Lesson Plan for Concert Band 4/9/2019

“Aladdin” Mitchell Evans

OBJECTIVES: The students will make progress in their rhythmic and note
accuracy from the beginning of “Aladdin” to measure 47.
DETAILED PROCESS:
⮚ Teacher will begin by introducing himself to camera and audience, as well as naming the
song to be played.
⮚ WARM UP C Scale with Triplet rhythms
⮚ Begin with some call and response rhythms before we get started
o Rhythm from m. 3
o Rhythm from m. 7
o Quarter note triplets
o Quarter note triplet followed by two quarters
⮚ Explain where this relates to the music
⮚ Run from the beginning to 13
⮚ Review the first rhythm we did and go from 3 to 7 and repeat as necessary
⮚ Review the second rhythm we did and go from 7 to 13 without alto and oboe
⮚ Work with alto and oboe on their melody
⮚ There are three parts are 13. Harmonic support, melody, and rhythmic motor driving
along. Who has what?
⮚ Go one by one through those (This will probably be the end of my time but I will plan a
little bit extra)
⮚ Compare melody from 13 to 21 and how it is different
⮚ Saxes and Clarinets are different in this part but everyone else is the same
⮚ Go over the melody again and have non-melody people clap the quarter note while the
melody sings/plays
⮚ Have the bass line play at 21 and work on their style on the slurred notes (work on
rhythm if needed)
STANDARDS ADDRESSED:
VA SOL
❖ HIB.10 The student will demonstrate preparatory instrumental basics and playing
procedures, including
o 3. procedures for care of the instrument;
o 4. proper playing posture and instrument position;
o 5. wind student—embouchure;
❖ HIB.12 The student will demonstrate ensemble skills at a beginning level, including
 o 1. balancing instrumental timbres;
o 2. making adjustments to facilitate correct intonation;
o 3. matching dynamic levels and playing style;
o 4. responding to conducting patterns and gestures; and
o 5. maintaining a steady beat at various tempos in the music literature being
studied.
❖ HIB.15 The student will perform simple rhythmic and melodic examples in call-and-
response styles.

ASSESSMENT:
▪ Aural assessment done from the start of the lesson to the end based on
rhythmic and note accuracy.
ADAPTATIONS:
▪ For students who know the notes and rhythms already they can focus on
other aspects of the music like the articulations and the dynamics
▪ For students who are struggling to keep up, they can play quarter notes or
attempt to clap their rhythms while others play. They could also only play
when they see familiar rhythms and skip the quarter note triplets or sixteenth
notes that are causing trouble.