Monday

Read Cumberland Falls (FA), rehearse as needed Rehearse same Cumberland section; Dance Episodes, isolating theme/melodies Cumberland 1-30; Dance Episodes 137, run Dance Episodes Rollo 53-82, 82end, chunking, rehearsing, style Dance Episodes, 71-115; Cumberland 114128, 52-66 Cumberland Falls 1-30, 30-52,52-82, run Dance Episodes Cumberland:82end, chunked, then combined Rollo: 1-23 and 82-end, 23-82

Tuesday
Run Dance Episodes and A Childhood Hymn (FA), rehearse as needed Rehearse Rollo, m 1=23, run Dance Episodes A Childhood Hymn 1-27 and 37-end balancing; Cumberland 3052 and 66-82 A Childhood Hymn, 22-37, Dance Episodes 71-115 Cumberland 128136, 136-end; Dance Episodes beginning to 71 Rollo: run, rehearse as needed Run A Childhood Hymn,; Rollo: 93113, 113-end Cumberland 1end, as needed, emphasizing mental imagery

Wednesday
Run Rollo Takes a Walk (FA), rehearse as needed Record A Childhood Hymn; discuss it, fill out surveys (FA) Charles Ives listening lesson (w/assignment (SA)); Dance Episodes 53-71
A Childhood Hymn/Rollo form lesson (w/ assignment (SA)), previous assignment collected Lesson on Cumberland Falls (crosscurricular), programmatic music, (w/assignment (SA)) Dance Episodesclassical/folk dances listening lesson (w/assignment (SA))

Thursday
Rehearse Rollo m. 23-53, isolating accompaniment and melody Rehearse A Childhood Hymn, Cumberland Falls; run Cumberland Falls and Rollo Run, rehearse A Childhood Hymn; Cumberland Falls 128-136, 136-end Cumberland Falls 98-114, 82-98

Friday
Rehearse Cumberland m. 30-52, 66-82: reading and chunking SPT (recorded) (SA); Work Rollo, 23-52, chunking SPT (recorded) (SA); Cumberland 33-82, in chunks
SPT (recorded) (SA); Rollo 82-end, 23 and 53, beginning to 82 (discuss thematic material) SPT (recorded) (SA); Dance Episodes1-end, focusing on dancelike qualities, Rollo 23-53

Week 1

Week 2

Week 3

Week 4

Week 5

Record all pieces (FA) (SA); rest of rehearsal as needed Run , record A Childhood Hymn, compare with week 2 assessment
Run A Childhood Hymn, rehearse as needed; Cumberland 30-end, read, rehearse

Week 6

SPT (recorded) (SA); Rollo 93112, 112-end; Dance Episodes :run, as needed
Final SPT (recorded) (SA); run all pieces, rehearse as needed

Week 7

Dance Episodes Theme and Variations/ form lesson, no assignment given, study guide passed out

Week 8

Written Unit Exam, as needed

Concert Run=through, rehearse as needed

Concert (SA)

FA: Formative Assessment

SA: Summative Assessment

SPT: Student Playing Test

All assignments are collected on the following Wednesday.

8-Week Concert Cycle:

Cumberland Falls Overture; A Childhood Hymn; Dance Episodes; Rollo Takes a Walk Music: Cumberland Falls Overture (Brant Karrick) Daehn Publications DP2087 Set and Score: $76 Grade 3 Time 6:15 Dance Episodes (James Curnow) Curnow Music 44006267 Set and Score: $52 Grade 2 Time 2:15 Repertoire: A Childhood Hymn (David Holsinger) Wingert-Jones 3030361 Set and Score: $40 Grade 2 Time: 3:00 Rollo Takes a Walk (David Maslanka) Neil A. Kjos Music Company GB839 Set and Score: $55 Grade 3 Time: 2:22

Cumberland Falls Overture: a two-part piece: the first movement is slow and reflective; the second features tempos up to 144 beats per minute and a a driving rhythmic ostinato. I used this piece to stretch my players technically and to talk about programmatic music. A Childhood Hymn: a short, contemplative piece. The melody is based loosely on Jesus Loves Me. I used this piece for its ABA form and predictable phrases. Dance Episodes: a folk dance. This theme and variations offered opportunities to discuss form and style. It provided a lightweight piece for the program. Rollo Takes a Walk: based on Ives satirical character. Short and whimsical, this piece pushes the students ears and technique and offers opportunities to talk motives.

General Musicianship/National Standard Usage:

1. Singing, alone and with others, a varied repertoire of music . Every warm-up for every rehearsal begins with singing tonal patterns. Singing will be used as a rehearsal technique to improve musicality and intonation, as well. 2. Performing on instruments, alone and with others, a varied repertoire of music. Four pieces of literature will be studied in-depth, and students will engage in playing other music (sight reading exercises, chorales, etc) throughout the unit. 4. Composing and arranging music within specified guidelines. Students will be asked to develop programmatic ideas for possible music compositions. These may be developed into actual pieces of music in a later unit. 5. Reading and notating music. In addition to developing more advanced skills with the four study-pieces, students are consistently being engaged with aural skills exercises, dictations, and sight reading. 6. Listening to, analyzing, and describing music. Listening lessons of various lengths are interspersed in the unit, and students are given opportunities to develop appropriate vocabularies to describe music through the class discussions that follow these lessons. 7. Evaluating music and music performances. Students are asked to evaluate their own musical performances at regular intervals. 9. Understanding music in relation to history and culture. The relationship of classical music to Christianity is discussed, as well as its implications for public funding of classical music and music education.

Objectives:
1. The students will be able to perform grade level three repertoire on their instruments with a high degree of musical and technical proficiency. 2. Students will develop a deeper understanding of musical form and will be able to define and identify simple phrases, Theme and Variations, and programmatic music. 3. Students will be able to discuss music using appropriate musical terminology. 4. Students will know who Charles Ives is and some of the characteristics of his music, and will be able to communicate this knowledge in essay form. 5. Students will learn about folk dances in classical music and be able to identify some composers associated with these folk dances. 6. Students will formulate and be able to articulate opinions about the inclusion of sacred classical music in a school setting.

Assessment:
Formative Assessment: will be marked in the lesson plan as (FA). Much of my formative assessment will consist of the first read-throughs of the music and the individual playing tests that occur each Friday. Students will also fill out surveys about both the music and their impressions on the music. Summative Assessment: will be marked in the lesson plan as (SA). The individual playing tests will also serve as summative assessment. There will be one assignment a week that will measure the efficacy of the general musicianship lessons on Wednesdays; there will also be both a written exam and a concert in the final week. Individual Playing Tests: Every Friday there will be microphones set up in the bandrooms practice rooms (or my office, if needed). Students will record each weeks playing selection in these rooms, individually, as rehearsal continues in the main room. Warm-ups: Warm-ups will take place in the first ten minutes of class. Each warm-up will consist of a vocal tonal warm-up, some some scale work and either flexibility exercises or a chorale. Warm-ups will also alternate between a sight reading exercise (SR) and development of a musical or technical skill. Week 1: Monday: Warm-up: 10 minutes (describing tone quality) Discuss, wrap up previous concert cycle and concert: 10 minutes assign self-evaluation forms to students (completion grade) (SA) Read through Cumberland Falls (FA)

Tuesday: Warm-up: 10 minutes (1st-2nd -3rd level listening) Read Dance Episodes (FA)(20 minutes) Identify, isolate theme keep tempo steady Read A Childhood Hymn (FA)(20 minutes) Wednesday: Self-evaluation Forms are due Warm-up: 10 minutes (intonation) Read Rollo Takes a Walk (FA)(40 minutes) rehearse major issues Thursday: Warm-up 10 minutes (resonance in tone quality) Rollo Takes a Walk m. 23-53 (40 minutes) isolate accompaniment and melody from each other Friday: Warm-up: 10 minutes (the three parts to a note (beginning, middle, end) Cumberland Falls m. 30-52, 66-82 (40 minutes) chunk, isolate separate voices decide whats important and what should be in background; apply Week 2: Monday: Warm-up: 10 minutes (echoing patterns on instruments) Cumberland Falls m. 1-30 (20 minutes) chunk as necessary apply 1st 2nd 3rd level listening concepts/ focus on balance, blending Cumberland Falls m. 30-52, 66-82 (20 minutes) rehash work from Friday Tuesday: Warm-up; 10 minutes (activated listening lesson: listening for beat, meter in music) Rollo Takes a Walk m. 1-35 (35 minutes) chunk, isolate separate voices Discuss style of music and apply Run Dance Episodes (5 minutes) Wednesday: Warm-up: 10 minutes(playing multiple part patterns by rote on instruments) Read and record A Childhood Hymn (20 minutes) Play recording back. Discuss what we hear- positives and negatives. Students will fill out worksheet and hand it in at end of class (FA, SA) Bring up root of song (Jesus Loves Me This I Know) (20 minutes) Discuss importance of sacred music in classical repertoire Should it be taught in schools? Why or why not?

rehearse major issues: 30 minutes

Thursday: Warm-up: 10 minutes (aural dictation- sound to notation) A Childhood Hymn (10 minutes) Focus on ABA form and applications to performance practice Cumberland Falls m. 114-end (25 minutes) chunk, focus on getting notes in place Run Cumberland Falls (8 minutes) Run Rollo Takes a Walk (5 minutes)

Assign short essay over prompt (SA)

Friday: Student Playing Tests (FA, SA) Warm-up: 10 minutes (pitch-matching exercise) Rollo Takes a Walk m. 23-52 (30 minutes) chunk, isolate separate voices decide whats important and what should be in background; apply Rollo Takes a Walk m. 113-end (10 minutes) put together accelerando discuss appropriate style, apply Week 3: Monday: Warm-up: 10 minutes (sight reading) Cumberland Falls m. 1-30 (20 minutes) Dance Episodes 1-37 (15 minutes) focus on defining stylistic difference between sections Run Dance Episodes (3 minutes) Tuesday: Warm-up: 10 minutes (focusing on resonant, dark tone) A Childhood Hymn m. 1-27, 37-end (10 minutes) focusing on balancing, blending, and listening Cumberland Falls Overture m. 30-52, 66-82 (30 minutes) compare two sections continue emphasizing style, balance, intonation Wednesday: collect short essay Warm-up: 10 minutes (polytonality) Charles Ives listening lesson (25 minutes) Discuss Ives life, importance Listen to Variations On America with In-class worksheet discuss techniques used in piece

assign Ives worksheet Dance Episodes m. 53-71 (15 minutes) focus on defining stylistic difference between sections Thursday: Warm-up: 10 minutes (sight reading) Run A Childhood Hymn (10 minutes) Rehearse with attention to musical shape of piece Cumberland Falls Overture m. 128-end (30 minutes) chunk into 128-136, 136-end have students name melody at 128 (FA) Focus on Balance, intonation at end

Friday: Student Playing Tests (FA, SA) Warm-up: 10 minutes (Making a chord ring: just intonation) A Childhood Hymn apply just-intonation concepts (10 minutes) Cumberland Falls Overture m. 33-82 (30 minutes) rehearse in chunks isolate specific voices focus on stylistic changes Week 4: Monday: Warm-up: 10 minutes (one melody, multiple styles) Rollo Takes a Walk m. 53-end (30 minutes) chunk, combine into larger chunks work on tempo, whimsical style Tuesday: Warm-up: 10 minutes (activated listening: theme and variations) Dance Episodes: 71-end (20 minutes) focus on defining stylistic difference between sections A Childhood Hymn m. 22-37 (15 minutes) apply just intonation focus on balance Run A Childhood Hymn Wednesday: assignment from previous week due Warm-up: 10 minutes (1st-2nd-3rd level listening) Lesson on Form (40 minutes) play through, discuss form on A Childhood Hymn, Cumberland Falls assign letters to each section of music why does this matter

Thursday: Warm-Up: 10 minutes (echoing patterns on instrument) Cumberland Falls Overture m.82-114 (40 minutes) Friday: Student Playing Tests (FA, SA) Rollo Takes a Walk (40 minutes) discuss thematic material and its iterations divide parts into accompaniment and melody for clarity, recombine

assign listening assignment on form (determine form of favorite song) (SA)

Week 5: Monday: Warm-up: 10 minutes (tonguing exercise) Dance Episodes m. 71-115 (15 minutes) Cumberland Falls Overture m. 114-128, 52-66 (25 minutes) focus on creating similar styles for two parts Tuesday: Warm-up: 10 minutes (three parts to a note: releases) Cumberland Falls Overture m. 128-end (20 minutes) chunking, then combining chunks while maintaining stylistic integrity Dance Episodes m. 1-71 (20 minutes) making sure each variation has a distinctive style Wednesday: collect assignment from previous week Warm-up: 10 minutes (guided listening: Vivaldi Spring) Lesson: programmatic music (40 minutes) Cumberland Falls Overture Cumberland Falls How does the piece portray the Falls? assignment: come up with, outline possible topic for programmatic piece (SA) Thursday: Warm-up: 10 minutes (play chorale, emphasis on shaping) Record all pieces (FA, SA) Use remainder of rehearsal as needed Friday: Student Playing Test (FA, SA) Warm-up: 10 minutes (sight reading) Dance Episodes m. 1-end (20 minutes) focus on making it Dance-like! In-class question: is this a programmatic piece? why or why not? (SA)

Rollo Takes a Walk m. 23-53 (10 minutes) getting the accompaniment really grooving Rollo Takes a Walk m. 1-53 (10 minutes) Week 6: Monday: Warm-up: 10 minutes(playing multiple part patterns by rote on instruments) Cumberland Falls: 1-82 (35 minutes) Run Dance Episodes (5 minutes) Tuesday: Warm-up: 10 minutes (focusing on resonant, dark tone) Run Rollo Takes a Walk (40 minutes) (FA) Rehearse as needed Wednesday: collect assignment from previous week Warm-up: 10 minutes (chorale: play-sing-play) Lesson based on Dance Episodes: discussion of and, listening to classical literature based on folk dances (40 minutes) assignment: the mp3 to a dance will be posted to the band website, and students will be asked to describe it (SA) Thursday: Warm-up: 10 minutes (tonguing exercises) Record A Childhood Hymn (20 minutes) have students compare this recording with week 2 recording In class, students will create a venn-diagram comparing the two (FA) Cumberland Falls Overture (20 minutes) rehearse as needed Friday: Student Playing Tests (FA, SA) Warm-up: 10 minutes (1st-2nd-3rd level listening) Rollo Takes a Walk: m. 93-end (25 minutes) Run Dance Episodes Rehearse style as needed (15 minutes) Week 7: Monday: Warm-up: 10 minutes (sight reading) Cumberland Falls Overture m. 82-end (40 minutes) chunked, then combined focus on tempo, intonation, and style Tuesday: Warm-up: 15 minutes (activated listening lesson: listening for beat, meter in music) Run A Childhood Hymn (15 minutes)

have students remind you about phrasing in this piece Rollo Takes a Walk m. 93-end (30 minutes) reinforce style Wednesday: collect assignment Warm-up: 10 minutes (chorale, with emphasis on musicality) Review for Exam (35 minutes) Pass out Study Guide (can be turned in for extra credit) Run Dance Episodes (5 minutes) Thursday Warm-up: 15 minutes (student constructed lesson on intonation (SA) ) Run A Childhood Hymn (5-10 minutes) Have students play it without conductor Cumberland Falls Overture m. 30-end (25-30 minutes) run, rehearse as needed Friday: Final Student Playing Test: Scales (G minor-harmonic and natural, Bb, Eb, C major) (SA) Warm-up: 10 minutes (chorale) run all pieces rehearse as needed Week 8: Monday: Warm-up: 10 minutes (tonguing exercises) Run and Rehearse Rollo as needed (35 minutes) Run A Childhood Hymn (5 minutes) Tuesday: Warm-up: 10 minutes (just intonation) Run and Rehearse Cumberland Falls Overture (35 minutes) re-emphasize mental imagery created during programmatic lesson Run Dance Episodes Wednesday: final day for study guide Written Exam (with listening portion) (SA) Determine whether music is theme and variations Give definition of programmatic music discuss Charles Ives discuss folk dances be able to articulate views on sacred music in public schools Thursday: warm-up and chorale Run through music in concert order, rehearse as needed Rollo Takes a Walk A Childhood Hymn Dance Episodes

Friday: Warm-up and chorale Run through music in concert order, rehearse as needed Rollo Takes a Walk A Childhood Hymn Dance Episodes Cumberland Falls Overture Friday night: Concert (SA)

Cumberland Falls Overture