You are on page 1of 6

Learning Segment:

Mission: Impossible music


Central Focus:
5/4 time is the central focus. This is the first
time that
5/4 has been introduced, so we will be covering not only
rhythm, but phrasing, grooves, and all other aspects
associated with playing in a 5/4 time signature.
Language Demands: Musical terminology, such as time signature,
key
signature, groove, phrasing, rhythm, rhythmic notations
and their meanings.
Lesson Number:
1
Learning Objective: mm. 1-27
- Understand the basic bass line groove and rhythm of the
piece.
- Perform the prevailing rhythm through clapping and counting.
- Apply rhythms to notes and within the context of the piece.
State Standards:
- 26.A.3c Music: Describe the processes involved in
composing,
conducting and performing.
- 26.A.3d Music: Read and interpret traditional music notation
in a
varied repertoire.
- 26.A.2c Music: Classify musical sound sources into groups
(e.g.,
instrumental families, vocal ranges,
solo/ensembles).
- 26.A.4d Music: Demonstrate the ability to read written
notation for a
vocal or instrumental part.
- 26.B.3c Music: Sing or play with expression and accuracy a
variety of
music representing diverse cultures and styles.
Instructional Strategy:
1. Warm-up
a. Standard routine warmup
b. Concert Eb scale 5/4 whole notes going up, quarter
notes down
i. What does 5/4 look like from a conductor?
1. Down, in, in , out, up
ii. Concert Eb, what is your starting pitch? (book
page 9)
1. C Eb
2. Bb F
3. Eb C

4. F - Bb
2. Tuning
a. Concert F all instruments
b. Tune individual sections if major discrepancies
3. Rhythm exercise, set instruments down gently
a. Repeat after me, call and response exercise
b. Be sure to go at a slow steady tempo!
c. Counting occurs with what is listed. Clapping occurs
within .
i. Count 1 2 3 4 5
ii. 1&2&3 4 5
iii. Clap 1&2& 3 4 5
iv. 1&2& 3 4 5
v. 1 &2 & 3 4 5
vi. New Section
vii. 1&2 3 4 5
viii. 1&2 3 4 5
d. What was the first rhythm? Answer: the underlying
driving force
e. What was the second rhythm? Answer: the main melody
4. M:I application
a. Motor play m. 3, everyone else clap their part
b. Melody play m. 7 , everyone else clap and count
c. Both play, everyone else pick one to clap and count
d. Accents on the end of the phrase
e. Everyone together mm1-27
Assessment:
- Formal Assessment: pre-assessment passed out at the
beginning of class, and due at the end of the week (Thursday).
- Informal Assessment:
o Informal assessment will be taking place throughout the
lesson through questions asked by the teacher to the
student. In this lesson, questions will involve identifying
rhythms and melodies. Informal Assessment questions
colored red in Instruction Strategy above.
o Second informal assessment is in the call and response
rhythm exercise.
Resources and Materials:
- Listening Assignment 1
- White board and markers
Lesson Number:
2
Learning Objective: mm. 35-54
- Observe and perform articulations written on music
- Perform melodic rhythm through clapping and counting

State Standards:
- 26.A.3d Music: Read and interpret traditional music notation
in a
varied repertoire.
- 26.A.4d Music: Demonstrate the ability to read written
notation for a
vocal or instrumental part.
- 26.B.3c Music: Sing or play with expression and accuracy a
variety of
music representing diverse cultures and styles.
Instructional Strategy:
1. Warm-up
a. Standard routine warmup page 18
b. Concert Eb scale 5/4 whole notes going up, quarter
notes down
2. Tuning
a. Concert F all instruments
b. Tune individual sections if major discrepancies
3. Rhythm exercise
a. Repeat after me
b. Counting occurs with what is listed. Clapping occurs
within .
i. 1 2 3 4 5
ii. 1 2 3 4& 5&
iii. 1 2 3 4&5&
iv. 1 2 3 4 &5& - stomp foot on 4
v. 1 2 3 4 &5&
4. M:I application
a. Where is this rhythm found in the piece? Answer:
Measure 35
b. What counts do you play on? Answer: 1 --- &5&
c. What beat do you need to wait for? Answer: 4
d. Melody play and everyone else clap
e. Melody and rhythm section
f. Everyone together
Assessment:
- Informal Assessment:
o Informal assessment will be taking place throughout the
lesson through questions asked by the teacher to the
student. In this lesson, questions will involve identifying
rhythms and melodies. Informal Assessment questions
colored red in Instruction Strategy above.
o Second informal assessment is in the call and response
rhythm exercise.
Resources and Materials:

White board and markers

Lesson Number:
3
Learning Objective: mm. 35-54 and transitions
- Understand the road map of the piece.
- Observe and perform written dynamics and contrasts
State Standards:
- 26.A.3d Music: Read and interpret traditional music notation
in a
varied repertoire.
- 26.A.4d Music: Demonstrate the ability to read written
notation for a
vocal or instrumental part.
- 26.B.3c Music: Sing or play with expression and accuracy a
variety of
music representing diverse cultures and styles.
Instructional Strategy:
1. Warm-up
a. Standard routine warmup
b. Concert Eb scale 5/4 whole notes going up, quarter
notes down
2. Tuning
a. Concert F all instruments
b. Tune individual sections if major discrepancies
3. Rhythm exercise
a. Repeat After me
b. Counting occurs with what is listed. Clapping occurs
within .
4. M:I application
a. Road map - D.S. al Coda
i. Where do we go next? Answer: Back to the Sign
b. Dynamic Contrast
5.
Assessment:
- Informal Assessment:
o Informal assessment will be taking place throughout the
lesson through questions asked by the teacher to the
student. In this lesson, questions will involve identifying
rhythms and melodies. Informal Assessment questions
colored red in Instruction Strategy above.
o Second informal assessment is in the call and response
rhythm exercise.
Resources and Materials:
- White board and markers

Lesson Number:
4
Learning Objective: Whole piece and transitions.
- Perform the whole piece for retention of information.
- Understand and perform transitions between melodies.
State Standards:
- 26.A.3d Music: Read and interpret traditional music notation in a
varied
repertoire.
- 26.A.2c Music: Classify musical sound sources into groups (e.g.,
instrumental
families, vocal ranges, solo/ensembles).
- 26.A.4d Music: Demonstrate the ability to read written notation
for a vocal or
instrumental part.
- 26.B.3c Music: Sing or play with expression and accuracy a variety
of music
representing diverse cultures and styles.
Instructional Strategy:
1. Warm-up
a. Standard routine warmup
b. Concert Eb scale 5/4 whole notes going up, quarter
notes down
2. Tuning
a. Concert F all instruments
b. Tune individual sections if major discrepancies
3. Rhythm exercise
a. Repeat After Me
b. Counting occurs with what is listed. Clapping occurs
within .
i. 1 &2 & 3 45
ii. 1 234 &5&
iii. 1&2 345
4. M:I application
a. Transitions between melodies
i. Dynamics
ii. Style
b. How can we make this more interesting?
c. Should we get softer or louder the second time through?
5. Record Mission: Impossible
Assessment:
- Formal Assessment: Listening Assignment 2 handed out before
class and due the following week. Assignment 2 will compare

their recorded performance to what students heard previously in


the professional recording.
- Informal Assessment:
o Informal assessment will be taking place throughout the
lesson through questions asked by the teacher to the
student. In this lesson, questions will involve identifying
rhythms and melodies. Informal Assessment questions
colored red in Instruction Strategy above.
o Second informal assessment is in the call and response
rhythm exercise.
Resources and Materials:
- White board and markers
- Audio recorder