Lesson Plan Project
This lesson has been created to not only fulfill the state requirement, ³1.2.8 B. Music
1. Perform compositions containing progressively complex notation and use standard notation to record musical ideas.² but also to help the student understand the different aspects of creating music. This lesson fits into the unit we are on ³Major and minor scales/keys and rhythms² by taking a pentatonic key and writing music to it with the rhythms that fit into their time signature. The more advanced students who understand I V and IV vii chords can use those chords in the sequence suggested to create a more sophisticated piece.
When the students walk into the room, I will have on Bachianas Brasileeras (a piece written for a cello ensemble). This is to expose students to the idea that a string ensemble does not necessarily need to be written for two violin parts, a viola, and a cello part. This will open the students up to the idea that they can be creative when thinking of what kind of ensemble they would like to write for. We will discuss the different ensemble possibilities and break into groups. We will also discuss how a composer could notate music through the use of Sibelius.
The teacher will know how well the students understand this concept based on how they write their compositions. If the students have followed the basic pentatonic scale as well as written their rhythms into the measures and created an ABA form, they will receive full credit. Students will also be evaluated on their understanding based on the verbal presentation as well as their performance.
Teacher asks the students, ³What is one new concept you learned today?² ³How can this help you as a performer/musician?²
Some learning activities that could follow are: Students could work together to record their compositions in Garage Band or to perform their compositions at a concert.