Student: Jimmy Nguyen

Subject: Beginning Band Grade: 6th – 8th

1.) Standards
 CCSD Music Standard 2.8.1: Play with expression and
technical accuracy on at least one string, wind, percussion,
or classroom instrument.
o SWBAT recognize key signatures and apply them to
their practice
 Multicultural Goal: Develop an educational environment
that promotes respect for differences.
o SWBAT distinguish different types of musical
literature from all over the world
 Learning Styles:
o Auditory: The teacher will demonstrate musical
examples by either singing or playing on an
instrument. The teacher could also play a recording of
the example as an alternative.
o Visual: The teacher will write the musical example on
the board in four transpositions so all instrument
groups will be able to see key points.
o Kinesthetic: The teacher will expect these learners to
write in their music constantly. The teacher will also
demonstrate correct fingerings to achieve correct key
signature, and the students should be able to mimic the
teacher’s fingerings.
 Gardner’s Intelligences:
o Musical Intelligence: This would be the most
appropriate to use in a music class. In a beginning
band class, teachers should guide these young
 musicians to develop these intelligences for
themselves. Students should be able to develop
relative pitch, rhythm, timbre, and tone. They will be
expected to recognize, create, and reproduce assigned
musical excerpts through their individual instruments.

2.) Materials
 “Essential Elements for Band, Book One: Conductor
Score” by Tim Lautzenheiser, John Higgins, Charles
Menghini, Paul Lavender, Tom C. Rhodes, and Don
Bierschenk
 Essential Elements Interactive CD tracks
 Classroom speakers
 Microphone
 Pencil
 Musical staff whiteboard, dry-erase markers, and eraser
 Conductor’s baton
 All woodwind, brass, and percussion instruments handy for
demonstration

3.) Instruction Learning Process

 Do First (5 minutes): The first thing students will do when
they come into class is to take out their instruments and
assemble them. The teacher will then spot check each
section for correct posture and assembly. The teacher will
run through B-flat major scale with the rest of the band.
 Mini Lesson (45 minutes): The teacher will introduce the
E-flat major scale in this class and write out the scale for all
instrument groups on the whiteboard. The teacher will also
play the E-flat major on the piano so the students can hear
 it for themselves. The teacher will instruct the students to
write down the fingerings for the scale provided in the book
to help them play the scale. Both the teacher and students
will run through the E-flat major scale several times in
slow, whole notes. The class will be assigned to play
excerpt #77 “Sakura, Sakura”. The teacher should explain
the historical significance of this Japanese folk song.
“Japanese folk music actually has its origins in ancient
China. Sakura, Sakura was performed on instruments such
as the koto, a 13-string instrument that is more than 4000
years old, and the shakuhachi or bamboo flute. The unique
sound of this ancient Japanese melody results from the
pentatonic (or five-note) sequence used in this tonal system
(Lautzenheiser, Higgins, Menghini, Lavender, Rhodes, and
Bierschenk, 2015, p. 16).” At this time, students are open to
discussion with questions for the teacher. The teacher will
also provide a recording of this excerpt on the Essential
Elements Interactive CD through the classroom speakers.
Students will be using their musical intelligence to interpret
and learn the excerpt in the key of E-flat major.
 Guided Practice (15 minutes): At this time, the teacher and
students will run through excerpt #77, “Sakura, Sakura”
several times. The teacher should play along with the band
on his/her main instrument and alternate it with conducting
the band. The teacher should note that unlike B-flat major,
there is an extra accidental in the key signature. The note
A-flat is added on top of B-flat and E-flat. The teacher
needs to make sure the students do not mistake A-natural
with A-flat.
 Independent Practice (20 minutes): At this time, the
students will break off into sectionals. In other words, the
 woodwinds, brass, and percussion will be separated in
different parts of the classroom. The teacher will assess
each instrument group for more individualized attention
while the other groups not getting the teacher’s attention
are expected to practice their excerpt. This also gives ample
opportunity for students to ask more questions about the
excerpt.
 Exit Slip (5 minutes): After each group gets individually
assessed, the band as a whole will be assessed. The band
should be able to play the E-flat major scale and “Sakura,
Sakura” as accurately as possible by the end of class.

4.) Resources:
 Hal Leonard Online - Essential Elements Interactive.
(2018). Retrieved from
https://www.halleonard.com/ee/interactive/
 Lautzenheiser, T. (2015). Essential elements for band:
Comprehensive band method.

5.) Reflection:
 In this class, students should learn the basics of the E-flat
major scale and apply that scale to several exercises and
pieces. At the beginning level, the student should be
beginning to develop their ears and technique on their
instruments. Students should also learn that there is more
than just American music. Many of the masterpieces people
know and love originated in other parts of the world, and
it’s important for students to know this. In this specific
lesson, “Sakura, Sakura” is a Japanese folk song that’s
significant to our students’ education. This contributed
heavily to music by introducing the pentatonic scale (five-
tones). It’s important for students to know that music is the
universal language of mankind, and these musical practices
are taught everywhere around the world. In the lesson plan,
the teacher addresses through all types of active learning.
The education should cater to all auditory, visual, and
kinesthetic learners so no one should be left behind. In a
music class, the students are always engaged and
participating. It’s not a band class if everyone’s not on the
same page. One of the strengths of the lesson plan is that
there are many ways to present information to the students.
Regardless if the student is an auditory, visual, or
kinesthetic learner, band directors utilize all three to teach
their lessons effectively. One of the weaknesses of the
lesson plan is the independent practice. Although the
students need time to learn the excerpts themselves, the
teacher should always pay attention to the students since
beginning musicians usually don’t have the ability to judge
correct technique and pitch at this level.