Scribd Logo
Upload

Welcome to Scribd!

  • 32 views

    Phase 3 Lesson Plan

    Uploaded by

    api-456458389
    This lesson plan is for teaching students how to perform Jupiter by Holst with changing tempos. The objectives are for students to watch the conductor, perform rallentandos from measures 30 to the end, and build dynamics from measure 22 to the end. The procedure has the teacher conducting sections with rallentandos to demonstrate tempo changes and have students practice singing and playing with changing tempos. By watching the conductor and listening to each other, students will learn to adjust their tempo together for the performance.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Phase 3 Lesson Plan

    Uploaded by

    api-456458389
    32 views2 pages
    This lesson plan is for teaching students how to perform Jupiter by Holst with changing tempos. The objectives are for students to watch the conductor, perform rallentandos from measures 30 to the end, and build dynamics from measure 22 to the end. The procedure has the teacher conducting sections with rallentandos to demonstrate tempo changes and have students practice singing and playing with changing tempos. By watching the conductor and listening to each other, students will learn to adjust their tempo together for the performance.

    Original Title

    phase 3 lesson plan

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This lesson plan is for teaching students how to perform Jupiter by Holst with changing tempos. The objectives are for students to watch the conductor, perform rallentandos from measures 30 to the end, and build dynamics from measure 22 to the end. The procedure has the teacher conducting sections with rallentandos to demonstrate tempo changes and have students practice singing and playing with changing tempos. By watching the conductor and listening to each other, students will learn to adjust their tempo together for the performance.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    32 views2 pages

    Phase 3 Lesson Plan

    Uploaded by

    api-456458389
    This lesson plan is for teaching students how to perform Jupiter by Holst with changing tempos. The objectives are for students to watch the conductor, perform rallentandos from measures 30 to the end, and build dynamics from measure 22 to the end. The procedure has the teacher conducting sections with rallentandos to demonstrate tempo changes and have students practice singing and playing with changing tempos. By watching the conductor and listening to each other, students will learn to adjust their tempo together for the performance.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 2

    Phase 3 Lesson Plan

    Work: Jupiter
    Composer/arranger: Holst/arranged by James Curnow

    Objectives:
     Students will watch the conductor and listen to the rest of the ensemble for
    changes in the tempo.
     Students will successfully perform rall.’s in Jupiter in measures 30-end.
     Students will perform measures 22-end with building dynamics

    Procedure:
     Teacher will ask students to look at measure 22
    o Play 22 to the end – conducting with rall
     Go back to measure 22:
    o Open question – Did you notice anything about how we played the
    piece?
    o Guided – “Did it get faster or slower?”
     “Do you notice anything written on the music to change how
    we’re playing”
    o Closed – “ How many times did it get slower?”
    o Is there something written on the page that will tell us to go faster or
    slower?
     Plays from 30 to the rall again
    o “How did we know to get slower”
    o “Do we see anything on the page that will change how we play this
    part of the piece?”
     What is it?
     Does it tell us to go fast or slow?
     I’ll put a name to getting each one: Rallentando–write
    abbreviations on board
     Saying “Rallentando means we get slower”, getting slower as
    we finish the sentence
     Rallentando Exercise:
    o Students will sing quarter notes and I will ask them to “follow my
    hands”
     I will be getting faster and slower, to imitate the rall.’s and
    accel’s
     Ask students: “What did you notice about what we were
    doing?”
     Students will hopefully respond with us getting faster
    and slower”
    o Students will do the same thing on a concert Eb get used to playing
    and following tempo changes
     How did that sound?
     What can we do to make sure that we all play together?
     Answer (hopefully) – “we need to watch! (and/or listen
    to each other)
     We need to listen to each other
     “So if we need to look at our music and the conductor all at
    once, what can we do to make it easier on ourselves?
     Listen to each other
     Look ahead in the music
     Go back to 22 (keeping watching and listening through 38 in our mind)
    o “What are keeping in mind for this run?”
    o “What can we do to make sure we’re all playing together?”
    o Stop at 38 if needed to play through rall again
     Play 30-38
    o Repeat playing if needed – probably will be
    o “Do we see anything familiar at the end of the piece?”
    o “What is it telling us to do?”
     Play 22-end
    o Play 38-end
    o 42-end
     “What is the most important thing that we do here?”
     Watch!
     Listen!
     If time allows – Talk about dynamics
    o What do we think of when we think of the Planet Jupiter?
     Put answers onto board
     Big
     Grand
     Majestic
     Round
     Etc
    o Let’s listen to the section we just worked on think about how to make
    the music sound like that
     What did we change?
     What more can we do to make the music sound like how we
    think it should?

    Assessment:
     I’ll know that students have a grasp on tempo changes when they are able to
    anticipate and perform the ones written at measure 36 and 45. I will also be
    able to see their eyes watching me or not when we are approaching these
    sections to make sure that they are watching for the changes.

    You might also like