Instructional Plan

Program Notes
8th Grade Orchestra
Overview:
This instructional plan will consist of three consecutive lessons where students will learn
how to write program notes. In these lessons, the program notes will be in relation to the three
pieces the group is playing for festival in March. Festival is considered to be a unit, or almost
larger than a unit, as it takes most of this semester. The first lesson will consist of an explanation
on program notes and how to write them. I will be writing program notes for Spartacus, one of
the three pieces, and students will be able to choose which of the other two pieces they would
like to write program notes for. After acquainting them with the rubric, they will have the rest of
that class period to begin researching their chosen piece and begin writing. The second lesson
will quickly review the rubric for their writing and allow for more work time and group editing
time. The third lesson will consist of individual presentations on program notes and submission
of writing.
This instructional mini-unit will address the national core arts standards on responding
and connecting. These areas are often neglected in the music classroom that is focused on
ensemble work. By teaching content area literacy, my students are learning how to communicate
their understanding of the musical content in ways other than simply playing their instrument. I
picked this type of instructional plan because I would like to supplement their literacy skills by
asking them to show their understanding via writing, speaking, and listening instead of
performing, viewing, and listening which are the standard for this type of class.
The writing of program notes will demonstrate understanding of the piece selected, the
musical components of the piece, and the historical/social implications of that piece. It will
encourage students to synthesize researched information with knowledge of the music and their
individual interpretations/ideas. It allows for personal investment and opinion while emphasizing
facts and research.

Objectives:
SWBAT demonstrate understanding of societal, cultural, historical, context of a piece of music
by writing program notes for a selected piece of music that address
- title of piece and year published
- name of composer and composer dates
- biographical information about the composer
- description of the piece
- individual interpretation of the piece

with correct grammar, flow, and insight.

Methods of Assessing Objectives:

Day 1 Checklist
Day 2 Peer-editing sheet
Day 2 Self Evaluation Rubric
Day 3 Final Evaluation Rubric
National Arts Standards:
RE anchor standard 7: Perceive and analyze artistic work.
RE anchor standard 8: Interpret intent and meaning in artistic work.
CN anchor standard 11: Relate artistic ideas and works with societal, cultural and historical
context to deepen understanding.

Materials/Resources: Applicable music scores/parts, computer lab/computers for each student,

printed rubrics for each student, knowledge of what the music sounds like.
 Lesson No. 1
8th Grade Orchestra

Procedures:
1. Introduction
1. Does anyone know what program notes are?
2. Process of writing them. Research, bullets, complete sentences, peer editing, presentation
2. Example
1. Pass out rubric
2. Pick either Farandole or Contredanse
3. Read example aloud
3. Go through rubric
1. Heading (4 pieces of info)
2. Biography of Composer (3)
3. Description (3)
4. Individual Interpretation (4)
5. Bibliography/resource list at end
4. Research/writing time

Day 1 Checklist due:

Title of piece:
Publication year:
Composer name:
Composer dates (lifespan):

Information about the composer (3 bullet points)

1.
2.
3.

Description of the piece (3 bullet points)

1.
2.
3.

Individual interpretation (3 bullet points)

1.
2.
3.

Questions I have:
 Lesson No. 2
8th Grade Orchestra

1. Review rubric
2. Address questions from formative assessment from lesson 1
3. Research/writing time
1. 15 minutes to edit/write
4. Peer editing time
1. Edit 1 or 2 others papers (dependent on class numbers)
2. Fill out a rubric for their own draft

Day 2 Peer-Editing Sheet due:

Peer Editing

Name: _____________________

Editor 1:
One thing I like about your paper is:

One thing I learned from your paper is:

One thing I think you could fix or improve is:

Editor 2:
One thing I like about your paper is:

One thing I learned from your paper is:

One thing I think you could fix or improve is:

Day 2 Self-Evaluation Rubric Due:
Circle one box per row that best aligns with your writing.
3 2 1 0

Heading Includes all of the Includes most of the Includes few of the Includes none of the
following: following: following: following:
-Title of piece -Title of piece -Title of piece -Title of piece
-Date published -Date published -Date published -Date published
-Composer name -Composer name -Composer name -Composer name
-Composer birth -Composer birth -Composer birth -Composer birth
year year year year

Biography Includes three pieces Includes two pieces Includes one piece of Includes no
of information about of information about information about information about
the composer. the composer. the composer. the composer.

Description Includes three pieces Includes two pieces Includes one piece of Includes no
of descriptive of descriptive descriptive descriptive
information about information about information about information about
the piece. the piece. the piece. the piece.

Individual Includes three Includes two Includes one Includes no

interpretation statements about statements about statement about statements about
individual individual individual individual
interpretation. interpretation. interpretation. interpretation.

Grammar/ Writing has 1-3 Writing has 3-5 Writing has 5-7 Writing has 7 or
Spelling/Flow spelling or grammar spelling or grammar spelling or grammar more spelling or
errors that do not errors that slightly errors that greatly grammar errors that
detract from the detract from the detract from the disrupt the program
program notes. program notes. program notes. notes. Writing does
Writing flows and Writing flows and Writing flows and not flow or connect
connects information connects information connects information information.
well. Contains decently well. sporadically. Contains
bibliography. Contains Contains bibliography.
bibliography. bibliography.

___/15
 Lesson No. 3
8th Grade Orchestra

1. Final edits (10-15 min)

2. Present program notes
3. Submit program notes

Final Draft Assessment:

3 2 1 0

Heading Includes all of the Includes most of the Includes few of the Includes none of the
following: following: following: following:
-Title of piece -Title of piece -Title of piece -Title of piece
-Date published -Date published -Date published -Date published
-Composer name -Composer name -Composer name -Composer name
-Composer birth -Composer birth -Composer birth -Composer birth
year year year year

Biography Includes three pieces Includes two pieces Includes one piece of Includes no
of information about of information about information about information about
the composer. the composer. the composer. the composer.

Description Includes three pieces Includes two pieces Includes one piece of Includes no
of descriptive of descriptive descriptive descriptive
information about information about information about information about
the piece. the piece. the piece. the piece.

Individual Includes three Includes two Includes one Includes no

interpretation statements about statements about statement about statements about
individual individual individual individual
interpretation. interpretation. interpretation. interpretation.

Grammar/ Writing has 1-3 Writing has 3-5 Writing has 5-7 Writing has 7 or
Spelling/Flow spelling or grammar spelling or grammar spelling or grammar more spelling or
errors that do not errors that slightly errors that greatly grammar errors that
detract from the detract from the detract from the disrupt the program
program notes. program notes. program notes. notes. Writing does
Writing flows and Writing flows and Writing flows and not flow or connect
connects information connects information connects information information.
well. Contains decently well. sporadically. Contains
bibliography. Contains Contains bibliography.
bibliography. bibliography.

___/15
Resources:

http://www.lib.washington.edu/music/howdoi/tutorial-how-do-i-write-program-notes

http://www.sfsymphony.org/Watch-Listen-Learn/Read-Program-Notes/Program-Notes/
ADAMS,-J-GRAND-PIANOLA-MUSIC.aspx

https://www.brianbalmages.com/biography