Lesson Planning

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Lesson Planning by Mind Map: Lesson Planning

1. Map Lesson

1.1. Curricular Outcomes

1.1.1. Manitoba Curriculum Outcomes

1.1.1.1. Music Outcomes

1.1.1.1.1. Essential Learning Area

1.1.1.2. ICT Outcomes

1.1.1.2.1. Gather and Make Sense

1.1.1.2.2. Produce to Show Understanding

1.1.1.2.3. Reflect

1.2. Notes

1.2.1. Lesson Title

1.2.1.1. Tracking Composers of Baroque, Classical, and Romantic Eras and their Significant Stops

1.2.2. Objectives/Goals

1.2.2.1. Psychomotor

1.2.2.1.1. As a result of this lesson students will gain the abilities to work through different aspects of Google Maps.

1.2.2.2. Cognitive

1.2.2.2.1. As a result of this lesson students will gain information about a variety of composers from different time periods and how the the composers travels impacted their music.

1.2.2.3. Affective

1.2.2.3.1. Appreciate how much easier music and people are able to travel compared to during the life times of the musicians studied.

1.2.3. Content

1.2.3.1. Composers birth date and place

1.2.3.1.1. A minimum of five significant locations the composers have traveled to and/or worked in with approximate dates of when the composer was there

1.2.4. Method of Instruction

1.2.4.1. Have all students create Gmail accounts if they don't already have them.

1.2.4.1.1. Demonstrate on Google Maps how to drop points, put in descriptions, and pictures

1.2.5. Method of Evaluation

1.2.5.1. Students will be evaluated using a rubric as well as have the opportunity for a reflection portion. Total mark out of 20

1.2.5.1.1. Rubric will include assessment on: Presentation, Content, Grammar/Spelling, and Use of Google Maps application - each marked out of 4

1.2.5.1.2. Reflection Questions - completion mark out of 4

1.3. Resources

1.3.1. Materials

1.3.1.1. Computers for Every Student

1.3.1.2. Projector and screen to demonstrate use of Google Maps to Students

1.3.1.3. Resources for Students: Concise History of Western Music, Music in the Eighteenth Century, Music in the Nineteenth Century, Music in the Seventeenth Century, Internet Sources.

1.3.1.4. Projector and screen to allow students to present their Google Maps

1.3.1.5. Assignment Information and Rubric

1.3.1.6. Reflection Questions for after the student's presentations (see Method of Evaluation for Reflection Questions)

1.3.2. People

1.3.2.1. Students

1.3.2.2. Permission from Student's parents to create Gmail accounts and to use Google Maps (if necessary)

1.3.3. Facilities

1.3.3.1. Computer Lab

1.3.3.2. Library

1.4. Prerequisites

1.4.1. Review

1.4.1.1. We will review the different musical eras, with a focus on Baroque, Classical, and Romantic periods

1.4.1.1.1. This will be done through class discussion generated from the following questions:

1.4.2. Set context

1.4.2.1. The purpose of this assignment is to allow students to develop a more in depth understanding of composers of different time periods, to develop skills in using Google Maps, and to develop research skills.

2. Collaborative Lesson

2.1. Curricular Outcomes

2.1.1. Manitoba Curriculum

2.1.1.1. Music Outcomes

2.1.1.1.1. Essential Learning Areas

2.1.1.2. ICT Outcomes

2.1.1.2.1. General Learning Outcomes

2.2. Notes

2.2.1. Lesson or Series Title

2.2.1.1. Quartet/Trio Compositions

2.2.2. Objectives

2.2.2.1. Psychomotor

2.2.2.1.1. As a result of this lesson students will be able to successfully use the necessary notation software.

2.2.2.1.2. As a result of this lesson students will be able to successfully play pieces in E-flat Major.

2.2.2.2. Cognitive

2.2.2.2.1. As a result of this lesson students will be able to identify the difference between a melody, sub-melody, and bass line.

2.2.2.2.2. As a result of this lesson students will successfully be able to understand and play a variety of 16th note rhythms.

2.2.2.3. Affective

2.2.2.3.1. As a result of this lesson students will develop a greater appreciation of balance in ensembles and the importance of harmony.

2.2.2.3.2. As a result of this lesson students will be appreciative of those that compose music for a living as there are many factors to consider when composing.

2.2.3. Content

2.2.3.1. Writing a 12 measure quartet/trio in E-flat major in 2/4, 3/4, or 4/4 while incorporating sixteenth note rhythms in a variety of contexts

2.2.3.1.1. This process will involve working in groups of three or four and using Flat to produce their compositions

2.2.4. Method of Instruction

2.2.4.1. Review what notes sound good when played together

2.2.4.1.1. Go through assignment instructions with students

2.2.5. Method of Evaluation

2.2.5.1. Evaluation will include a rubric, a self-assessment/reflection, as well as an assessment for individual group members. (20 marks)

2.2.5.1.1. Rubric (14 marks)

2.2.5.1.2. Self-assessment/Reflection (3 marks)

2.2.5.1.3. Group Member Assessment to be filled out by all students for each of their group members, the average mark will be taken and added to the students' score.(3 marks)

2.3. Resources

2.3.1. Materials

2.3.1.1. Computers for Students

2.3.1.2. Instructions on using website

2.3.1.3. Rubric

2.3.1.4. Assignment Information

2.3.1.5. Printer/Photocopier/paper for final project

2.3.1.6. Music stands

2.3.1.7. Student's instruments

2.3.2. People

2.3.2.1. Permission from student's parents to create a Gmail account

2.3.2.2. Permission from administration to do online project

2.3.2.3. Students

2.3.3. Facilities

2.3.3.1. Music Room

2.3.3.2. Computer Room

2.4. Prerequisites

2.4.1. Review

2.4.1.1. Review E-flat major scale

2.4.1.2. Review melody, sub-melody, and bass lines

2.4.1.3. Review 16th note rhythms

2.4.1.4. Review concept of harmonies

2.4.1.4.1. Have class play a variety of chords in E-flat major, asking students if the chords sound good or bad based on the notes being played - what makes the chords sound good or bad?

2.4.2. Set context

2.4.2.1. This assignment will strengthen student's playing ability of E-flat major, deepen their understanding of harmony, foster their musical creativity, and introduce a music compositional tool to them

3. Podcast

3.1. Curricular Outcomes

3.1.1. Manitoba Curriculum Outcomes

3.1.1.1. Music Outcomes

3.1.1.1.1. Essential Learning Area

3.1.1.2. ICT Outcomes

3.1.1.2.1. General Learning Outcomes

3.2. Notes

3.2.1. Lesson or Series Title

3.2.1.1. Ear Training Podcasts

3.2.2. Objectives/Goals

3.2.2.1. Psychomotor

3.2.2.1.1. As a result of this lesson students will be able to perform melodies, pieces, and scales in the E-flat major with 80% accuracy.

3.2.2.2. Cognitive

3.2.2.2.1. As a result of this lesson students will demonstrate auditory

3.2.2.3. Affective

3.2.2.3.1. Students will develop an appreciation for playing by ear when going through the echo podcasts.

3.2.3. Content

3.2.3.1. Students will each create a podcast containing 5 short ear training exercises that they have made.

3.2.3.1.1. These exercises will strengthen student's understanding and comfort for playing in E-flat major

3.2.4. Method of Instruction

3.2.4.1. I will make several podcasts with ear training lessons for students that begin more easily and slowly progress to more difficult melodies. Students will use these podcasts to practice ear training, they will listen to a short melody on the podcast and play it back.

3.2.4.1.1. Once students are comfortable with this practice in B-flat major, I will get students to make the podcasts for E-flat major that will be distributed to the entire class.

3.2.5. Method of Evaluation

3.2.5.1. Students will be evaluated, using a rubric as well as a reflection. Total mark out of 14

3.2.5.1.1. The rubric will include an assessment on: Content of their podcasts, creativity of melodies, sound quality, use of technology - each marked out of 3

3.2.5.1.2. The reflection will be marked on completion, with each question worth 0.5

3.3. Resources

3.3.1. Materials

3.3.1.1. Staff paper

3.3.1.2. Teacher made podcasts

3.3.1.3. Written Instructions

3.3.1.4. Rubric

3.3.1.5. Reflection Questions

3.3.1.6. Recording equipment for students if they do not have access to any

3.3.1.7. Editing Software

3.3.1.8. Headphones

3.3.1.9. Internet Access

3.3.1.10. Computers

3.3.1.11. Proper Bandwith

3.3.2. People

3.3.2.1. Students

3.3.2.2. Permission from administration

3.3.2.3. Permission from parents

3.3.3. Facilities

3.3.3.1. Band room

3.3.3.2. Quiet space to record if students prefer to record at the school

3.3.3.3. Computer Labs so students can edit their recordings

3.4. Prerequisites

3.4.1. Review

3.4.1.1. We will do echo patterns in class using the podcasts with echo patterns in B-flat major.

3.4.1.1.1. We will review the notes and key signature found in E-flat major.

3.4.2. Set context

3.4.2.1. This assignment will allow students to become comfortable playing in the key of E-flat major through writing and recording their own short melodies, and will further develop their audiation skills through practicing off of their classmates melodies.

4. Video Lesson

4.1. Curricular Outcomes

4.1.1. Manitoba Curriculum

4.1.1.1. Music Outcomes

4.1.1.1.1. Essential Learning Areas

4.1.1.2. ICT Outcomes

4.1.1.2.1. General Learning Outcomes

4.2. Notes

4.2.1. Lesson or Series Title

4.2.1.1. New Rhythm

4.2.2. Objectives/Goals

4.2.2.1. Psychomotor

4.2.2.1.1. As a result of this lesson students will be able to perform the new rhythm through echoing the video recording and correctly clapping and playing the following written rhythms.

4.2.2.2. Cognitive

4.2.2.2.1. As a result of this lesson students will be able to explain the beat distribution of this new rhythm in relation to sixteenth notes.

4.2.2.3. Affective

4.2.2.3.1. As a result of this lesson students will appreciate the importance of keeping a steady pulse and being able to subdivide internally while performing music and rhythms.

4.2.3. Content

4.2.3.1. This lesson will teach students how to play dotted eighth-note sixteenth note combinations

4.2.4. Method of Instruction

4.2.4.1. The first few slides will remind students on how to count a dotted quarter note eighth-note combination

4.2.4.1.1. The next section of slides will have rhythms that involve sixteenth-notes and eighth-notes in different combinations

4.2.5. Method of Evaluation

4.2.5.1. Psychomotor Evaluation

4.2.5.1.1. Students who successfully execute the rhythm echo patterns and clapping and playing the rhythm in context of a larger rhythm (with 80% or more accuracy) will be recorded on class checklist.

4.2.5.2. Cognitive Evaluation

4.2.5.2.1. Students who successfully define this new rhythm, either through words or a visual representation (with 90% accuracy or more) will be recorded on class checklist.

4.2.5.3. Affective Evaluation

4.2.5.3.1. Students skills of being aware of and of keeping a steady pulse and internal subdivision will improve throughout the rhythms in the video.

4.3. Resources

4.3.1. Materials

4.3.1.1. Powerpoint video

4.3.1.2. Projector and Screen

4.3.1.3. Rhythms

4.3.2. People

4.3.2.1. Students

4.3.3. Facilities

4.3.3.1. Band Room

4.4. Prerequisites

4.4.1. Review

4.4.1.1. First review rhythms that have dotted quarter eight-note combinations

4.4.1.1.1. Review rhythms that have sixteenth notes and eight notes

4.4.2. Set context

4.4.2.1. Learning this rhythm will allow students to be successful when playing music that features this same rhythm