Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Karen Yonkers

Date

11/15/16

Subject/ Topic/ Theme Musical Quality: Aesthetics

Grade ____7-9____________

I. Objectives
How does this lesson connect to the unit plan?
This is the second lesson on Musical Quality. It links the Five Musical Elements to the term Aesthetics and gives students opportunities to develop this concept in
their own performances. There is also a repeat of the pretest from lesson one to see if there is growth for individual students.
cognitiveR U Ap An E C*

Learners will be able to:

Demonstrate growth by taking multiple choice test again. (same as yesterday)

Read pitches, rhythms, and dynamics in music.

Sing music with pitch, rhythms and dynamic accuracy.

Discuss, compare, and analyze various versions of a piece of music.

*remember, understand, apply, analyze, evaluate, create

R
U, Ap
Ap
An, E

physical
development

socioemotional

X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:

Source: Michigan Merit Curriculum

ART.M.I.8.1 Sing and play, with expression and technical accuracy, a diverse repertoire of vocal and instrumental literature, with and without notation,
including selections performed from memory.
ART.M.III.8.4 Develop criteria based on musical knowledge and personal reflections to evaluate the quality and effectiveness of music performances. Apply
these criteria as self evaluation when performing and creating.
ART.M.III.8.5 Evaluate the quality and effectiveness of ones own and others musical performances and creations by applying specific and appropriate
criteria and offering constructive suggestions for improvement.

II. Before you start

Identify prerequisite
knowledge and skills.

Basic note reading, introduction to musical elements yesterday.

Pre-assessment (for learning):

Activate prior knowledge of musical elements from yesterday.

Outline assessment
activities
(applicable to this lesson)

What barriers might this

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

Formative (for learning):

Listen to Morning Mood from Peer Gynt excerpt.

Formative (as learning):

Sing and then play line 69 in book. Aesthetic = Beauty

Summative (of learning):
Re-take quiz from yesterday.
Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
Students will be able to play line
#46, and scale patterns, reading
music and playing echo

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Students will read music,

pitches, rhythms, dynamics and
apply them in playing their
instruments

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Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction
Students will be using physical
action in order to play their
instruments. Both fine and gross
motor, depending on their
instrument
Provide options for expression and
communication- increase medium
of expression

Students will be able to

contribute to class discussion,
work with partners, listen to
others and play alone, with
small or large groups

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will raise hands to
contribute to class. They will have
opportunities to play and to listen to
others
Provide options for sustaining effort
and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Students will be encouraged in

analyze good tone production,
accurate rhythms, listen to
neighbors to clear up intonation
issues, and use correct fingerings
for notes.

Provide options for comprehensionactivate, apply & highlight

Students recall elements of

music from yesterday and apply
them to beauty of music
(aesthetics)

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

Students activate prior

Students are given opportunities
knowledge, apply sounds they
to analyze one another's sounds,
hear and perform with aural
reflect on previous subject
clues to simple note
(musical elements) and connect
progressions demonstrated to
it to current topic (aesthetics)
them
Recording of Peer Gynt Morning Mood, instruments, stands, music: Essential Elements book I,
notebooks, music elements quiz (same as pre test yesterday), pencils
Sources: Nelson, Robert B., Aesthetics in the Bandroom, Music Educators Journal Jan. (1994) Vol. 80:4 (24-27) used for
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

specific ways to teach aesthetics in class.

Hesmondhaigh, David, Audiences and Everyday Aesthetics, Europeon Journal of Cultural Studies (2007) Vol10:4 (507-527)
accessed through SAGE used to make real world connections for students who don't continue to play into community as adults.
He outlines the philosophies of aesthetics in general then relates the results of his research interviews on musical aesthetics
specifically.
Musco, A. M. (2011, 09). Beyond "Line by Line": Strategies for Performance and Learning Transfer. Music Educators
Journal, 98(1), 59-67. I used the scaffolding suggested by Ann Musco extensively in this lesson, and in other lessons to follow.
http://www.favorite-classical-composers.com/peer-gynt-suite.html explanation of creating of the musical score, pictures of
both Grieg and Ibsen. This link may be used as a digital component also, if time and interest allows.

How will your classroom

be set up for this lesson?

Daily arch of band class. Like instruments sections seated together. Music, music stands, instruments
ready to play. Audio feed for playing from youtube. This is another digital technology learning
component.

III. The Plan

Time

Components

00:01

Motivation
(opening/
introduction/
engagement)

Activate prior knowledge: Who recognized that

music? What is the name of it? The composer?
Today we are going to explore the elements of
music from yesterday. Who can tell me one of the
elements of music?

Attendance: When all the elements work together,

that is aesthetics. Who remembers this term?
Today, we will explore aesthetics of our art. The art
of music. Please play your concert Bb with the very
best tone that you can, at mf volume for a half note.
Let's take a moment to make sure your instrument
is ready to sound. (gesture for students to play and
hold Bb) Take attendance. Comment on their
aesthetics: tone, volume, note duration as
specified?

00:05

00:10

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Playing Morning Mood from Peer Gynt as students Students come in, find their seats and prepare music
enter room.
and instruments.

Development
(the largest

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Please get out your books and turn to #69.

Students raise hands to give answers.

Morning Mood from Peer Gynt by Edvard Grieg.
Tone, Intonation, Rhythm, Technique, Musicianship
Students remember the terms from yesterday.

Students raise hands to give answers.

Aesthetics = beauty
Students all play together, then one by one with
attendance.

Morning Mood.
1) Play as group (1 minute). Strong players will
help give sound.

00:35
component or
main body of
the lesson)

2) have sections discuss proper fingerings for each

note:(1 minute) teacher walk around and check

2) Students discuss in section fingerings for notes,

demonstrating understanding and applying prior
knowledge of the language of music.

3) Identify rhythms: sing and finger on instruments

(1 minute)

3) Students sing accurate rhythms, demonstrating

understanding and applying prior knowledge of
rhythms.

4) Identify dynamics (p, mp): sing and finger using

dynamics (1 minute)

4) Student raises hand to identify dynamic

markings, remembering knowledge previously
learned . Students sing accurate dynamics

5) discuss how to produce good tone. Possible

answers: clear, support air, steady embouchure (2
minutes)
6) ask sections to play #69: others evaluate on each
element. Focus on intonation as groups play
together. Individual tuning as necessary. (5
minutes)
7) individual volunteers to play #69: others
evaluate on each element (5 minutes) Encouraging
others in social skills. Playing for others builds self
esteem

5) Students raise hands to contribute to discussion

8) pair up, play together, work on improving tone,

intonation, dynamics, phrasing, rhythm, notes,
articulation, etc. (3 minutes) Grouping facilitates
social skills.

8) Students work in pairs to play with best tone,

intonation, dynamics, phrasing, rhythm, notes,
articulation, etc.

Teacher can adjust plan in order to answer

questions, follow a thought up from a student or
explore other playing pairings.
Teacher plays examples of 5 note scales: varying
rhythm, articulation, dynamics, etc.
I hear some good aesthetics coming through! Is
there anyone who can exemplify aesthetically nice
elements of music? Evaluation and formative
assessment can be applied at this time.

00:45

Closure
(conclusion,
culmination,
wrap-up)

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1) Students get out books and play.

Teaching point: Even if you do not continue to play

after graduation, a deeper understanding of the
elements of music as an art form, the aesthetics of
music is a wonderful community involvement. Just
as people enjoy going to art shows, art museums, or
here in GR, Art Prize, to discuss the visual arts,
people also enjoy attending concerts and recitals to
discuss performances of music. (Real World:
interdisciplinary connection)
I would like everyone to take the test from
yesterday again to see how much you learned.
Please match the musical element terms with their
definitions. In addition write ONE thing you
learned about aesthetics on your paper. Could I

6) Students play, then evaluate

7) individuals play for evaluation on 5 elements of

music.

Students echo teacher playing. Creating by

analyzing and applying from what is heard.
Students raise hands and take turns playing for
class.
Students evaluate one another, as time permits.

Students help pass out tests. Remember yesterday's

elements of music, as applied today to reinforce
that learning.

have helpers help hand it out?)

Students take tests, hand in, and put away
When you are finished, you may put your
instruments. They read music book quietly until the
instrument away, and study your fingerings for Bb
end of class
scale, which we will focus on tomorrow.
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.)
http://www.favorite-classical-composers.com/peer-gynt-suite.html explanation of creating of the musical score, pictures of both Grieg and Ibsen.
This lesson is the one which I chose to teach to the T/F 7th grade class at City Middle High. Ideas were mostly from the sources cited in the materials section above.
Mr. Schroeder also assisted my planning of how to incorporate their method books. I learned flexibility primarily for several reasons: when it came time to teach, and
too late to change the plan here, I found out that the Unit was not Musical Quality, but Musical Time. I then modified to focus on the phrasing of the Grieg line in their
method books. I also devised a call and response based on shave and a haircut....two bits instead of the scale. My thought was to impress the timing of the
echo/response and fit that into the Musical Time of the actual unit. When the time came, however, I ended up teaching to the M/W 7 th grade, which was not as familiar
to me. Since I was never at City on Mondays, I only saw this group of students once a week, and rarely had been on the podium with them. That wasn't an issue so
much for my teaching, but it was for their respect and participation with me. Perhaps they were extra restless that day, but the video I took shows that they wee talking,
playing instruments at the wrong times (when I was talking to them), and general disorder was present. It was, I feel, one of my lesser effective teaching moments.
Also, since it was block day, Mr. Schroeder had worked with them first, and already done attendance, so my opener I needed to modify on the spot to be a simple call
and response with the whole group instead of individually. Again, flexibility. To top it off, I had just gotten a few minutes into into my actual lesson plan when the
school had a Code Red Drill, so I never was able to complete the lesson. Student engagement was not what it could have been. I know the other 7 th grade would have
been more respectful. Next time, I will incorporate more behavior management, and research some other ways to capture attention.

11-15-16