Lesson Plan

Date: November 28, 2018 Class Start/End Times: 1:30pm – 2:30pm

Names: Jacob Wrobel
Subject/level: Collegiate, 12-person Percussion Ensemble
Lesson Title: Culturally Responsive Project with When Worlds Collide by Rick Dior
https://www.tapspace.com/percussion-ensemble/when-worlds-collide

Standard
Lesson Goal
Lesson Objective
Essential Question(s)
New & Guarded Vocabulary Cultural Diversity: the existence of a variety of cultural or ethnic groups
Assessment and Criteria
Materials/Technology
Resources
MU:Pr4.1.E.IIIa Develop and apply criteria to select varied programs to study
and perform based on an understanding of theoretical and structural
characteristics and expressive challenges in the music, the technical skill of
the individual or ensemble, and the purpose and context of the performance.
Students will be aware and conscientious of cultural diversity in learning, life
and in music.
Students will learn specific knowledge about cultural diversity within a piece
of music and apply its effects in their musical style and life.
Compare these differing cultures to your own, mapping the specific
differences and similarities. (Analyze)
Prepare a performance using all the knowledge you’ve gained and share it
with the public. (Create)
within a society.
Minimalism: a form of music that employs limited or minimal musical
materials
Students will be graded by peers and me based on their final performance
and their rehearsal preparation/etiquette.
Large and varied instrumentation, recording equipment, audio/video
playback devices (computers/projectors), set-up described in score.
When Worlds Collide for Percussion Ensemble by Rick Dior.
 Est. Time Lesson Activities
20 min  Students will be setup before class starts and will listen to the piece while following
Beginning

along in their part

 Have students make mental notes about the style of the piece while listening

30 min  Play through the 3rd movement, Afro-Cuban Rudimental Fusion under tempo

Middle

Address trouble spots

 Rehearse from the end, backwards
 Have students make mental notes about the style of the piece as their playing it
10 min  Students will reflect on the cultural differences between this style of music
compared to more classical literature that they’ve heard/played
End

 Students will choose popular songs that have a similar Afro-Cuban style as this
piece and share it with the ensemble the next rehearsal

Adaptations: What could
you adapt to help
students with learning
disabilities, students
with learning
exceptionalities, &/or
ELL students with this
lesson?
I would give students with learning disabilities or physical handicaps one of the
battery-percussion parts (hand drums) that would be doubled with a student
who can play the same part next to them and help them.
Depending on the level of disability I would re-write the part itself to be easier
and more readable for the student, including having a possible braille or
oversized copies for visually impaired students.

Modalities: What
modalities did you utilize
in this lesson? How?
Strategies: What
instructional strategies
did you utilize in this
lesson?
Visual: Students looking at their music while listening to a recording.
Auditory: Listening to their classmates to know where their part fits in and how
to groove with each other.
Kinesthetic: The piece is very active and exciting, allowing the players to move
around a lot and even dance to the groove while playing.
Tactile: This piece is a higher-level piece, requiring a good touch on the
instrument and mallets.
 Technology Integration
 Discussion
 Scaffolding
 Modeling (recording of the piece)