Tuesday, 2/18/19, Third Period

Assessment Music

Objectives
1. Students will be able to identify and distinguish between different articulations to match
different styles.
2. Students will be able to play with differing articulations to match different styles.
3. Students will learn about march form and be able to identify the parts of a march in
Portrait of a Clown​.
4. Students will be able to apply the concepts of articulation and march form to their
assessment music to differentiate between the A and B sections.

Standards Addressed

EI.1 The student will echo, read, and notate music, including
1. identifying, defining, and using basic standard notation for pitch, rhythm, meter,
articulation, dynamics, and other elements of music;

EI.2 The student will echo, read, and perform simple rhythms and rhythmic patterns,
including whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted
quarter notes, and corresponding rests.

EI.6 The student will read, notate, and perform scales, including 1. wind/mallet
student—one-octave ascending and descending concert F and B-flat major scales;

EI.12 The student will demonstrate ensemble skills at a beginning level, including
4. matching dynamic levels and playing style;

EI.13 The student will read and interpret standard music notation while performing music
of varying styles, in accordance with VBODA Levels 0 and 1.

EI.14 The student will begin to use articulations and dynamic contrasts as means of
expression.

EI.15 The student will perform simple rhythmic and melodic examples in
call-and-response styles.

Procedures
1. Students will come into the classroom, get set up for class, and begin their smart warm
ups.
2. The class will sit with good posture and breathe wind patterns of eighth, quarter, and half
note patterns.
 3. Students will play their concert Ab scale, watching the conductor to que each note.
4. Students will play their concert Bb scale in call and response style led by the teacher.
a. The teacher will demonstrate light and heavy articulations and ask students to
distinguish the two.
5. Students will split into two groups- low voices and the rest of the band
6. Low voices: Tubas, baritones, trombones, bass clarinet, and tenor saxophone will go to
the stage or small band room and get out ​Portrait of a Clown.
7. Low voices: Students will engage in a brief discussion about march form.
a. Students will gather around the conductor’s score and try to guess which
sections are which parts of the march (A, B, A’, Coda, Intro).
b. This is particularly tricky because their own parts do not contain much of the
melodic material. Students will mark their own music with these new terms, along
with the proper style/articulations used.
8. Students will play through the march and apply these new concepts of song form and
contrasting styles.
9. If time allows, the group will run through the other two assessment pieces and hit trouble
spots here and there.

Assessment
1. Students will be formally assessed on if they bring all of their materials (music,
instrument, book, pencil, etc.) and will be given “preparation” points.
2. Students will be informally assessed on their participation and playing throughout the
lesson.

Materials
- Portrait of a Clown s​ core and spare parts
- Loaner instruments, reeds, and pencils
- Whiteboard and markers to demonstrate and draw on