CALIFORNIA STATE UNIVERSITY, LONG BEACH

BOB COLE CONSERVATORY OF MUSIC

MUSIC EDUCATION
ENSEMBLE LESSON PLAN REQUIREMENTS Revised: 1/20/2017 Music Education, Cole Conservatory of Music

NAME: EJ Villanueva CHECK BELOW

SCHOOL: Imaginary High School Lesson Plan
GRADE/LEVEL: 9th - 12th Rehearsal Plan
SUBJECT: Music Where in the UNIT does this occur?
INSTRUMENTAL: Modern Band Beginning
CHORAL/VOCAL: Middle
OTHER: End

Musical Work: Take It Up by Derek Magee Key Center: F major Progressions: Verse I V IV V Pre-Chorus: ii IV I Chorus: IV
V I iii. Bridge: vi V IV V Form: Intro, Verse, Pre-Chorus, Chorus, Verse, Pre-Chorus, Chorus, Bridge, Chorus
Concept Focus: Listening, Responding, Evaluating

Performance Focus:

Prior Knowledge:. What skills can your students already demonstrate? What previous knowledge do you assume they understand?
The students can demonstrate the ability to perform a piece of music at a competent level. Students can also discern elements of good and bad
performance practices through aural listening of other performances/recordings. I also assume that students can articulate their thoughts and critiques
in a musically scholarly manner
Student Learning Outcome(s) (SLO): What will your students do or know at the end of this lesson?
Students will be able to critically evaluate their own performance and generate suggestions to improve the performance and praise the elements that went well.
Essential Question(s): See Core Arts - Summarize the meaning of your lesson into one or two questions the students can answer.
How do we judge the quality of musical work(s) and performance(s)?
Enduring Understanding(s): See Core Arts - What permanent, big idea(s) will students learn from this lesson?
The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria

National Core Arts Standard that best addresses each SLO.
MU:Re9.1.E.Ia Evaluate works and performances based on
personally- or collaboratively-developed criteria, including
analysis of the structure and context.
California Music Content Standard that best addresses each SLO.
1.4 Analyze and describe the use of musical elements and expressive
devices (e.g., articulation, dynamic markings) in aural examples in a
varied repertoire of music representing diverse genres, styles, and
cultures.
1.5 Identify and explain a variety of compositional devices and
 techniques used to provide unity, variety, tension, and release in aural
examples.

Materials/Equipment Needed: List all materials needed by both students and teacher.
MP3 Player
Video player
Paper
Pencil
Notebook

Accommodations (Special Needs/EL): What lesson accommodations will you make/from whom will you seek advice?
If there is a student with special needs in the classroom, I will consult their specialist/aide in regard to what affliction they have and what necessary
elements I should be aware of in order to create a safe space and a least restrictive environment for the special needs and EL students to flourish. In
addition, I will have a student that is bilingual in the ELs student main language sit next to them to communicate thoughts that are confusing for the
El students. For the EL students, I will have a sheet of necessary terms in both their primary language and English to be able to write down and speak
their thoughts about their performance. Assessment: How will you evaluate student.

Vocabulary: List all academic and tier II language used by teacher.

- Riff
- Melody
- Harmony
- Composing
- Arranging
- Songwriting
- Rhythm
- Fingerings
- Coordination
- Rock
- Style

Anticipatory Set/Introduction/Pretest: How will you grab students attention? What activity will you do to test whether or not they already know or can demonstrate what you
plan to teach in this lesson?
I will grab students' attention by showing them a recording of their performance and playing it for them. Students generally are dissatisfied with
listening to themselves speak or perform (it is within human nature).
Guided Practice: Describe how the students will practice the new skill with you. Design lesson step-by-step and state how you will check for understanding Include T: (teacher) / S:
(student) what will be demonstrated or spoken. Include a timeline to show you have considered how much time each activity may take.

Time Measure/ Issue/Concept Strategies/Activities for Performance Goals Strategies/Activities for Concept Goals Assessment(s)
allocation Section Multiple learning modesvisual, aural, Multiple learning modesvisual, aural, Informal/formal
kinesthetic kinesthetic Teacher observation, student
NCCAS labelscreate, perform, respond NCCAS labelscreate, perform, respond self-assessment, peer assessment
Scaffold the learning Scaffold the learning Vary your assessments
Script using strategies (teacher) and Script using strategies (teacher) and
activities (student) activities (student)
5 min Whole Listening and Aural Listening Informal
Song Responding Scaff Teacher observation
Scaffold learning
15 Whole Responding T: Teacher will ask students to get out a piece
minutes SOng of paper and pencil.
S: Students get out a piece of paper and
pencil.
T: Speaks to students about their rehearsal the
day before, then have them write down free-
hand notes about the recording they are about
to listen to, and listen to the recording of the
students playing Take it Up the day before.
S: Listens to the recording of themselves
playing Take It Up and writing down their
thoughts free-handedly.
T: Asks students to then listen to Take It Up
of the same arrangement performed by
professionals, and take free hand notes on the
same paper on their thoughts.
S: Listens to the recording of professionals
playing Take It Up and writing down their
thoughts free-handedly.
T: The teacher then passes out a worksheet
called Comparing Two Performances and
asks students to fill in the blanks of the paper.
The paper has 3 questions concerning
similarities they heard, differences they heard,
and one musical quality they can improve
upon.
S: Students then fill out the worksheet on
what they heard that was similar between the
2 recordings, what was different, and one
musical element that they could improve
upon.
T: Asks the students to discuss their thoughts
on the matter, starting with similarities, then
 differences, and then improvements.
S: Students begin sharing their thoughts to the
class on what they heard was similar,
different, and elements that could improve
upon.
T: Teacher concludes this portion of the
lesson to transition to rehearsal and
performance of Take It Up.

Independent Practice: How might you schedule or allot time if practice is student led? practice the new skill without you, e.g. pairs, section work, homework, etc.)

Time Measure/ Issue/Concept Strategies/Activities for Performance Goals Strategies/Activities for Concept Goals Assessment(s)
allocation Section Peer to peer, Group Leader Peer to peer, Group Leader Informal/formal
NCCAS labelscreate, perform NCCAS labelscreate, perform Teacher observation, student
Aural Copy Aural Copy self-assessment, peer assessment
Approximations Approximations Teacher as Producer
Iconic notation - maps Iconic notation - maps
10 min Whole
song

Closure: Students identification of the most important elements of the lesson. How will you teach for transfer? How will the students do this?
Listening to the students own performance and a professional performance/recording of the same tune will enlighten students on what they have
accomplished, what they did wrong, and what they could do better to play this piece more accurately in an informed manner. Filling out the
worksheet after listening to the recordings will hopefully inform students on specific elements they could focus on to improve, and then translate that
to a rehearsal and performance of the tune. I will teach for transfer by going over the elements that the students suggested that they could improve
upon such as potentially rhythmic issues, stylistic issues, or improvisation issues etc. Students will do this by working independently and/or in groups
on a particular skill or section of the music or an element of music such as rhythm or understanding chord changes