Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Angela Dieleman

Date

Subject/ Topic/ Theme

History of Improvisation

Grade ____8th______

I. Objectives
How does this lesson connect to the unit plan?
This lesson gives historical background to the practice of improvisation, which shows how improvisation is connected to many genres of music.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

Give examples of music (genres/pieces) that led to jazz

Common Core standards (or GLCEs if not available in Common Core) addressed:
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Pre-assessment (for learning):

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Formative (as learning):
Summative (of learning):
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

Provide options for comprehensionactivate, apply & highlight

Provide options for executive

functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and

strategies, self-assessment &
reflection

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
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Computer, projector, screen

Rhythm packets
Blank staff paper for each student
Instruments

Normal set-up
How will your classroom
be set up for this lesson?
III. The Plan
Time

Components
Motivation
(opening/
introduction/
engagement)

Development
(the largest
component or
main body of
the lesson)

Closure
(conclusion,
culmination,
wrap-up)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Remember the video we watched yesterday? The
musician was playing a blues scale using the
improvisation skill
Students raise their hands and describe previous
Who can tell me something they know about
knowledge of improvisation
improvisation?
Connect jazz chord charts to classical music
Remind students when they learned that the
Brandenburg piece they have is usually played
with a harpsichord.
Play a short clip.
Explain that during the time the piece was written,
the harpsichordist would play multiple notes just
by looking at the single note of the bass line, like
a chord chart!
Explain that another aspect of jazz playing is the
practice of musicians taking turns throughout a
piece.
Play recording of field workers singing call and
response songs
Explain that the practice continued into other
forms of music
Call and Response activity: introduce the idea by
having students look at the rhythm sheet, after I
play a rhythm, they respond by playing the same
rhythm.
Expand the idea by doing call and response by
ear. I play rhythms and students copy
The last rhythm we play will be one from Uptown
Funk.

Watch a clip of jazz guitarists doing call and

response
Exit slips one piece of music or genre that leads
to improvisation

Students recall the Brandenburg piece.

Students raise their hands when they hear the

second singer respond.
Students follow along in the Rhythm Packet and
play each rhythm after I play it.
Students listen to the rhythms I play and recreate
the rhythm. Students are playing by ear and not
reading musical notation.
After playing the Uptown Funk rhythm, students
will notate it on staff paper.

On a slip of paper, students write either a piece or a

genre (from the clips in class) that influenced
improvisation. Students hand me their papers as
they exit the room.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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