NAME: Zandrea Hafenrichter LESSON 1 SIXTH GRADE PERCUSSION

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1 LESSON 1 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in Recognize musical markings that need to be explained Gather knowledge about the piece to create a semi-successful first run-through Begin a general understanding of working as a small ensemble Welcome to class, reminder of my project and that we will be working on a percussion ensemble piece. Before we pass out music, I want to have a survey so I can prepare lessons to give us the most musical rewarding experience Pre-assessment Transition to instrument set up (on all mallets) Recap of mini-scales, ending with Eb (the key our piece is in) Set up for instrument parts and hand out music Piece together small chunks of the piece slowly with everyone as a whole. Break down parts or rhythms as needed to progress through the piece. The goal is to get through the whole thing and give the students an idea of what it sounds like. Keep the pace quicker to facilitate those with ADHD. Discussion of progress and ideas so far Transition to rehearsal of band music Written assessment to dictate further teaching Has scale sheet, follows along, plays correct pitches Student participation, asking questions, improving when isolated Participation, ideas The full piece was not attainable for the students. I should have focused on a smaller section where everyone gets and chance to play and get them all interested that way.

2 LESSON 2 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in Work together as an ensemble to get further in the piece Welcome, explanation of the day We re going to set up the instruments that we ll need later but then sit back down in your seats 3 min Students set up instrument area Explanation of terms from the assessment. (f all right, fp<, sfz, roll (pg 30 Wessels), and the idea of a percussion ensemble) Notation of forte they understood, so in fp<, we know what the f means, what does the p mean? And how about the <? So all together we have loud, then soft, then get louder. Make sense? Next we have sfz. We know one of those letters because we ve already talked about it a bunch, f. Now as for the rest, a few of you got this right, who can explain it to the class? For this symbol (roll) we had a few different ideas of what it meant, if you look in your Wessels book on page 30 it has an explanation for us. Now let s talk about what that means on different instruments. Demonstration on instruments for rolling (mallets, snare, bass, tom tom, tambourine, suspended cymbal, and timpani) Experimentation of rolls on their instrument for the song (practice time for those who don t have rolls (chimes)) Attempted run through of music by chunks Transition to band music rehearsal Attention, answers, questions I know this will be a long time for some of the students to focus so I m going to spend a lot of time trying to get them involved using previous knowledge to infer Attention, questions I will walk around and check individuals, answer any questions This went very well with explanations and getting student answers with the way I showed on the board things they already knew and added to it to get the terms they needed to know. My demonstrations on rolls for all of the instruments really helped the students understand and realize that I could teach them (even though I am not a percussionist). The video for this one was very hard to keep everything in the frame, I would have tried to find a better way to include everything in this like I did with the videos in the next sections. This is the video I wished to use for the best language use.

3 LESSON 3 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in Continued work on notes and rhythms Welcome, recap of notations in parts. Each student will describe how to roll on their instrument. For chimes I will ask about the pedal, for toms I will ask about notation of line versus tom. 2 Rehearsal of piece, begin where we left off (measure 12). Work through as far as we can with rhythmic and melodic corrections as needed. Include questions regarding notation discussed in last rehearsal Play through measure 1-12 from before, add on as far as we got today. Run several times for continuity Working same section, adding dynamics as written and discussed with students Transition to band music Student effort, questions, corrections, isolations when asked Participation, answering dynamic questions using academic language learned last class Students retained the information about rolling on each of their instruments and for some of them it improved which was fantastic. We got through a lot of the piece today which made me way happier than day 1 where we didn t get through nearly as much as I wanted.

4 LESSON 4 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in Continued work on notes and rhythms Welcome, explain focus on getting through more of the music today. Rehearsal of piece, begin where we left off (measure 38). Work through as far as we can with rhythmic and melodic corrections as needed. Play through measures from before with more attention to musicality than notes. Work further on including dynamics Run through all sections worked on today multiple times Final thoughts and pack up Student effort, questions, corrections, isolations when asked, answers to dynamic questions Today the students got very excited when we encountered the sfz and actually executed it, it made the song sound way more interesting and they all loved it!

5 LESSON 5 26A Students who meet the standard understand processes, traditional tools, and modern technologies used in Continued work on notes, rhythms, and expression Welcome, explain focus on reading more than just the notes the whole time, both with written and unwritten expression. 3 min 10 min 7 min Run through of piece Play through measures from before with more attention to musicality than notes. Discussion on expression, written and unwritten in certain sections of the piece. Run section by section with expression Pack up and get in seats Write final written assessment, correct notes/rhythms/musicality Student answers Written answers We were able to get through the whole piece and begin talking about expression and dynamics throughout the piece and how that brings out the important parts and melody. In the next rehearsal of this piece I will go through and outline who should be the most important in every measure so they can adjust volume and have their shining moments.