MUSIC 513

Spring 2017
Assignment #3
Teaching in the Beginning Classroom

Teaching Beginning Students: (20 points) Building upon what you understand as beginning instrumental students’ musical
understandings and proficiencies, design a short teaching episode that can be used in teaching beginning band/orchestra
students designed to be applied to a specific section of the beginning band class structure. Your strategy must be submitted
using the Strategy for Teaching Beginning Students found on Canvas. You will have 5 minutes to teach your strategy in class.
Your TE will include:

1) Warm-up Strategy (>1 minute)

2) One of the following (>1 minute)
a. Rhythmic Strategy
b. Breathing
c. Articulation Strategy
d. Performance Technique strategy
3) Reading (Teaching a Line) Strategy (3 minutes)
4) Reflection

Strategy 1 Points 2 Points 3 Points

Objective Objective is missing more
than one of the required
parts and has no intent with
respect to student learning.
Assessment Assessment is simply a
description of the process
and not clear as to its
alignment with the
objective or how feedback
will be delivered.
Sequence Sequence is vague and/or
not provided in depth.
More work is needed to
show learner development.
Concept Concept is not included or
clear in the lesson plan.
Delivery No lesson presented.
1 Points
Reflection Reflection not completed.
Objective is missing one Objective contains all
of the three parts and is three parts and is clear as
unclear as to intent of to educational value.
student learning.
Assessment is aligned Assessment is aligned with
with the objective but the objective and clearly
lacks in clarity or and objectively measures
measurement. Detailed student learning providing
feedback is not apparent detailed feedback for the
from the current design. learner.
Sequence is missing 1-2 Sequence is clear. Learning
steps that provide is scaffolded for the
opportunities for learner to arrive at a new
misunderstandings on understanding.
part of the learners.
Concept is defined, but Concept is clear from the
clarity with connection lesson design and clearly
with the content is described in the plan.
difficult to measure.
Lesson goes over time or Lesson meets all criteria
is unclear in focus. regarding time and
content.
3 Points 5 Points
Reflection is complete, Reflection demonstrates
but limited reach beyond insightful though about
this experience. the episode.
Total:________________

You will use the method book that you have been assigned in the Method Books Analysis to select the repertoire for your strategies
for the line. All TE lesson plans should be submitted with the formatting below and will be assessed using the following rubric. Each
strategy must be creative, developmentally appropriate, conceptually appropriate, use proper sequence, and lead to a deeper
understanding of a musical concept.
Strategy for Teaching Beginning Students
Name Jessica Brummel

Title of Strategy Breath Support through Band Expressions book

Lesson Objective (what do you want the students to learn and be able to demonstrate?)
Students will perform “All through the night” in Band Expressions book 1 with proper tone, breath support, and accuracy of notes and
rhythms.

Prior Knowledge & Skills Expectations (what the students must already know and are able to do):
Students will already have the knowledge of the notes included in the song: Eb, D, C, F, and Bb. They will also have had practice with
basic rhythms.

Musical Concepts Addressed in the Lesson:

Breath support, starting and ending notes.

Method, page, and number of exercise upon which the strategy is designed (If applicable):
Band Expressions Book 1 page 17 number 35.

Must Include: Detailed procedures of Instructional Strategy and Assessment for successful achievement of goal

Opening: Stretches to warm up the body in the morning. Talking to the students about how they slept, correlating it to
the song title we will soon learn, “All through the night”.

Materials of Instruction: Band expressions book 1, instruments, song “All through the night”

Sequence:

1. Breathing exercises including big sighs (moving more air than is normally required), steady breaths out on
counts, and large inhalations to further tone.
2. Breathing exercise where students inhale, sing first measure of song after it is modeled for them. Continue for
rest of song to get proper tone and tuning and breath support in the students’ minds.
3. Have students “sit like they are standing” up straight and tall so they can get the same amount of air.
4. Model first half phrase of song. Have brass buzz on mouthpiece. Assess and move on when accurate.
5. Model second half phrase, assess and move on when accurate. Breathing exercise again if breath support isn’t
engaged.
6. Model first whole phrase all together. Assess and move on when accurate, breathing exercise again if breath
support isn’t engaged.
7. Do the same for the second and final phrase of song. Make two chunks and put them together.
8. After a final breathing exercise, put entire song together. Assess. Finished when accurate.

Assessment: Can the students perform “All through the night” with accurate notes, rhythms, tone, and breath support?

Closing: “Great job everyone, now we have another song under our belts!”