Oren Logan

Stephanie Lane
Data Analysis Project:
Ensemble Improvisation and Ostinato Composition on the Bb Pentatonic Scale

Learning Target:
1. I can play the concert Bb pentatonic scale and play an ostinato on using the concert Bb
pentatonic scale
2. I can composed 2-3 ostinatos using the concert Bb pentatonic scale with correct rhythmic
durations, notes, in the correct key and time signature (concert Bb in a 4/4 measure)
3. I can create a character/theme/story that is based off of my composition. The
character/theme/story relates musically.

Success Criteria:
1. I am successful if my final composition can be played with the entire band.
a. Correct notes, key, rhythms, and meter.

A. Reaching Consensus about Proficiency

1. In this improvisation/composition project, students were expected to come up with 2-3

ostinato themes and characters in 4/4 time based on the concert Bb Pentatonic Scale.
Students were expected to write down the Bb Pentatonic scale for their instrument on the
lead sheet handout, as well as 2-3 themes using correct note notation, note duration, time
signature, key signature, and clef in their respective sections (i.e. flute section). Students
were then expected to play each ostinato theme as a section, and incorporate their themes
with the concert band ensemble as a whole. Students were expected to come up with a
story and character elements that reflected the music through verbal communication and
writing on the lead sheet.
2. This lesson primarily focuses on three Colorado Music Arts Standards: Creation of
Music, Theory of Music, and Aesthetic Valuation of Music. Students created ostinato
themes, used music theory to construct these themes, and then connected these themes to
story elements of their own design. This is further broken down in the rubric below (see
page 2).
3. The criteria for being successful/proficient at this exercise are shown in the rubric below:
students needed to write down 2-3 ostinato themes, using correct time signatures, rhythm,
note notation, etc. with few errors. Students needed to be able to perform their themes
and scales individually and as a group with appropriate interpretations. Students needed
 to engage with the storytelling component of the lesson, and offer their own
ideas/opinions on what each theme, instrument, etc. could reflect in the story.

Data Analysis Rubric (rubric is based on ability level of these students and not the grade-based standards)
Composition Activity

Standard addressed Unsatisfactory -- 1 Partially Proficient -- 2 Proficient -- 3 Advanced -- 4

Creation of Music The Students did not compose Students partially wrote Students successfully Students successfully
creation of music is the or complete the down 1-2 ostinato wrote down 2-3 ostinato wrote down 2-3 ostinato
demonstration of learned composition portion of patterns and were patterns, but had trouble themes and were able to
skills in the composition, the assignment. Student unsuccessful in playing these themes perform these themes
improvisation, and shows no effort in performing their themes individually and/or with individually and as part
arranging of music. attempt to create music with the other musicians sections/ensemble with of a group using
Creating music involves on the worksheet. in the ensemble with appropriate style and appropriate dynamics,
writing music, fashioning rhythm or sense of interpretation (dynamics, articulation, and
new music from an time/pitch articulation, etc.) orchestration where
existing piece of music, applicable.
or forming an entirely
new piece of music.

Theory of Music The Student did not complete Students attempted to Students completed the Students have the correct
theory of music is the the composition portion complete the composition portion of notes written for their
understanding of the and/or shows no composition portion of the lead sheet, showing instruments, and it is in
distinctive language, understanding of meter, the lead sheet. An outline correct notation and note the correct key. They
conventions, mechanics, key, notes, time of melodic ostinato ideas duration/rhythm for each show understanding of
and structure of signature, and rhythms. is shown on the sheet, ostinato theme. Most of accurate rhythms within
organized sound. There is no clear musical but note notation, the technical aspects (key a 4/4 measure and
Investigation of music understanding of form in understanding of solfege, signature, clef, solfege, accurately labeled the
theory allows for a more the piece. Student shows understanding of Bb etc.) is there but there are concert Bb pentatonic
complete understanding no understanding of pentatonic scale, time some elements missing. scale with correct
of all aspects of the solfege, and Bb concert signatures, clefs, etc. is solfege.
musical process, pentatonic scale. lacking.
including musical
performance and
composition.

Aesthetic Valuation of Student was not engaged Students stayed engaged Students were able to Students were able to
Music The value of during the storytelling during the storytelling identify a story or identify a story in which
music focuses on the aspect of the lesson part of the lesson, but element that the music the music portrayed.
knowledge needed to only offered portrayed, or how the They demonstrated
make an informed agreement/disagreement music might portray a thoughtful evidence and
evaluation and to provide and no original ideas certain element. examples that connect
a well-thought-out the music
critique about a musical (instrumentation, note
piece. It also addresses duration, dynamics) to
the beauty, heart, and different elements of the
soul: the aesthetics of story, through verbal
music. Valuing music communication and
will permit individuals to vocabulary on their lead
distinguish between a sheets.
scholarly and an
individual judgment of
music.
 Lesson Plan:

60 minutes
Fort Collins High School Concert Band Lesson April 30th : Bb pentatonic Lesson Plan
Setting:
Fort Collins High School Concert Band. This band consists mostly of freshman and sophomores and are relatively familiar with grade
2-3 literature. The band is lacking an alto saxophone and only has 1 Horn and 1 Tenor Saxophone to help fill that gap. The band also
only has 2 consistent clarinet players and 4 bass clarinet players, so some reorchestration will be necessary.

Rationale: Concert Band is a traditional band classroom. A lot of music is read and a lot of feedback is given, but oftentimes, there is a
lack of improvisational, compositional, and other lessons that allow students to express and experience their own creativity. Students
should have the opportunity to be creative and create their own music in ensemble, group, and individual settings
Standards addressed:
Colorado:

Creation of Music:The creation of music is the demonstration of learned skills in the composition, improvisation, and arranging of music.
Creating music involves writing music, fashioning new music from an existing piece of music, or forming an entirely new piece of music.

Theory of Music: The theory of music is the understanding of the distinctive language, conventions, mechanics, and structure of organized
sound. Investigation of music theory allows for a more complete understanding of all aspects of the musical process, including musical
performance and composition.

Aesthetic Valuation of Music: The value of music focuses on the knowledge needed to make an informed evaluation and to provide a
well-thought-out critique about a musical piece. It also addresses the beauty, heart, and soul: the aesthetics of music. Valuing music will permit
individuals to distinguish between a scholarly and an individual judgment of music.

Objectives:

SWBAT: Sing, Follow Along, and Play notes on a concert Bb scale using solfege, and be able to identify the Bb pentatonic scale
SWBAT: Dictate melodic themes on the Bb pentatonic scale through performance
SWBAT: Create 1-3 melodic ostinatos on the Bb concert scale and teach them to their peers.
SWBAT: Use music theory concepts such as clef, time signatures, note stemming, key signatures, etc. to accurately record melodic
ostinatos.
SWBAT: Create an arrangement of melodic themes using inferences of referential material and stories.

Materials: Chairs, Stands, Music, instruments, pencils, composition handout.

Anticipatory Set: 5 minutes

Engage:
Have students play and sing patterns on the Bb pentatonic scale using solfege.
Have students sing solfege up and down the Bb major and pentatonic scales, following the teachers hand signs
Frame: Address the learning targets for the day:
Learning Target:
1. I can play the concert Bb pentatonic scale and play an ostinato on using the concert Bb pentatonic scale
2. I can composed 2-3 ostinatos using the concert Bb pentatonic scale with correct rhythmic durations, notes, in the correct key and time
signature (concert Bb in a 4/4 measure)
3. I can create a character/theme/story that is based off of my composition. The character/theme/story relates musically.

Activities/Procedure:

Obj #1: 5 minutes

 Acquisition: Have students play the Bb concert and pentatonic scales
Elaboration: Have students follow along with singing and hand-signs, and recall the improvisation exercise from last time.
Memory Strengthening: Play exercises again.
Assessment: Formative have students write down Bb pentatonic scale on their lead sheets.
Obj #2:
Acquisition: Play an ostinato theme as the percussionists compose simple themes.
Elaboration: Assign teacher-composed themes to each row of the ensemble (pointing to sections as the enter, exit, dynamics, etc.)
Memory Strengthening: Give ostinato examples again.
Assessment: Formative: have students give thumbs up/thumbs down on their level of understanding for the activity.
Obj #3: 30 minutes
Acquisition: Give students examples of ostinatos (1 is on lead sheet)
Elaboration: Have students break into groups by section and compose their own improvisation themes.
Memory Strengthening: Have students teach each other, and play through their respective themes for each sections.
Assessment: Formative -- Check student understanding, but listening to each section perform the themes individually.

Obj #4: incorporated

Acquisition: layout expectations of what students need to include on their sheet (directions on sheet)
Elaboration: Have students write out themes with correct theory elements
Memory Strengthening: Have students verbally communicate the clef and key signatures that they are using.
Assessment: diagnostic Collect lead sheet and evaluate student performance.

Obj #5: 20 minutes

Acquisition: play through improvisation exercise using student themes
Elaboration: Have students give their input on what story could be used to express the music.
Memory Strengthening: Play through exercise with story and character themes in mind.
Assessment: formative -- assess students based on their depth of input on the story elements.

Closure: Ask students how they can continue to incorporate improvisation and compositions in their playing, and ask students what
stories they can allude to the pieces they are playing in class.
B. Diagnosing Student Strengths and Needs

Table by Student

Student Instrument Creation of Theory of Aesthetic Notes:

Music Music Valuation of
Music

Dylan Kelly Bass Cl. 3 4 3 Picked themes too

hard for the section

Kane Tenor Sax. 4 4 3 Did not contribute

more than 1 idea for
Menezes the story.

Morgan Flute 4 3 3 Some stemming and

notation mistakes.

Miranda Flute 4 4 3 Extremely neat and

thorough. Was
Coldren reluctant in story
sharing.

Chantelle Flute 4 4 3 Extremely neat and

thorough. Was
Conlon reluctant in story
sharing.

Lily Fan Bass Cl. 3 3 2 Did not add solfege

to the scale. Had
trouble performing
the theme being
played, reluctant
storyteller.

Callie Bass Cl. 3 4 2 Had trouble

performing the
Pherigo theme being played,
reluctant storyteller.

Shannon Clarinet 4 3 4 Had some stemming

and clef theory
mistakes.

Natalie Flute 4 3 3 Clefs and

understanding of
Kosmos note duration was
absent at times.

Keenan Clarinet 4 3 4 Understanding of

solfege and some
Cameron stemming is absent.

Gillian Flute 4 3 2 Some stemming

mistakes no story
Moore
Rachel M. Bass Cl. 4 4 4 Fantastic lead sheet
and ensemble
contribution!

Olivier Euph. 3 2 1 Themes are written

down but lack
appropriate notation
-- no solfege, did not
contribute to
storytelling.

Lucas G. Perc. 3 2 2 Themes are written

down, but not
notated well (no
solfege) some
character elements
are included.

Steve Perc. 2 1 1 Wrote down 1 theme

and didnt contribute
to story, but played
themes with the
ensemble.

Adailia Flute 4 3 4 Had some stemming

and note duration
Lorson notation mistakes
(fantastic
storyteller!)

Sebastian Perc. 4 2 2 Had some themes

written down but not
correctly.

Lucas Trb. 4 4 3 Led the trombone

section, and had
Collins dynamics written for
each theme!

Calbert G. Trb. 4 4 4 Above and beyond!

Hannah Trb. 4 4 4 Above and beyond!

Ben T. Euph. 4 4 2 Very well done.

Corrine Perc. 4 3 4 Some notation

exclusions/mistakes
Tallman

Ethan Perc. 4 3 2 Did not include

solfege

Azzam Tuba 4 2 2 Played very

confidently, many
Bushem notation mistakes/no
solfege -- did not
contribute to story
discussion.

Kyle O. Tuba 3 3 2 Proficient

David Bassoon 4 4 3 Very good notation
and themes, did not
Marchant supply evidence for
story.

Santiago Euph. 3 2 2 Proficient -- lacking

solfege
Pinedo

Eric Crystal Trb. 4 4 2 Did not contribute to

storytelling much
besides
agree/disagree

Ella P. Horn 3 3 3 Proficient -- missing

clefs and key sig.

Erica Tpt. 3 1 3 Missing sheet (saw

evidence that it had
been worked on
during class)

Eli G. Tpt. 3 1 3 Missing sheet (saw

evidence that it had
been worked on
during class)

Ian Wagers Tpt. 3 1 3 Missing sheet (saw

evidence that it had
been worked on
during class)

Isaac C. Tpt. 3 1 2 Missing sheet (saw

evidence that it had
been worked on
during class)

Michael P. Perc. 3 1 1 Missing sheet (saw

evidence that it had
been worked on
during class)

Ben P. Cl. 3 1 4 Missing sheet (was

there only for
time -- orchestra)

Standard #Students -- % #Students -- % #Students -- %

Objectives not met Objectives partially Objectives met
(1) met (2) (3-4)

Creation of Music 0 -- 0% 1 -- 3% 33 -- 97%

Theory of Music 7 -- 20% 5 -- 15% 22 -- 65%

Aesthetic Valuation 3 -- 9% 12 -- 35% 19 -- 56%

of Music
C. Identifying Instructional Next Steps

Almost all of the students met the Creation of Music standard. 97% of the students were
able to get a 3-4 based off of the rubric. This means that Students successfully wrote down 2-3
ostinato themes and were able to perform these themes individually and as part of a group using
appropriate dynamics, articulation, and orchestration where applicable.
Only about 65% of the class met the Theory of Music standard. This means only 65% of
students had the correct notes written for their instruments,in the correct key. And that they
showed understanding of accurate rhythms within a 4/4 measure and accurately labeled the
concert Bb pentatonic scale with correct solfege. The rest of the students do not understand
meter, key signature or did not include any of these elements.
The section the the students scored the least on was the Aesthetic Valuation of music.
Only half of the class was able to match a story to a theme or they did not complete this portion.
With combined percentages, the students fit into the following category.

High Expected Low

(Objectives met, scoring a (Objectives scoring a 2 on the (Objectives scoring a 1 on the
3-4 on the rubric) rubric) rubric)

72% Overall Lesson Average 17% Overall Lesson Average 9,6% Overall Lesson Average

The students who scored in the High category are understanding the lesson
comprehensively. They are engaging three areas of the standards and can understand music as a
whole. They are incorporating theory, composition, creativity, and valuation of music. These
students can continue their learning by adding to their compositions and making their stories
more comprehensive and detailed. In order to differentiate the lesson and challenge the students
who have already met the standards, it would be a good idea to increase the amount of measures
they are using to compose something longer, as well as adding more elements to their
compositions such as styles, dynamics, articulations and other musical elements.
For the students who scored as Expected they understand basic concepts and are able to
produce something that sounds like music but not be quite up to Advanced. With these groups of
students they should be paired with other students who are excelling and can reach a higher level
of compositional understanding.
For the students who scored Low these students may need individual help and attention
as they may not understand fundamental concepts that allow them to compose music correctly.
These students may need to come in for assistance or have the teacher help compose and explain
basic theory and compositional techniques.
 Overall this lesson was fun for the teachers and the students. They did exceptionally well
and if there were another time to do this activity, there would be more opportunities for the
students to work with different groups, use more than two measures, and apply previous
knowledge to compose something more substantial.