The document outlines a lesson plan for a grade 5 band class that focuses on conducting patterns, dynamic contrast, and performing pieces like Minute Man March and Nighthawk. Students will work on following the conductor and demonstrating crescendos and decrescendos, and the lesson includes warm-up exercises, introducing pieces section by section, and a closing reminder to practice for the next class.
The document outlines a lesson plan for a grade 5 band class that focuses on conducting patterns, dynamic contrast, and performing pieces like Minute Man March and Nighthawk. Students will work on following the conductor and demonstrating crescendos and decrescendos, and the lesson includes warm-up exercises, introducing pieces section by section, and a closing reminder to practice for the next class.
The document outlines a lesson plan for a grade 5 band class that focuses on conducting patterns, dynamic contrast, and performing pieces like Minute Man March and Nighthawk. Students will work on following the conductor and demonstrating crescendos and decrescendos, and the lesson includes warm-up exercises, introducing pieces section by section, and a closing reminder to practice for the next class.
The document outlines a lesson plan for a grade 5 band class that focuses on conducting patterns, dynamic contrast, and performing pieces like Minute Man March and Nighthawk. Students will work on following the conductor and demonstrating crescendos and decrescendos, and the lesson includes warm-up exercises, introducing pieces section by section, and a closing reminder to practice for the next class.
Subject/Grade: Band, Grade 5 Lesson/Date: Tuesday, March 14th
Room: Time: 9:30-10:15
Stage 1: Desired Results
GLEs: Students will: - Recognize, interpret, and perform rhythm, melody, harmony, form, and expression as they appear in musical notation. (Performing 2) SLEs: Students will: - Perform three dynamic levels demonstrating crescendo and decrescendo (D2) - Watch and respond to the conductor. (TF5) Learning Students will: Objectives - Follow (B) the conducted pattern (P) in call-and-response warm-up (M). (Domain: Cognitive and Psychomotor) - Demonstrate (B) dynamic contrast (P) in Minute Man March (M). (Domain: Psychomotor)
Prior to Check with Charlene Resources Standard of Lesson: about music for to Bring: Excellence, Book 1 Nighthawk, some Skip to my Lou score students still need it Time: Content/Description Notes/Assessments: 9:30- Introduction: Continue from last 9:40 Personal introductions class finish with the o Ask students to introduce themselves, saying trumpets and anyone their own name backwards. I will figure out who missed the last days what it is forwards and say it back to them. Warm-Up If need be, tell them it o Concert Bb/Tuning note: call-and-response is the first note in exercise #71. Different whole/half/quarter/eighth Listen for how well note rhythms, articulation, dynamic they can follow my levels, etc. conducting (and get them to follow my conducting knowledge of terms I Break into sections so it doesnt seem use), and how well too long (each with a theme) they play rhythms and articulation. (F) Natalie Ct March, 2017
9:40- Body: 10:10 Standard of Excellence #80 Mexican Hat Dance o Half the band can clap while the other half plays #78 Minute Man March *This is your test piece* o Dynamic contrast
Nighthawk mm. 1-10 o Mysteriously! o Play 3-10: trombone, baritone, tuba, bass guitar(?), and bells/timpani(?) o Play 3-10: everyone else besides percussion (flutes, clarinets, saxophones, and trumpets) o Play 1-10: all percussion parts (what do we have? Who is on what?) o Add everyone together mm. 13-28 o Everyone but flutes, clarinets, and trumpets. Focus on rhythm, pitches will come. o Other parts should have fingered along, and now we can play it all together.
10:10- Closure: 10:15 Practice #78 (playing test next class) and Nighthawk Ask students to put their instruments away carefully
Stage 4: Reflection What went well? What could be done differently?
