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Observations, Key Questions Written Assignments, Performance Assessments
Observations, Key Questions Written Assignments, Performance Assessments
GRADE/SUBJECT
GRADE 9 BAND
LEARNING
OBJECTIVES
LESSON DURATION
40 minutes
ASSESSMENTS
(observations, key questions written
assignments, performance assessments)
Formative:
Watch the students as they are
playing to assess how they are
doing with the material.
Anecdotal comments for any
students/sections having particular
difficulty with a piece. (post its)
Summative:
This will be leading towards
playing tests near their next
performance.
LEARNING RESOURCES CONSULTED
1. Alberta Program of Studies (Music 7-9)
Miss Thorlakson
o Now if you have whole notes, you can play
o Now horn and flute, can we please sing our part? Flutes, your note comes from the
horn, so listen carefully
o Now everyone together.
o Beautiful
Two bars before 17, super strong Alto
o Play it 2x through with recommendations in between
17-24
o Just play if your 8th notes, so these really move the music
o Now play when you have half, quarter, quarter so those quarters also move the
music along
o Now lets do everyone, except trumpets, at 17 and hear how the music moves.
o Finally, trumpets, you are the cherry on top, lets hear everyone together.
o All of these parts layer to make a beautiful whole. This is true music and creativity.
Repertoire #3: Paratroopers (14 minutes) 11:21
Run it
Lets dig into the trio today.
Everyone with: (sing fanfare part) lets take it slowwwww
o Play it
o Sing it
o Play it again, and again up tempo
o Everyone else, I want these to be very stately 8th notes, lots of space between them.
o Lets put it together
For E, can someone tell me what cantabile means?
o So lets sing it, everyone with the melody
o Now everyone else sing your part with the melody
o Lets play it together.
Closure: __2__ minutes
Video on creativity Ira Glass
WHAT IF??
Alternates if something happens:
LESSON REFLECTION
Two things that went well:
I felt all day today that I am really starting to come into my own as a teacher. It doesnt feel like I am
playing grown-ups anymore. It is quite a shift and it feels really good! I think this is because I am
being open and receptive and when I am like that, things just happen.
In Kens observation I had him watch my positive reinforcement and facial expressions and he said
that they were waay better. This is great, because I have been really working on it. Also, it feels so
good because when you feed that kind of positivity into a group, it really comes back at you in
amazing ways. Finally, I think this is really connected to feeling truly comfortable in what I am
2
Miss Thorlakson
doing. Things are feeling really good and I am really happy with where I am in my development.
Something to think about: I was having a heck of a time trying to get my saxophones to buy in to
what we were doing. I am getting some major attitude, primarily from one of them. She is a student
who moved in and she kind of seems to roll her eyes at everything. I just dont quite know how to
get to her. I was having the saxophones and clarinets sing their lines, and the clarinets were doing it
no problem, but for the saxophones it was like pulling teeth. I dont know what I can do to get her on
my side and trusting that I am doing things so that everyone can get better. I think it might also be
just that awkward grade 9 trying to fit in stage and I dont know how much I should worry about it.
The rest of the class was very involved today.