing confidently (good tone)

2.2.2.1.3. Are they able to do a two bar response

2.2.3. Podcast Assignment

2.2.3.1. Have students record a podcast about how/what they practiced. This should include the steps they took as well as musical examples

2.2.3.1.1. Podcast Example

2.3. Resources

2.3.1. Instrument (guitar)

2.3.2. Tablet

2.3.2.1. Youtube

2.3.2.1.1. Backing Tracks

2.3.2.2. Sonny Moon for Two Recording

2.4. Prerequisites

2.4.1. Students must understand how to repeat after me

2.4.2. Students must know the A flat Major Scale

2.4.3. Students must be able to articulate using their tongue (not just their air)

2.5. Accommodations

2.5.1. If someone forgot or can't play their instrument they can vocalize the whole class

2.5.2. Drummers will either play vibes or join in with improvising on their drums

2.6. The Podcast

2.6.1. Podcast.mp3

3. Collaboration: Band Balance using 40 Canadian Folk Songs number 13

3.1. Objectives

3.1.1. Bloom's Taxonomy

3.1.2. Cognitive

3.1.2.1. Demonstrate understanding of ensemble balance by playing loud or soft to keep the lead on top of the sound

3.1.2.2. From Manitoba Curriculum

3.1.2.2.1. From ICT Continuum

3.1.2.2.2. Music Curriculum

3.1.3. Psychomotor

3.1.3.1. Perform appropriate dynamics (p and f)

3.1.3.2. From Manitoba Curriculum

3.1.3.2.1. From ICT Continuum

3.1.3.2.2. Music Curriculum

3.1.4. Affective

3.1.4.1. Appreciate the effectiveness of balance and how it effects the audiences view of the main melody by deciding what part should be on top

3.1.4.2. From Manitoba Curriculum

3.1.4.2.1. From ICT Continuum

3.1.4.2.2. Music Curriculum

3.2. Notes

3.2.1. Method of Instruction

3.2.1.1. Warm Up

3.2.1.1.1. Have students stomp their feet on 1 and 2 saying triplet

3.2.1.1.2. Echo Patterns on the first five notes of the B flat concert scale in 6/8 time signature

3.2.1.2. Play through Song with no instruction

3.2.1.3. Explain that we will be working on balance

3.2.1.3.1. Have students pick an instrument section they want to be the loudest (for now)

3.2.1.3.2. Play through song with everyone but the chosen section playing p

3.2.1.3.3. take turns with each section being the loudest

3.2.2. Method of Evaluation

3.2.2.1. Have class list on my music stand and check off students that complete

3.2.2.1.1. Are they giving their best effort

3.2.2.1.2. Are they playing confidently (good tone)

3.2.2.1.3. Are they able to stop and say triplet with 100% accuracy

3.3. Resources

3.3.1. Instrument (trumpet)

3.3.2. Tablet

3.3.2.1. Metronome

3.4. Prerequisites

3.4.1. Students must understand how to do echo patterns

3.4.2. Students must know the B flat Major Scale

3.4.3. Students must be able to read music

3.5. Accommodations

3.5.1. If someone forgot or can't play their instrument they can vocalize the whole class

3.6. Collaberation

3.6.1. Have students work together in groups of 4 using Google Slides to research the history of Canadian Folk Songs

3.6.1.1. Each student should create one slide with at least one fact about the history

3.6.2. Canadian Folk Songs

4. Maps Lesson Plan: Latin Style

4.1. Objectives

4.1.1. Bloom's Taxonomy

4.1.2. Cognitive

4.1.2.1. Demonstrate understanding of pulse by keeping a steady rhythm in their heels

4.1.2.2. From Manitoba Curriculum

4.1.2.2.1. From ICT Continuum

4.1.2.2.2. Music Curriculum

4.1.3. Psychomotor

4.1.3.1. Perform echo patterns by clapping and playing their instruments (come up with their own echos and echo the teachers)

4.1.3.2. From Manitoba Curriculum

4.1.3.2.1. From ICT Continuum

4.1.3.2.2. Music Curriculum

4.1.4. Affective

4.1.4.1. Appreciate the importance of rhythm in Latin style music by writing down on a sticky note why they think Latin music is used as dance music.

4.1.4.2. From Manitoba Curriculum

4.1.4.2.1. From ICT Continuum

4.1.4.2.2. Music Curriculum

4.2. Notes

4.2.1. Method of Instruction

4.2.1.1. Warm Up

4.2.1.1.1. Passing Ball Exercise

4.2.1.2. Do excersise exploring these artists

4.2.1.2.1. Have google maps open with a point for each style . This shows where this style comes from.

4.2.1.2.2. Bossa Nova

4.2.1.2.3. Salsa

4.2.1.2.4. Cuban bolero

4.2.1.3. Echo Claps

4.2.1.3.1. Heel Pulses

4.2.1.3.2. Echo Clap patterns in latin style

4.2.1.4. Echo Patterns

4.2.1.4.1. Heel Pulses

4.2.1.4.2. Echo the same rhythms they clapped but using the first 5 notes of the B flat concert scale

4.2.1.4.3. Go around the room and have each student come up with their own echo

4.2.1.5. Hand out sticky notes with the question: why do you think Latin music is used as dance music?

4.2.2. Method of Evaluation

4.2.2.1. Have class list on my music stand and check off students that complete

4.2.2.1.1. Are they giving their best effort

4.2.2.1.2. Are they playing confidently (good tone)

4.2.2.1.3. Students who are able to execute echo patterns with 80% accuracy will be recorded on sheet

4.2.2.1.4. Students do not complete the sticky note on why they think Latin music is dance music will be marked down and need to complete the task later.

4.3. Resources

4.3.1. 15 balls (five for each group)

4.3.2. instrument (trumpet)

4.3.3. sticky notes

4.3.4. bluetooth speaker

4.3.5. tablet

4.3.5.1. Class list sheet (for evaluation)

4.3.5.2. Audio Files

4.3.6. Smart board (or projector)

4.4. Prerequisites

4.4.1. Students must understand how to do echo patterns

4.4.2. Students must know the B flat Major Scale

4.5. Accommodations

4.5.1. If someone forgot or can't play their instrument they can vocalize the whole class

4.5.2. Teacher assigns groups with a mixture of every instrument