Lesson Plan:

60 minutes
Fort Collins High School Concert Band Lesson April 30th : Bb pentatonic Lesson Plan
Setting:
Fort Collins High School Concert Band. This band consists mostly of freshman and sophomores and are relatively familiar with grade 2-
3 literature. The band is lacking an alto saxophone and only has 1 Horn and 1 Tenor Saxophone to help fill that gap. The band also only
has 2 consistent clarinet players and 4 bass clarinet players, so some reorchestration will be necessary.

Rationale: Concert Band is a traditional band classroom. A lot of music is read and a lot of feedback is given, but oftentimes, there is a
lack of improvisational, compositional, and other lessons that allow students to express and experience their own creativity. Students
should have the opportunity to be creative and create their own music in ensemble, group, and individual settings
Standards addressed:
Colorado:

Creation of Music:The creation of music is the demonstration of learned skills in the composition, improvisation, and arranging of music.
Creating music involves writing music, fashioning new music from an existing piece of music, or forming an entirely new piece of music.

Theory of Music: The theory of music is the understanding of the distinctive language, conventions, mechanics, and structure of organized
sound. Investigation of music theory allows for a more complete understanding of all aspects of the musical process, including musical
performance and composition.

Aesthetic Valuation of Music: The value of music focuses on the knowledge needed to make an informed evaluation and to provide a well-
thought-out critique about a musical piece. It also addresses the beauty, heart, and soul: the aesthetics of music. Valuing music will permit
individuals to distinguish between a scholarly and an individual judgment of music.

Objectives:

SWBAT: Sing, Follow Along, and Play notes on a concert Bb scale using solfege, and be able to identify the Bb pentatonic scale
SWBAT: Dictate melodic themes on the Bb pentatonic scale through performance
SWBAT: Create 1-3 melodic ostinatos on the Bb concert scale and teach them to their peers.
SWBAT: Use music theory concepts such as clef, time signatures, note stemming, key signatures, etc. to accurately record melodic
ostinatos.
SWBAT: Create an arrangement of melodic themes using inferences of referential material and stories.

Materials: Chairs, Stands, Music, instruments, pencils, composition handout.

Anticipatory Set: 5 minutes

Engage:
Have students play and sing patterns on the Bb pentatonic scale using solfege.
Have students sing solfege up and down the Bb major and pentatonic scales, following the teachers hand signs
Frame: Address the learning targets for the day:
Learning Target:
1. I can play the concert Bb pentatonic scale and play an ostinato on using the concert Bb pentatonic scale
2. I can composed 2-3 ostinatos using the concert Bb pentatonic scale with correct rhythmic durations, notes, in the correct
key and time signature (concert Bb in a 4/4 measure)
3. I can create a character/theme/story that is based off of my composition. The character/theme/story relates musically.

Activities/Procedure:

Obj #1: 5 minutes

Acquisition: Have students play the Bb concert and pentatonic scales
Elaboration: Have students follow along with singing and hand-signs, and recall the improvisation exercise from last time.
Memory Strengthening: Play exercises again.
Assessment: Formative have students write down Bb pentatonic scale on their lead sheets.
Obj #2:
Acquisition: Play an ostinato theme as the percussionists compose simple themes.
Elaboration: Assign teacher-composed themes to each row of the ensemble (pointing to sections as the enter, exit, dynamics, etc.)
Memory Strengthening: Give ostinato examples again.
Assessment: Formative: have students give thumbs up/thumbs down on their level of understanding for the activity.
Obj #3: 30 minutes
Acquisition: Give students examples of ostinatos (1 is on lead sheet)
Elaboration: Have students break into groups by section and compose their own improvisation themes.
Memory Strengthening: Have students teach each other, and play through their respective themes for each sections.
Assessment: Formative -- Check student understanding, but listening to each section perform the themes individually.

Obj #4: incorporated

Acquisition: layout expectations of what students need to include on their sheet (directions on sheet)
Elaboration: Have students write out themes with correct theory elements
Memory Strengthening: Have students verbally communicate the clef and key signatures that they are using.
Assessment: diagnostic Collect lead sheet and evaluate student performance.

Obj #5: 20 minutes

Acquisition: play through improvisation exercise using student themes
Elaboration: Have students give their input on what story could be used to express the music.
Memory Strengthening: Play through exercise with story and character themes in mind.
Assessment: formative -- assess students based on their depth of input on the story elements.

Closure: Ask students how they can continue to incorporate improvisation and compositions in their playing, and ask students what
stories they can allude to the pieces they are playing in class.