Melissa Munafo

September 23, 2014

Concert (White) Band

Objective: Rehearse the introduction and first (A) section of, Allied Honor March.
Materials: Allied Honor March

Observed
Lesson
#1

Procedure:
Begin by playing a recording of the march for them
Remind them that they are in Concert F and the time signature says cut time but I am
conducting in a fast 4 for now.
Rehearse the intro under tempo in 4
1.The entire band is in unison for the first four measures
2.Conduct note by note listening for proper pitches
3.Have the students verbalize the rhythm (on doo) (accents, articulation and space/
staying light)
4.Check percussion part/ have them play the intro alone
5.Have the students play the intro slowly then faster
Move on to rehearsal 5 and work the measures before rehearsal 22
1.Work on sections/ lines that need work
Make notes on the spots that need work
Instruments that share the same/similar parts:
Alto sax & oboe
Flute/ picc, trumpet 1 & clarinet 1&2
Bari, Bass Cl, Tuba
Trombone, Tenor, Euphonium
Percussion
**Use W.W. to demonstrate rhythms for brass players who are
having trouble; since it is the end of long block, they most likely
have tired chops.
Assessment: Students were able to play through the introduction accurately, playing the right notes,
rhythms and articulations. Students were able to play through all or some of the A section
accurately, playing the right notes, rhythms and articulations.

Melissa Munafo
Observation #1
High School Concert Band

Observation Write- Up #1
Written Lesson Plan

Instructional Observations
Playing a recording of the march was a good idea, however, be sure to give them some
things to listen for before you play it. This will help them engage in the listening
process: then follow up with some questions after is so there is a follow through.

You have a positive and professional demeanor with the students. Good job.
There was a nice balance between full ensemble playing and isolation work with
specific instrument families. The methodical work you did will pay off in the long run.
Work to keep your eyes up even more. Sometimes we look down at the music and
really do not need to do so.
Consider running the piece from the beginning up to the end of your work today. This
will pull everything together and will give them a sense of their progress. It will also
give you a chance to assess retention.

Melissa Munafo

October 21, 2014

History of Jazz
Objective: Have students look at and see creative ideas by other classmates in
order to help them further their thought process on their creative essay
assignments. Teach students about the Swing Era.
Materials: Ken Burns Jazz Series Video: Pure Pleasure; Jazz recordings for
listening list; projector and PowerPoint

Observed
Lesson #2

Procedure:
Creative Essay Draft #1 Due- Collect them and redistribute them for peer
editing
After peer editing collect to grade and hand back Wednesday
Cover material on Gene Krupa- Benny Goodmans drummer. His tom-tom
interludes on their hit "Sing, Sing, Sing" were the first extended drum
solos to be recorded commercially.
Have students listen to Sing Sing Sing by Benny Goodman and add it to
their listening list
Review material from yesterdays class:
-Begin the Beguine Artie Shaw: In the Mood Glenn Miller: For
Dancers Only Jimmie Lunceford: _____________Tommy Dorsey
Continue on with material, Like Taking a Drug
Introduce Teddy Wilson
-Add listening
POP LISTENING QUIZ
Assessment:
Students have a general understanding of who Gene Krupa and Teddy Wilson were.
Students have a better understanding of the general outlook on the Swing scene.
Students recognize music by these artists.

Observation #2 Write- Up
Melissa Munafo
Observation 2
History of jazz: general music
Written Lesson Plan
The written lesson plan was clear and well organized. There was a logical flow of activities
that were sequential in their expectations and built new learning based on previously
learned material.
Instructional Observations
You have a positive and professional demeanor with this class. You have created a learning
environment which is conducive to learning.
The opening of the lesson: there was music playing while they worked independently.
You asked some good questions to get them engaged throughout the class. This forced
them to think critically and form their own answers and conclusions about the material.
You know the material and are very comfortable talking about it.
The musical examples you used were effective and appropriate. You use multimedia
effectively: the jazz series video worked well.
Continue to work on projecting your voice out more. It can sound a little mumbly at times.
The pop quiz was a good method of assessment. This will give you valuable feedback
regarding what they have really retained.
Did you notice how they got more interested when they started relating stage performances
with their experiences?

NAME: ____________________________________
Creative Writing Assignment
You will be given one of the following characters and be asked to write a diary entry by this person about a day they experienced in the 1930s (in NYC). The entry should
begin with Dear Diary. This entry must include the following details: The date of the entry (a year in the 1930s); The social status they fall in (low-middle-high); their
background (Married? Have kids?); their employment status (employed or unemployed); what they do for a living; their thoughts on the economy; their thoughts on
segregation; their thoughts on Swing music or a specific encounter they have had with it. Be creative!! Your grade will be based off of creativity, effort, and appropriate and
relevant accounts thats accurately reflect what life was believed to be like in the 1930s.
The final essay should be at least one page in length (not including the header), double-spaced, 12 pt. font.
Characters:

Barbara Baxter:
David George:
Dianne Stevens:
Peter Samuel:
Nancy Claire:

Race: White American

Age: 18
Race: Black American
Age: 23
Race: Black American
Age: 33
Race: White American
Age: 40
Age: 40
Race: White American

William Pollard:
Abraham Smith:
Eve Masterson:
Deborah Sweeney:
Sarah Peters:

Race: White American

Age: 16
Age- 21
Race: Jewish American
Race: Jewish American
Age: 50
Age: 19
Race: Black American
Age: 50
Race: Jewish American

Melissa Munafo

String Orchestra

November 18, 2014

Objectives: Rehearse parallel sections in the piece (m. 27 & m. 29) (m.45 & m.73) and the Introduction in preparation for the Winter
Concert.
Materials: Troika: from Lt. Kije ~ Sergei Prokofiev
Procedure:
Tune and warm up the group
Begin at m. 27
I.Extract the Violin I part and Viola/ Violin III part
II.Have them play alone together to hear similarities in their music
a.Add basses to that
III.Listen to Violin II and Cello who share similar parts in rhythmic unison
IV.Fix and rehearse trouble spots
Go to m. 29 (same music different section) and play through it
Rehearse m.45
I.Viola and Violin have the melody throughout this section, Cellos have parts of the melody
II.Violin I & II have off beats (arco! Back to bowing)
III.Rehearse Basses (pizz) @ 45
IV.Fix major trouble spots
Go to m. 73 (same music as rehearsal 23) and play through it
Tie all sections together starting from m. 27 going to m.73
If time remains, rehearse the Introduction
Assessment: Students show a better understanding of their pitches, rhythms, dynamics, accidentals, etc. through their performance of
the music. Students should implement a higher level of musicianship after rehearsing through these sections.

Observed
Lesson
#3

Melissa Munafo

Beginning Guitar

November 24, 2014

Objectives: Teach students the next quiz song, Chiapanecas, and its corresponding concepts.
Materials: Guitar; Alfreds Beginning Guitar book; Piano
Procedure:
I.Tune Guitars
II.Students will be working on both a tuning exercise and chord activity prior to observation at 12pm
III.12:00 p.m. observation - Open to page 44
IV.Talk about bass-chord accompaniments (relate to Can-Can)
a.Go through the chord progression at the top of the page
b.Talk about the bass line notes
V.Teach through the top line
a.Top line is the melody
b.The melody also contains some chords
Observed
c.The first three systems are the melody repeated
Lesson #4
d.M.17-30 are the same as m. 33 m. 44
i.The other measures are filler measures
VI.Teach through the bottom line
a.Bottom line is harmony and accompaniment
b.In the first three systems the bottom is playing the same exact rhythm as the top line
c.On the second page the bottom line switches to strict accompaniment style playing (different rhythms)
d.Bottom part on the second page is repeated (last two measures are different)
VII.Perform the song for them with piano accompaniment.
Assessment: Students demonstrate knowledge of concepts through their playing and verbal responses.

Observation Write-Up #4
Melissa Munafo
Observation 4
Guitar class
Instructional Observations
You did good work with 12 bar blues today. This is an important form for everyone to know and you
are obviously very comfortable with it.
You are able to model the guitar playing adequately. As you play guitar more and more in the
future, you will certainly project more confidence and feel more comfortable while you demonstrate.
Consider buying a strap: this will make it much easier to teach, monitor behavior, demonstrate, etc.
Having students perform for one another was a very good activity: it is great motivation and gives
them a chance to demonstrate what they have learned.
Having the class re- tune their strings was a very good thing to do: they get out of tune pretty fast
when being used all day in so many classes. With beginners, I would avoid doing this initially, but
this class has obviously been trained on how to do this already.
"The next one is really hard"---it may be, but avoid phrasing it that way.
See if we can have them do more playing overall. There were a few stretches in which the class
was not playing. While the information you were giving them was good, consider breaking it up into
smaller pieces so they can play more.
You continue to show a positive attitude, are constructive in your feedback and project a
professional demeanor. Good work today!