Horkstow Grange

Lesson Plan
Madeline Landgrebe
December 11, 2015
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Standards:
5.2.2 Play pitched and non-pitched percussion, keyboard, string, and wind
instruments using correct techniques for producing sound.
5.5.6 Identify and apply terms and symbols found in musical scores.
Objectives:
Students will be able to:
Understand balance and their role in the piece
Play mm. 1-10, keeping in mind the correct notes, rhythms, and tempo
Materials:
Score for H orkstow Grange by Percy Aldridge Grainger, adapted by Michael
Sweeney
Pictures of various landscapes, animals, climates, and things that can be found
in a picture
Blackboard
Podium
Baton
Tape
Lyrics to the original folk song
Procedure:
1. The students will hear the conductor sing through the folk song melody
2. The students will be asked what kinds of things were heard throughout the
conductor singing
a. Dynamics: peaks and valleys,
b. Articulations: legato, accents
c. Form: patterns found in the piece, recurring intervals and motives
3. The principal players from each section will play the first ten measures while the
rest of the ensemble will write down three things that they noticed. This way the
students are already thinking about the way the music should go and thinking of
how to play musically.

4. The students will turn to their partner and discuss for a few moments about the
things they heard.
5. After the discussion comes to a close, the students will be directed to create a
story with the various pictures and characters the teacher has.
a. The students will compare landscapes, characters, and objects in nature
to represent the piece.
i.
Ex: rainy picture in the city, landscape of hills in Ireland, or
farmlands
1. which represents this piece?
ii.
Ex: trees, rivers, lightning, rainbows
1. which represents the piece?
6. The teacher will get through the process as fast as possible or will already have a
story in mind to keep the lesson moving along.
7. After a little discussion about the story, all of the students will be assigned to act
like whatever object they are given.
a. Ex: tubas represent the hills and the foundation of the landscape
8. The students will play, keeping in mind the style and shaping. The peaks and
valleys of the dynamics will be reinforced by the foundation, or landscape, and
the rest of the picture is based off of the foundation.
9. Balance issues and phrasing will be resolved as the lesson progresses, if there is
more time available.
Assessment:
Formal Assessment Methods:
Individuals writing in the dynamics and shaping used in sculpting the melody
Individuals can be asked on a written test to describe their own story for another
part of the piece and how the particular symbols would be represented and how
Informal Assessment Methods:
The teacher can walk around the room and listen to the individual students
A pair of students can perform what they believe the objects responsibility is in
the picture
Asking students what types of things we do when we decide on phrasing and
creating the musical masterpiece