Music Lesson Plan: Name: Richard Rubin

Music Lesson Plan
Name: Richard Rubin
Grade/Level: 9-10 Duration: 37 Minutes Topic: Concert Band
Materials Needed:
 Instruments (in working condition)
 Music (Baby Elephant Walk), Pencils, Paper.
Lesson Objectives:
 Students will enter the band room, assemble instruments, and be ready to play.
 Students will complete the warm-up portion of class, and will continue to build
confidence in their playing and conducting.
 Students will successfully play through measures 27-37, and 44-47 of Baby Elephant
Walk. They will listen to a recording of the piece, analyze it, and apply any new concepts
of this piece that they haven’t thought of before.
AZ State Standards Addressed:

 Strand _4_, Concept _3_, PO _2__: Use repertoire to demonstrate a developing
understanding of various musical structure and musical context in repertoire performed.
 Strand _6_, Concept _3_, PO _4__: Maintain a steady beat with visual assistance, while
playing individually and with others note and rest values in simple and complex meters as
encountered in the repertoire.
 Strand _6_, Concept _3_, PO _8__: Respond to basic conducting cues.
 Strand _5_, Concept 3, PO_2_: Use feedback from ensemble peers and other sources to
redefine performances.
National Music Standard(s) Achieved:

#1 Singing, alone and with others, a varied repertoire of music
#2 Performing on instruments, alone and with others, a varied repertoire of music
#3 Improvising melodies, variations, and accompaniments
#4 Composing and arranging music within specified guidelines
#5 Reading and notating music
#6 Listening to, analyzing, and describing music
#7 Evaluating music and music performances
#8 Understanding relationships between music, the other arts, and disciplines outside the arts
#9 Understanding music in relation to history and culture
Musical Focus:
Rhythm Melody Harmony
Singing Listening Playing Instruments
Form History Theory
Moving Conducting Intonation
Tone Color Vocabulary Creating
Expression Balance/Blend Other:
Page 1 of 3
Introduction/Anticipatory Set (connect the lesson objectives to previous knowledge):
 Students will…
Activities:
 Students will begin class by settling in, assembling instruments, and warm-up on there
own
o Plan for 100% engagement: Make students eliminate any conversations that
slowing this process.
o Modifications/Accommodations: If students are taking too long, give them a
sense of urgency.
o Formative Assessment: N/A
o Instructional Strategy (type of instruction occurring): N/A
o Time allotted: 4 Minutes
 Students will then move on to complete breathing gym exercises. At this point, they have
only been taught two methods of breathing gym
o Plan for 100% engagement: Make sure everyone is involved by seeing that they
are actually participating in the exercises. I will clap the counts for them.
o Modifications/Accommodations: IF there are behavioral issues, students will be
separated. IF students are not participating fully, I can explain the importance of
the exercise, and why it is important for them to participate. I can also ask them
why these are important, and try to have them realize that these exercises serve a
purpose.
o Instructional Strategy (type of instruction occurring): Counting and Breathing
o Time allotted: 5-7 Minutes
 Students will warm-up as an ensemble. Volunteer students will be conducting various

scales of their choice for their peers. I will guide each student conductor from the back of
the room. The B-flat drone will happen at the conclusion of the warm-up.
o Plan for 100% engagement: Ask for conductor volunteers! As far as the drone
goes, the class is small enough that it is evident if someone isn’t playing.
o Modifications/Accommodations: If students don’t volunteer, I will personally
pick students to conduct. If students aren’t playing, we will restart scales/the
drone until everybody is involved.
o Instructional Strategy (type of instruction occurring): Teacher Demonstration/Peer
Instruction
o Time allotted: 5 Minutes
 Students will continue to improve on BABY ELEPHANT WALK and listen to a

recording of it,
o Plan for 100% engagement: Throughout this portion, I will ask students to share
their thoughts on the ensemble’s playing. I will also have students play in
parts/pairs of there are issues with rhythms, notes, etc.
o Modifications/Accommodations: The specific sections of Baby Elephant Walk
can be broken down into smaller portions, the tempo can be reduced, unison
rhythms can be rehearsed in a “loop” until mastered, different instruments can be
asked to play a part alone or in pairs.
Page 2 of 3
o Instructional Strategy (type of instruction occurring): Counting, Finger, Clap,
Performing as an ensemble
o Time allotted: 23 Minutes (students should have time to pack up)
Concluding Activity/Success Experience:

 Students will students will perform Baby Elephant Walk from measure 27 to measure 47.
Extensions:
 If time allows, students will perform a full run-through of Baby Elephant Walk.
Summative Assessments (if performance objectives are not formally assessed--i.e., grade
attached/end of a unit, etc.--during this lesson, how would you assess individuals in the future?):
As we continue to get closer to our concert date, I want the students to be able to reflect back on
their progress. It would be important for them to understand how much they have improved, and
to know that the countless hours of rehearsal and personal practice time do pay off. Ultimately,
their performance at the concert will be their assessment.
Page 3 of 3

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Music Lesson Plan: Name: Richard Rubin

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Music Lesson Plan

Name: Richard Rubin

Grade/Level: 9-10 Duration: 37 Minutes Topic: Concert Band

AZ State Standards Addressed:

National Music Standard(s) Achieved:

 Students will warm-up as an ensemble. Volunteer students will be conducting various

 Students will continue to improve on BABY ELEPHANT WALK and listen to a

Concluding Activity/Success Experience:

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