WOODLAND HILLS HIGH SCHOOL LESSON PLAN
SAS and Understanding By Design Template
Name T Crone
Date 10/24/14
Length of Lesson 2 weeksContent Area jazz band
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My Class website was updated this week:
STAGE I – DESIRED RESULTS
LESSON TOPIC:
warm ups: DO NOW
major scales and blues scale: GUIDED PRACTICE
DAILY LESSON;
rehearsal of Mr Papi. Just Friends section by section PLUS
BEGIN IMPROVISATION SOLOS
BIG IDEAS:
UNDERSTANDING GOALS (CONCEPTS):
ESSENTIAL QUESTIONS: •In what ways do the arts both
define and express beauty?
•In what ways do consumers of art change the meaning of a
work in the arts?
•How do artists use rehearsals to improve or revise their work?
•How are the arts a medium for expressing, challenging or
preserving what a culture questions, traditions, and/or believes?
•How do artists question reveal and question stereotypes, selfawareness, and what is means to be an artist?
Students will understand: •that people make music throughout their lives.
•that there are similarities between works in different arts disciplines from
different time periods and different cultures
•that musicians use both aesthetic and critical processes to assess their own work
and compare it to the work of others
•that musicians use rehearsal as a productive time to perfect skills and music for
performance•How do an artists’ skills and experiences affect his or her artmaking?
VOCABULARY: •rhythmic structures (beat, meter, pattern,
polyrhythms)
•melodic structures (contour/patterns, modes/scales, melodic
sequence)
•harmonic structures and textures
•standard music forms, genres, composers, stylistic features
•terms and symbols used in music
•improvisation, composition, listening skills, sight reading,
performance skills
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
BIG IDEAS:
(Content standards, assessment anchors, eligible content) objectives, and skill
focus)
•The skills, techniques, elements, and principles of the arts can be learned,
studied, refined, and practiced.
•Artists use tools and resources, as well as their own experiences and skills, to
create art.
•The arts provide a medium to understand and exchange ideas.
•People use aesthetic and critical processes to assess quality, interpret meaning,
and determine value.
STUDENT OBJECTIVES (COMPETENCIES/OUTCOMES):
Students will be able to:
demonstrate the ability to independently (& together) create,
recreate and perform musical works.
•explain similarities between works in dance, music, theatre,
and visual arts in various cultural and historical contexts.
•analyze the ways in which a musician’s use of rhythm,
melody, harmony, form, texture, and expressive qualities
influence an audience’s personal response to the music.
•identify post-graduation opportunities to be part of the
musical community as audience members, amateur
musicians, or professional musicians.
STAGE II – ASSESSMENT EVIDENCE
PERFORMANCE TASK:Students are ultimately expected to
demonstrate their knowledge and skills at the end-of the
semester concert(s). Attendance and participation in the
FORMATIVE ASSESSMENTS:
#1. Choose assessments:
#2. Choose assessments:
#3. Choose assessments:
performances is required.
Others: Students will continually be evaluated based on their
participation and behavior in daily rehearsals and on written
assignments.
STAGE III: LEARNING PLAN
INSTRUCTIONAL
PROCEDURES:
Active Engagements used:
#1. Choose Active Engagements
#2. Choose Active Engagements
Others: Active Engagement,
Explicit Instruction,
Metacognition, Modeling,
Scaffolding)
•Students are presented with
opportunities to interpret,
evaluate, refine, and present
music accurately and artistically/
•Students are provided with
opportunities to apply aural
skills, music theory, and
understanding of music concepts
to independently communicate
about music.
Describe usage:
Scaffolding used:
#1. Choose Technique:
#2 . Choose Technique:
Others:
Describe usage:
Other techniques used:
MINI LESSON:
•Students will review individual
parts as deemed necessary
during the rehearsal process.
•Students will sing with their
own voice part as well as in
various combinations with other
voice parts in order to accurately
learn their own part.
•Students will be introduced to
necessary/appropriate musicreading skills and vocabulary
pertaining to each specific piece
MATERIALS AND
RESOURCES:
CONTENT AREA
READING:
Music/piano/instrument
• Buchanan, H. and
Mehaffey, M., ed. (2005).
Teaching music through
performance in choir,
volume 1. Chicago: GIA
Publications, Inc.
•Buchanan, H. and
Mehaffey, M., ed. (2007).
Teaching music through
performance in choir,
volume 2. Chicago: GIA
Publications, Inc.
•Robinson, R. and
Althouse, J. (1995). The
complete choral warm-up
book. Alfred Publishing
Co., Inc.
•Hansen, D. (2002).
Handbook for music
supervision. Reston,
Virginia: MENC-The
National Association for
Music Education.
•Mark, M. (1996).
Contemporary music
education. (3rd ed.).
Belmont, California:
Schirmer.
•Endorse, K. (2003).
Aspiring to excel:
Leadership initiatives for
music educators, volume
1. Chicago: GIA
Publications, Inc.
INTERVENTIONS:
ASSIGNMENTS:
Identify music performance
problems (i.e. intonation,
phrasing, blend, balance,
tone quality,
notation/performance
discrepancies) and methods
for correcting problems.
•Use teaching strategies that
motivate and promote
students’ music growth,
independence and creativity.
•Evaluate the effectiveness of
music instruction in terms of
content, process, and teacher
self-evaluation.
•Identify problems of
individual vocal/sound
production and determine
methods of correction.
•Identify practices in the care
and maintenance of the vocal
mechanism/instrument to
promote lifelong
performance.
•Identify musical problems in
an ensemble performance
and determine methods of
correction.
•Instructional adjustments
will be made to address the
learning needs of specific
students.
Students are expected to
independently practice music
and refine their skills. As a
supplement to class
participation, students will,
at times, be required to
complete written assignments
including writing prompts,
article reading, and
performance reflections.
WHY THE ARTS:
The arts encompass skills,
techniques, elements and
principles that can be
learned, studied, refined and
practiced. Learning about
and through the arts
develops citizens who can
make meaning from their
experiences, analyze their
choices, identify and
creatively respond to
problems, take risks, and
tolerate ambiguity. A
comprehensive, sequential
arts education develops
lifelong learners by offering
students the chance to learn
and practice as performers,
creators, critical thinkers,
informed audience members
and stewards of their cultural
heritage
Students are expected to
independently practice music
and refine their skills. As a
supplement to class
participation, students will,
at times, be required to
complete written assignments
including writing prompts,
article reading, and
performance reflections.
WHY THE ARTS:
The arts encompass skills,
techniques, elements and
principles that can be
learned, studied, refined and
practiced. Learning about
and through the arts
develops citizens who can
make meaning from their
experiences, analyze their
choices, identify and
of music.
creatively respond to
problems, take risks, and
tolerate ambiguity. A
comprehensive, sequential
arts education develops
lifelong learners by offering
students the chance to learn
and practice as performers,
creators, critical thinkers,
informed audience members
and stewards of their cultural
heritage