Lesson Plan 22 February 2013 Setting: MCHS Rationale: The students will run a mock performance of Olympiada, evaluate

their own performance, and then final finishing touches will be made on the piece. National and State Standards: 1.0 Singing, alone and with others, a varied repertoire of music. 1.1 Demonstrate, in unison, selected musical examples, rhythm patterns, and pitches. 1.2 Sing harmonies up to four parts with good tone and intonation. 2.0 Performing, alone and with others, a varied repertoire of music. 2.1 Demonstrate proper instrument care and maintenance. 2.2 Produce a characteristic quality of sound performing a varied repertoire of music. 2.3 Demonstrate and apply correct technique on ones instrument performing a varied repertoire of music. 2.4 Demonstrate and apply correct pitch, intonation, and rhythm performing a varied repertoire of music. 2.5 Produce musicality through style, dynamic control, tempo variation, and phrasing while performing a varied repertoire of music. 2.6 Execute, correctly, the technical and musical aspects of sight-reading. 2.7 Perform scales on ones instrument. 5.0 Reading and notating music. 5.1 Analyze and execute knowledge of musical notation. 5.2 Implement correct notation in various applications. 6.0 Listening to, analyzing, and describing music. 6.1 Analyze and describe teacher-selected listening examples using correct music vocabulary. 6.2 Analyze and describe teacher-selected listening examples demonstrating knowledge of compositional devices and techniques, which make it unique, interesting, and expressive. 7.0 Evaluating music and music performances. 7.1 Use selected criteria to evaluate the intent and quality of a composition. 7.2 Use selected criteria to evaluate the quality and effectiveness of a live or recorded musical performance. 7.3 Use selected criteria to evaluate ones own performance. Previous Knowledge: The students can play all of Olympiada at tempo Objectives: The learner will: play all of Olympiada at tempo play with correct tone, rhythm, pitches, and style balance chords in context of the piece use musical maturity while making decisions on balance, blend, and phrasing

Materials Needed: Chalk board chalk metronome baton speakers score music Foundations Books Procedures: Warm up: Breathing Gym: 1. Begin with simple inhale/ exhale to warm up 2. Perform The Horror, at 100 bpm. Students breathe in for 4, out for 4 approximately 5 times, then repeat the process with in for 3 out for 3, then in 2's, then in 1's, and back up to 4's Warm-Up Set: 1. Put Metronome on 100 bpm, and have students run through long tones 2 on p 5 2. put metronome on 112 bpm, and wave students run through warm up set 4 p 9 3. Walk around and listen and make comments/ feedback Scales: 1. Set metronome to 100 bpm, and have students run through the technical exercises in book in the key of concert Bb 2. Walk around and listen and make comments Chorale and Tuning: 1. Read through interval tuning I, II, III, and chord tuning for Bb Major 2. Make comments 3. Play chorale 2 4. Make comments on note, articulations, tone quality, pitch, balance/blend, and anything else appropriate. Ensemble Tuning: 1. Have Tuba give Bb for brass to tune to 2. Have Clarinet give Bb for woodwinds to tune to 3. Have Tuba and clarinet play in tune, then full ensemble tune together Rehearsal: 1. Begin at the closing fanfare recapitulation, and play to the end. Give feedback as needed. Have high brass play an octave down to save their chops. 2. Play mm 137-recapitulation. Give feedback as needed. 3. Play 105-137. Give feedback as needed. 4. Play 89-105. Give feedback as needed. 5. Play 76-89. Give feedback as needed. 6. Play 51-76. Give feedback as needed. 7. Play 19-35. Give feedback as needed. 8. Play 0- 19. Give feedback as needed. 9. Perform a mock performance of piece. Have students take 5 minutes after, and on a piece of

paper, write 3 things they want to do better personally before the performance, and 3 things they would like to do better as a band before the performance in complete sentences. 10. Have an open forum where all the ideas are shared, and write the most prominent ones on the board. Have the students mark these moments that they have mentioned in their music. 11. Give the students a moment to review what they want to make better, and have another full performance of the piece. 12. Give POSITIVE FEEDBACK on the while experience to close the lesson, in order to leave the piece with a positive outlook for the concert. Assessments: Informal assessment of listening and evaluating student performance based on style, articulation, note and rhythmic accuracy, dynamics, tone quality, balance, and blend. Formal assessment of collecting the issues sheets, and ensuring that every student did the assignment, and to use as personal feedback for myself, to see what should be touched on the review day. Closure: Give feedback on rehearsal, behavior, and if the set goals were met. Give feedback on the overall experience for myself and them. Remind students to be looking at their parts, even though we wont be rehearsing it the next week.