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Lesson Plan Format

Lesson Planning Framework

Teacher/Conductor’s Name: Ms. Grose

Rehearsal 1  2 3
Jazz Band Rehearsal

Prior Knowledge/ Skills (What do already know and can do?)


There is a large variety of what the students in this ensemble know, and what they can do. For example, all of the trumpet players have been in this ensemble for at least two years and understand the basics of jazz
articulation as well as improvisation. There are two freshmen in the group, the bari-sax player and one of the drummers, they will need specific attention and will need more scaffolding than others in the group.

Rehearsal Objective (What will your student’s be able to do as a result of this rehearsal with you)
By the end of rehearsal students will know what the levels of listening in a Ms. Grose ensemble are.
By the end of rehearsal students will identify a collective group sound for the piece Any Way You Want it. (will change as the semester progresses)

Assessment of the Rehearsal (How will you know if your students can do what they need to ?)
Did the students understand the different levels of listening?
Did the students decide on a group sound for the purpose of this piece?

Relevant Contextual Factors: Modifications/ Accommodations needed:


Listening levels is brand new, take the time to explain it. Encourage the students to share and push them to go out of their comfort zone.
I’m not sure how often they are asked to share their opinion in an ensemble setting, be prepared for silence.

Instructional materials, resources, & Technology: Personal Improvement Objective:


Use names more consistently in rehearsal

Rehearsal Plan (A step by step plan for the rehearsal-with timing- that leads to your objective.)
Time Activity Purpose of Activity Sequence Assessment
1:21 Welcome/ Prepare for Jazz rehearsal. Warm-ups 2 1,2, ready go
Normal Jazz
Band Warmup
1:28 Levels Expand the listening of the ensemble one rehearsal Good afternoon class, has anyone ever heard of listening levels? Did the students actively listen?
introduction at a time. Well today I want to introduce you to three different levels of
listening in an ensemble.
1. Self- am I playing with my best possible sound.
2. Section- am I matching my section leader?
3. Ensemble- am I matching the sound of the ensemble.
1:38 Practice this Develop an understanding of the levels of listening. On a Concert F I want you to play with level 1 listening. Did the students notice a different sound coming from the ensemble?
Continue with level 2 and 3. Did they make positive/ productive comments based on the changes
Did that make the ensemble sound different? Why? What did made? Did they provide feedback when asked questions?
you do individually to change the sound? Try it again.
Repeat levels 1, 2, and 3.
Better, Worse, or the same? Don’t answer just think about it.
1:47 Run the piece Force students to listen consistently throughout the Ok, lets do a full run! Did the sound concept identified earlier in rehearsal stay throughout the
piece. If it changes, ask students why and make them entire piece?
answer truthfully.

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