STEPP Lesson Plan Farm

Teacher: Zach

Garcia
School
Grade Level:

Date:812312AL3

School: Westview Middle

TthGrade

Content Area: Music {Band}

Lesson #: 1 of 5

Title: Color Unit

(lntroduction)

ContFnt Slandard(sl addressed hv this legson: (Write Cantent Stondards directly from the standord) Standard 1: Expression of Music
Standard 2: Creation of Music Standard 4: Aesthetic Valuation of Music

lnouirv Queptions: (Essentiol questions relating knowledge at end of the unit af instruction, select a p pl icoble q uesti o ns from stand o rd )

Conceots and skills students master: lUnderstandings, 8lg ldem, Unit objectives) The 7th grade Wesfuiew students will be looking at music in a completely new way during this unit. The main skill that the students will get out of this unit is to approach music from a listener's point of view instead of a student approach solely playing on their own instrument. Students will be listening to music, both similar and different to pieces they are playing in band class currently. This is an introduction day that will help students begin to think about dynamic contrast in music and a way that they will be able to show that they are hearing what is going on in the music.

Evidence Out$omel: ffn ow ledg e/

Sktl

ls, Lesson Obj ectives)

Eyery student wlll be able to: Listen ta 'The Dark Knigh{ and watch me reate a color timeline using red and blue colors to display the loud and soft dynamics that heard in the recording.

Assessment of Evidence Outcomes:

I want students to be able to ask me questions throughout the lesson and be able to reflect and think about how this will make them play the dynamics in music better as a class and individually.

Colarado Stote Univercity College of Applied Human Sciences

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Post Lesson Reflestion

1.

To what ertent were lesson obiectines achieved? (Utilize assessment doto to your level of ochievement)
I believe my objectives

justfu

were achieved for today. The students all asked good questions relating to the assignment. For example, "How much should the coloring look like the music? My response was, "As much as you are able to hear and show me." lt sounded like many were eager to try this assignment on their own nert time, which is what I was hoping for.

2. What changes, omissions,

teach again?

or additions to the lesson would you make if you were to

lnstead of just watching me make a timeline, I think it would have also been good for the students to start using the colors to circle dynamic markings in their own music after I introduced the unit. I will make sure to have them mark in colors in their own music for the next lesson, so that they are able to transfer the work they do on their timelines to their band music.

3. What do you envision for the next lesson? {Continued practice, reteoch content, etc.)
The next lesson will be their pre-test for this unit, so I hope to get a wide range of colored workheets back afterwards so I am able to assess what they completed. I envision the color keys that I made being very helpful for them and that they will keep asking me questions to help them complete their worksheets.

Colorodo State University College of Applied Human Sciences

Page 4

STEPP Lesson Plon Form

Teacher: Zach

Garcia
School
Grade Level:

Date:9/5/2OL3

School: WesWiew Middle

TthGrade

Content Area: Music (Band)

Lesson #: 2 of 5

Title: Color Unit (Day

1)

Content Standard(sl addressed bv thiq lesson: (Write Content Stondards directly from the standord)
Standard 1: Expression of Music Standard 2: Creation of Music Standard 4: Aesthetic Valuation of Music

Concepts and skills students master: (Understandings, Big ldeas, lJnit objectives) The 7th grade students will be listening to the "Dork Knigh4" which has some similarities to their concert band piece called "Journey Through the Void." They wilt be listening to the recording three times and will have time to tweak and learn how to create their dynamic timelines. After the students have completed their worksheets, they will be given the task of circling each of the dynamic markings in Journey Through the Void with their red and blue crayons. They willthen play and work on the piece in class with those new markings. The worksheet for this assignment is their pre-test for the unit. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Every student will be able to: Listen to "The Dork Knight" recording three times and complete a color timeline along with notes to help them help them create their timeline. Every student will be able to: Circle the dynamics markings written in "Journey Through the Void" red and blue colors to help bring their attention to each marking. Assessment of Evidence Outcomes:

with

to represent the dynamics that they heard give in the recording. I will the students the opportunity to listen to the recording three full times; this will help me see each student's growth from the first time they listened to the piece to the last time. With my created rubric for this assignment, I will be able to take each worksheet, grade them, and then use those grades as a pre-test since it is their first time working on this assignment on their own.

Every student will have their own handout filled in with color

Colorado Stote Universitlr College of Applied Human Sciences

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STEPP Lesson Plon Form

Post Lesson Reflection

1.

To what extent were lesson objectives achieved? (Utilize ossessment data to justify yaur level of ochievement)

My objectives were all achieved in this lesson. lt was helpfulfor me to see what kind of questions the students had and what they were capable of hearing in a piece of music using an assignment like this,

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

would make sure to present directions in a simpler way. I broke the listening up into three sections and should have done something similar to that when explaining specific instructions and information to them. On my future worksheets, I plan to also include the directions on the worksheet to help the students that need to see directions included in assignments.
I

3.

What do you envision for the next lesson? (Continued practice, reteoch content, etc.) that I will sectionalize each song so I can get students to listen to smaller portions of music and understand them in greater detail. I need to find ways to help the students improve their listening skills with another piece of music that can offer them similar and different listening possibilities in terms of dynamics.
I envision

Colorado Stnte Univercity College of Applied Human Sciences

STEPP Lesson Plan Form

Teacher: Zach

Garcia
School
Grade Level:
7th

Date:9/24/20t3

School: Westview Middle

Grade

Content Area: Music (Band)

Lesson #: 3 of 5

Title: Color Unit (Day

2)

Content Standard(sl addressed bv this lesson: (Write Content Standards directly from the standord)
Standard 1: Expression of Music Standard 2: Creation of Music Standard 4: Aesthetic Valuation of Music

Concepts aQd skills sttfdsnts master: (Understandings, Big ldeas, Unit objectives) The 7th grade students will be listening to the first part of the 2nd movement of Brian Balmages "Elements" in band class. The 2nd movement is entitled "Water." They will learn how to listen for swells and small dynamic changes by listening to small sections of the piece. The first listen through will be for them to write and take notes using different dynamic markings. After we finish our worksheets, I will then ask them to envision what was going on in that recording concerning a possible story or what they thought the music sounded like. Afterwards, the students will play "Mystery Ride" all the way through with a metronome going. I will be marking on the board the dynamic changes I hear them making and make a timeline for their class. Their goal is to convince me that they are each making an effort to produce the appropriate dynamic markings written in their music. lf there is time left over, we will run through Journey Through the Void and Monster Under the Bed. Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives) Every student will be able to: Listen to the piece entitled'Watef and mark their timelines appropriately with notes while coloring in our timelines together as a group. Every student

will be able to: Perform "Mystery Ride" in class to help me create their own

class color

timeline.
Assessment of Evidence Outcomes:
Every student will have their own handout filled in with color to represent the dynamics that they heard in the recording. I will give the students the opportunity to take notes the first time and show them

what my notes look like. We will take small chunks of the music and we will work on completing our timelines together so everyone has the opportunity to be successful. Outcomes should be a much cleaner and organized piece of work compared to our first worksheet. They should each show growth just by displaying clear dynamic changes that I point out to them in class.

Calarado Statc Universigr CoIIege of Applied Human Sciences

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STEPP Lesson Plan Form

Post Lesson Reflection

1.

To what extent were lesson objectives achieved? (Utilize assessment doto to

justify

your level of ochievement)

to reach the point where they have learned all of their fingers and rhythms in "Mystery Ride." Many are finally able to play the notes and rhythms correctly, but haven't yet made an effort to play the dynamics in their own music. They are beginning to show that they can hear dynamics as listeners, which is a start. Having them watch and follow me using the projector was helpful because it helped give them an idea of what I wanted their worksheets to look like.

Some students are just beginning

2. What changes, omissions,

teach again?
I

or additions to the lesson would you make if you were to

would completely take out the part where I drew a class timeline for them on the board while they played. They were not ready to play on their own without a conductor in front of them even with the metronome playing in the background. I would add something similar like the class timeline idea, but would have simplified much more by pulling out a small section from one of their concert band pieces.

3.

What do you envision for the next lesson? (Cantinued proctice, reteoch content, etc.)
We will finish the rest of "Wotef for the next lesson. I will have them complete this listen through on their own and I envision that this next time they will be more comfortable coloring down exactly what they are able hear without my help.

Colorado Stflte University College of Applied Human Sciences

Page 4

STEPP Lesson Plan Form

Teacher: Zach

Garcia
School
Grade Level:

Date: 10/10/2013

School: Westview Middle

TsGrade

Content Area: Music (Band)

Lesson

Title: Color Unit {Final

Day}
lespn: (Write

#:4 & 5

Content Standard(pl addressed bvthis

Standard 1: Expression of Music Standard 2: Creation of Music

Content Standards directly from the standard)

Standard 4: Aesthetic Valuation of Music

conceots and lkills slude4ts master: (understandings, Big tdeas, tJntt objectives)
The 7th grade students will listen to the last half of Brian Balma ges "Wotef in band class. After doing this, they wlllthen be given the post-test, which is the same song and worksheet they had for the pre-

test.
Evidence Outco(nqf: {Knowledge/ Skllls, Lesson Objectives) Every student will be able to: Listen to the last half of the movement entitled

'Wdter'and mark their

timelines appropriately with notes and colors.

Every student wlll be able to: Complete a post-test by listening to "The Dork Knight," showing their growth as listeners when hearing dynamic chartges. Assessment of Evidence Outcomes: Today will wrap up the color unit that I worked on with the 7th grade students. They will finish listening to a challenglng piece of music from Brian Balmages "Elements" that was ultimately supposed to help teach them how important dynamics are in music. Hearing many small dynamic changes in the recordings I brought to them is a very advanced concept to listen for as 7ft graders. I was glad to be able to introduce the importance of dynamics to them and help them become better musicians.

Colorado State Universlty Callege af Applied Human Sciences

Page L

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STEPP

lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson obiectives achieved?

(lltilize ossessment dato to justtfy

your level of ochievement)

Using my grading rubric to grade the post-tests showed me that the 10 students I picked

were capable of hearing the things I taught them to listen for. I would say that this unit was successful. Many of the students received 3s and 4s in all areas of the rubric which was what I was hoping they would achieve.
2.

What changes, omissions, or additions to the lesson would you make if you were to teach again? with the worksheet that was a continuation of the "Wotef movement they listened to. t made two separate timelines for two smaller sections in the last part and I think it would have made more sense to just keep it as one whole timeline. I would have also liked to have kept both lessons on one worksheet and then handed the papers back so each student got their own worksheet back to complete.
I made a slight change

3.

What do you envision for the next lessonl (Continued proctice, reteach content, etc.)

lf I had the opportunity to continue teaching this unit, I would have loyed to bring in some more listening examples and could have given them more time to mark their music in accordingly to further benefit their playing. I could have incorporated many exercises that could have expanded their dynamic range using the color marking idea.

Colorado Statc Unfoerclty College of Applied Human Sciences

Page 4