QC MUSIC EDUCATION LESSON PLAN FORMAT

Name: Mitchell Guido Date: May 20th, 2014 Location/School:Grade Level: 4th Music Specialty Area: Jazz BandLesson Plan Supporting Information:

Students should be familiar with musical notation—not necessarily reading it, but rather, just accustomed to the layout of it.

Students should have already been introduced to the genre of jazz.

This lesson plan, in addition to introducing the “big band” ensemble to students, may help students pick an instrument for band class.

For students who have trouble concentrating, such as those with ADHD, this lesson plan offers multiple ways for students to interact with the music and to be engaged.

IEP/504/ELL/Gifted (and other accommodations):

For the student with ADHD, they can follow the music with their finger on the projector with their finger and/or they can be the teacher’s assistant and hit the play/pause button for the music. These two roles can split up for two different students also, if need be.

Hearing impaired students will sit closer to the speakers so that they can hear better, and they will know when each instrument is playing based upon who is reacting in the classroom (see procedure below).

Instructional Resources and Materials: MP3’s of Gordon Goodwin’s “Big

Phat Band”: Hit the Ground Running, High Maintenance and Count Bubba’s Revenge.

The score to Count Bubba’s Revenge.

A Computer or some sort of machine to play the MP3’s from, in addition to speakers.

Technology: (check all that apply)

N/A

Doc Cam

Audio Player/Recorder

Video Recorder

Room/Personal Computer

DVD Player

Smart Board

Projector

Internet Connection

Adapter(s)

Learning Environment Preparation: Tables/desks with chairs set up in

either an open square or open circle, with the opening facing the front of the classroom.

Central Focus: Students will learn

to understand the different timbres of the saxophone, trumpet, trombone, and rhythm section of the Big Band. Students will also learn what the musical score for a big band looks like and how it is set up.

Do Now: Write down

instruments that you have heard in jazz. Which of these instruments are most commonly used?

Aim: Why are there

different sections of the big band (horns, trumpets, saxophones) and how do they sound different.

National Standard(s): 5. Reading and

notating music. 6. Listening to,

analyzing, and describing music.

State Standards: 2. Knowing and

Using Arts Materials and Resources

3. Responding To and Analyzing Works of Art

4. Understanding The Cultural Dimensions and Contributions of The Arts

Common Core Standards:

Reading for information

Reading foundational skills

Reading for Literature

Ratio and Proportional Relationships

Geometry

Academic Language (Review/Introduction): New Vocabulary:

o Musical scoreo Section/ensembleo Timbre (Tone quality)o Blending

Identify the different sections of the big band. Compare/contrast the sounds of the different sections of the big band.

Learning Objectives: As a result of this class students will be able to identify the different sections of a standard big band and be able to identify their placement on a score.Motivation: Have you ever heard a recording and not been sure which instrument is playing? Do you know what the most common instrumentation for a jazz group is?Instructional Strategies and Learning Tasks (Procedures):

Review:          Task one:

Have the students list what instruments they commonly hear in jazz.o Which of these instruments are used in a big band?

Show the students a youtube video of a big band.o Ask them to identify each section (Is this a saxophone? Where are

the trumpets?)           Medial summary:

Ask the students where each section is located in a big band

           Task two: “Because the big band has these different sections in it, it can produce a

wide variety of sounds”o Play a variety of big band music: High Maintenance, Hit the Ground

Running, Hunting Wabbits. What do we call these different sounds? How we can tell the different

sounds of the different instruments? (It is called Timbre).o Compare the different timbres of the horn sections (sax, trumpet,

trombone). What makes them similar/different?           Medial summary:

What does the term timbre mean? What is one word you can use to describe each sections timbre?

           Task three: Play Count Bubba’s Revenge for the class. (Depending on time, skip to

1:30).o Have the score up on the projector and follow the notes with your finger.

(Allow a student who can follow the music to point, if they feel comfortable)

o Activity : divide the class up into 4 sections: When you hear the saxophones, snap along with the beat. When you hear the trumpets, clap with 2 fingers with the beat. When you hear the trombones, stamp your feet with the beat. When you hear the rhythm section, start clapping.

           Medial/total summary: Where are the notes for the saxophone, trumpet, and trombone

written on the score (vertical placement)?Formal and Informal Assessments:

Refer to the questions previously listed under the medial summaries. Teacher must observe students and make sure they are performing the tasks

correctly, for the last activity.

Homework (Formal Assessment): Have each student find a big band piece on youtube (accessible either from a home computer or the library computers) that the like and bring it in to share with the class. In addition to this, each student will write out what the difference in timbre is between the saxophone, trumpet and trombone sections of the big band.

Summary: Completing the three tasks listed above, the students will be able to identify

the different timbres of the sections of a big band.Extension:

Take the last activity and switch the groups around. Play more examples of big band music. This lesson will be used to branch off into the different groups of instruments

(woodwinds, brass, percussion) and all the instruments in these categories.

Lesson notes:N/A