SECONDARY UNIT

Armenian Rhapsody by: Johnnie Vinson

SPRING 2019
ABBY GILES
Sterling High School
Table of Contents
Learning Objectives…………….………………………………………………………………….…………….3

Standards……………..……………………………………………………………………………….…………….4

Pre-Assessment……………………………………………………………………………………………………5

Lesson Plan #1…………………………………………………………………………………………..……...6-7

Lesson Plan #2………………………………………………………………………………………………...7-10

Lesson Plan #3……………………………………………………………………………………..…….…11-12

Lesson Plan #4…………………………………………………………………………………..………….13-14

Lesson Plan #5……………………………………………………………………………………………….15-17

Formative Assessment……………………….………………………………………………………………18

Post Assessment……………………………………………………………………………………………19-21

Glossary……………………………………………………………………………………………………………..22
ARMENIAN RHAPSODAY
By: Johnnie Vinson

Learning Objectives:

 Students will learn and apply the composers’ intent behind the piece to their playing.
 Students will learn and demonstrate the correct style, tempo, and dynamics.
 Students will understand and demonstrate the correct style of the piece with minimal
missed notes and correct rhythms.
 Students will play through the piece with the correct style and while keeping constant
air throughout the phrases.
 Students will improve tuning through singing their parts, tuning individually by section,
and listening to their part of chords.
 Students will play with the correct blend and balance by playing softer when they have
the harmony.
 Students will effectively play the transitions between sections in the piece.
 Students will demonstrate good tone quality on their instrument by using open, clear
tone and good air support.
 Students will play with proper balance and blend through not overplaying and causing
the melody to work harder than they need to and playing the correct dynamics.
 Students will play smooth transitions between the sections by using the correct
dynamics, style, and passing the line from one section to the next.
 Students will play through the piece with correct pitch, listening for in-tune chords,
correct dynamics, balance and blend throughout.
Standards:

MU: Cr3.1. E. Evaluate and refine draft melodies, rhythmic passages, arrangements, and
improvisations based on established criteria, including the extent to which they address
identified purposes.

MU: Pr4.2. E.5a Demonstrate, using music reading skills where appropriate, how the setting
and formal characteristics of musical works contribute to understanding the context of the
music in prepared or improvised performances.

MU: Pr4.2. E.5a Demonstrate, using music reading skills where appropriate, how knowledge of
formal aspects in musical works inform prepared or improvised performances.

MU: Pr6.1. E.5a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.

MU: Pr6.1. E. Ib Demonstrate an understanding of expressive intent by connecting with an

audience through prepared and improvised performances.

MU: Re7.1. E. Ia Apply criteria to select music for specified purposes, supporting choices by
citing characteristics found in the music and connections to interest, purpose, and context.

MU: Re7.2. E.8a Describe how understanding context and the way the elements of music are
manipulated inform the response to music.

MU: Re8.1. E.8a Identify and support interpretations of the expressive intent and meaning of
musical works, citing as evidence the treatment of the elements of music, contexts, and (when
appropriate) the setting of the text.

MU: Re9.1. E.8a Explain the influence of experiences, analysis, and context on interest in and
evaluation of music.

MU: Cn11.0. T.8a Demonstrate understanding of relationships between music and the other
arts, other disciplines, varied contexts, and daily life.
Pre-Assessment

Rating Scale (Teacher Assessment): DATA USED IN ENTRY 11

The teacher will rate students on the following concepts displayed after sight-reading the piece.
Musical Concept Teacher Assessment (1-10
with 10 being the best and 1
being the worst) How did
students perform this
concept on their Winter
Concert?
Note Accuracy
Demonstration of Musicality,
Dynamics, Phrasing
Style- Correct Articulation,
use of accents, and phrasing
Blend, Balance, and Vertical
Alignment
Tone, Sound Quality, and
Pitch
 Lesson Plan #1

Lesson Plan

Teacher(s): _Abby Giles____ Grade Level: _High School ____ Date Taught: __1-15-19____

Lesson Title: _Armenian Rhapsody__ Subject: _Band____ Approximate Time Length: 30

min__

KCCR Standard Pr.5.N.a Demonstrate attention to technical accuracy and expressive

qualities in prepared and improvised performances of a varied repertoire of
music.
Pr.5.N.b Demonstrate an awareness of the context of the music through
prepared and improvised performances.
MU: Re7.2. E.8a Describe how understanding context and the way the
elements of music are manipulated inform the response to music.
Lesson Objective Students will play through m. 50-81 with correct style, proper tone, and
using musical expression.
Students will play m. 50-81 with correct blend, balance, and tuning.
Students will play m. 81-137 with matching articulation, vertical alignment,
matching style and note length.
Students will play using proper balance and blend from m. 81-137.
Assessment/Criteria Did students play m. 50-81 with correct style, proper tone, and musical
expression? Listen and assess aurally.
Did students play with correct blend, balance, and tuning in m. 50-81?
Were transitions between sections smooth with correct vertical alignment?
Listen and assess.

Est. Lesson Activities

Time
of Task

5 min Warmup:
Bach Chorale #12
Chord Chart. Talk about balance between the root, third, and 5 th.
Beginning
Engage

Have them do a chord exercise on whole notes: The root comes in on measure one and
continues to hold the note out, the 5th comes in on measure 2, and third comes in on
measure three. They rest for one measure and then play the whole note chord all together.
Then, they go down a half step down the scale.
 15
minutes 1. Slow Section: m. 50-81
Explain/Explore

2. Play Through again, this time adding more musical expression. Are they overdoing
the 2 bar crescendos and decrescendos?
Middle

3. Separate any individual parts that need more attention.

4. Start 4 measures before this section, and practice the transition into it.
5. Start at the beginning of the piece, and apply what you have worked on by putting
into context.
10 6. Start at m. 81, and focus on matching articulation and vertical alignment.
minutes 7. Separate the accompaniment parts and melody. Have sections play whenever they
have these lines.
Evaluate

8. Focus on matching style, note length, and playing with correct balance and blend
End

between the parts.

9. Have percussion play both times.
10. Have just percussion play their part by themselves. From m. 81-137.
11. Put the two parts back together and play this section again, from m. 81- 137.

Strategies: What Discussion, Question and Answer

instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
 Lesson Plan #2

Lesson Plan

Teacher(s): _Abby Giles____ Grade Level: _High School ____ Date Taught: __1-18-19____

Lesson Title: _Armenian Rhapsody__ Subject: _Band____ Approximate Time Length: 30

min__

KCCR Standard Pr.5.N.a Demonstrate attention to technical accuracy and expressive

qualities in prepared and improvised performances of a varied repertoire of
music.
Pr.5.N.b Demonstrate an awareness of the context of the music through
prepared and improvised performances.
MU: Pr4.2. E.5a Demonstrate, using music reading skills where appropriate,
how knowledge of formal aspects in musical works inform prepared or
improvised performances.
Lesson Objective Students will play balanced and in tune chords during the warmup exercise,
and they will correctly go down a half step together.
Students will play m. 81-125 with accurate vertical alignment, matching
style, articulation, and playing the right notes.
Percussion will play the correct rhythms with good balance with the band in
this section.
Flutes and clarinets will match style and articulation, playing notes light in
m. 141.
Assessment/Criteria Aurally assist m. 81- 164. Did students play balance and play matching
articulation with accurate vertical alignment and notes?

Est. Lesson Activities

Time
of Task
 7 min Warmup:
1. Bach Chorale #14
2. Play a Concert F Major Chord.
3. Have just the root play by themselves, then the fifth, then the third.
4. Hear it again, all together.
5. Now, have them sing the chord.
Beginning

6. “Let’s try the chord exercise that we did last time again. Repeat the directions.
Engage

Have them do a chord exercise on whole notes: The root comes in on measure one and
continues to hold the note out, the 5th comes in on measure 2, and third comes in on
measure three. They rest for one measure and then play the whole note chord all together.
7. Then, they go down a half step down the scale. Have the students first hold out the
chord before doing the exercise to make sure that everyone is going a half step
down. “Think about the note that you just played, and go a half step down from that
note.”
8. TUNE (don’t forget this again)
15 9. “During the last time we played this, I wanted us to try and get through it top to
minutes bottom playing it since it had been a little while since we had done that. We had a
few rough spots, but we made it all the way through, and this gives us a better idea
of the areas that we need to focus on. However, it also told me that you have a good
grasp on the main idea and sound concept of this piece.
10. Start at m. 81 focusing on vertical alignment and matching articulation. When the
trumpets come in with the melody in m. 85, I want everyone who has that melody
Explain/Explore

after them to try and emulate their style. Most likely stop at m. 125
Middle

11. If needed, separate melody and accompaniment parts in this section. Possibly work
with the trombones at m. 117. They had a part that they struggled on when we ran
it, and listen for this.
12. Have the percussion play their part separately. Address tambourine (I could hear it
but couldn’t see it on Wednesday. Have them hold it up). Make sure all parts are
covered and that they are play accurately.
13. At m 141, make sure that the flutes and clarinets are matching a light, staccato
articulation.
14. If you get this far, put it back together and stop at m. 164.

3 15. Play everything from m. 81-164 (or wherever you were able to get). Play with
Evaluate

minutes accurate pitch, notes, rhythm, and characteristic tone.

End

Strategies: What Discussion, Question and Answer

instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
 Lesson Plan #3

Lesson Plan

Teacher(s): _Abby Giles____ Grade Level: _High School ____ Date Taught: __1-28-19____

Lesson Title: _Armenian Rhapsody__ Subject: _Band____ Approximate Time Length: 30

min__

KCCR Standard Pr.5.N.a Demonstrate attention to technical accuracy and expressive

Lesson Objective
Assessment/Criteria
qualities in prepared and improvised performances of a varied repertoire of
music.
Pr.5.N.b Demonstrate an awareness of the context of the music through
prepared and improvised performances.
The ensemble will play through Armenian Rhapsody start to finish, with
correct notes, rhythms, and balance.
The ensemble will keep a steady tempo throughout the section at m. 81.
In the slow section, the ensemble will shape the phrases musically, using
dynamics.
Students will play from m. 81-the end of the piece, focusing on keeping a
steady tempo before the accel. and tempo change, and also focusing on
playing with accurate vertical alignment and articulation.
How were notes, rhythms, and balance when the ensemble played through
the piece start to finish? Aurally assess this and address what they did well
and can still work on. Ask the students what they think they still need to
personally work on.
How is musical expression in the slow section?
How is our tempo? Are we rushing at m. 81? Can the ensemble keep a
steady tempo without the help of the conductor?
How is vertical alignment from m. 81 to the end. Listen for if we are playing
together on the accel.

Est. Lesson Activities

Time
of Task
 7 min Warmup:
1. Before we warmup, address the mallet percussion part in Armenian. Tell them to
work on it quietly while everyone else warms up.
2. Play Bach Chorale #12
3. This time, I want you to try and play the chorale overdoing the musical expression
Beginning
Engage

that you use. Section leaders, you lead this, and everyone else listen and try to
match them.
4. Tune
5. Chords: Split the band into two halves and hold up a number degree of the scale that
you want them to play.
6. Play a Remington exercise, in four with everyone focusing on matching pitch and
tone.
20 7. Play Armenian from top to bottom.
minutes 8. If there is a certain section that you personally feel that you need to improve on, I
encourage you to take out your pencil and circle that part and practice it, just for a
few minutes.
9. Review the transitions to the end of the piece, starting at m. 157. Focus on
Explain/Explore

transitions into the accel. and new tempo.

Middle

10. At m. 52, have the melody line play by themselves, and without you conducting,
have them shape the phrases and overdo their musical expression.
11. Start the piece at the beginning. Focus on starting together and playing with
matched style.
12. Start at m. 15 and focus on matching style and vertical alignment, with the fronts of
the notes matching on entrances.
13. Review the woodwind runs at the beginning.
1 14. Play from the beginning to end, listening for vertical alignment, matching style and
Evaluate

minute articulation, and dynamic contrast.

End

Strategies: What Discussion, Question and Answer

instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
 Lesson Plan #4

Lesson Plan

Teacher(s): _Abby Giles____ Grade Level: _High School ____ Date Taught: __2-05-19____

Lesson Title: _Armenian Rhapsody__ Subject: _Band____ Approximate Time Length: 30

min__

KCCR Standard Pr.5.N.a Demonstrate attention to technical accuracy and expressive

Lesson Objective
Assessment/Criteria
qualities in prepared and improvised performances of a varied repertoire of
music.
Pr.5.N.b Demonstrate an awareness of the context of the music through
prepared and improvised performances.
Pr.2.Ac Document and demonstrate, using music reading skills where
appropriate, how compositional devices employed and theoretical and
structural aspects of musical works may impact and inform prepared and
improvised performances.
Pr.3.Ac Demonstrate how understanding the style, genre, and context of a
varied
Pr.5.Ac.a Demonstrate mastery of the technical demands and an
understanding of expressive qualities of the music in prepared and
improvised performances of a varied repertoire representing diverse
cultures, styles, genres, and historical periods.
The ensemble will play through Armenian Rhapsody start to finish, with
correct notes, rhythms, and balance.
The ensemble will play at m. 50 without the conductor’s assistance, and
they will play with musical expression using dynamics and style.
The ensemble will correctly transition into different tempos, dynamics, and
styles throughout the piece.
How were notes, rhythms, and balance when the ensemble played through
the piece start to finish? Aurally assess this and address what they did well
and can still work on. Ask the students what they think they still need to
personally work on.
How is musical expression in the slow section?
How are transitions into different tempos?
How is the start of the piece? Is our entrance together? Are woodwind runs
accurate and together as far as vertical alignment is concerned?

Est. Lesson Activities

Time
of Task
 7 min Warmup:
1. Before we warmup, address the mallet percussion part in Armenian. Tell them to
work on it quietly while everyone else warms up.
2. Play Bach Chorale #12
3. This time, I want you to try and play the chorale overdoing the musical expression
Beginning
Engage

that you use. Section leaders, you lead this, and everyone else listen and try to
match them.
4. Tune
5. Chords: Split the band into two halves and hold up a number degree of the scale that
you want them to play.
6. Play a Remington exercise, in four with everyone focusing on matching pitch and
tone.
20 7. Play Armenian from top to bottom.
minutes 8. If there is a certain section that you personally feel that you need to improve on, I
encourage you to take out your pencil and circle that part and practice it, just for a
few minutes.
9. Review the transitions to the end of the piece, starting at m. 157. Focus on
Explain/Explore

transitions into the accel. and new tempo.

Middle

10. At m. 52, have the melody line play by themselves, and without you conducting,
have them shape the phrases and overdo their musical expression.
11. Start the piece at the beginning. Focus on starting together and playing with
matched style.
12. Start at m. 15 and focus on matching style and vertical alignment, with the fronts of
the notes matching on entrances.
13. Review the woodwind runs at the beginning.
1 14. Play from the beginning to end, listening for vertical alignment, matching style and
Evaluate

minute articulation, and dynamic contrast.

End

Strategies: What Discussion, Question and Answer

instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
 Lesson Plan #5

Lesson Plan

Teacher(s): _Abby Giles____ Grade Level: _High School ____ Date Taught: __2-11-19____

Lesson Title: _Armenian Rhapsody__ Subject: _Band____ Approximate Time Length: 30

min__

KCCR Standard Pr.5.N.a Demonstrate attention to technical accuracy and expressive

qualities in prepared and improvised performances of a varied repertoire of
music.
Pr.5.N.b Demonstrate an awareness of the context of the music through
prepared and improvised performances.
Pr.2.Ac Document and demonstrate, using music reading skills where
appropriate, how compositional devices employed and theoretical and
structural aspects of musical works may impact and inform prepared and
improvised performances.
Pr.3.Ac Demonstrate how understanding the style, genre, and context of a
varied
Pr.5.Ac.a Demonstrate mastery of the technical demands and an
understanding of expressive qualities of the music in prepared and
improvised performances of a varied repertoire representing diverse
cultures, styles, genres, and historical periods.
Lesson Objective The ensemble will play from m. 81- m. 137 with correct style, with the
accompaniment playing lightly, and with correct balance and blend.
The ensemble will play from m. 173-the end with good tone and correct
balance.
Assessment/Criteria Are the accompaniment parts playing with a light style with correct vertical
alignment in m. 81-137?
How is our tone and balance overall?

Est. Lesson Activities

Time
of Task

7 min Warmup:
Beginning

1. Play Bach Chorale #12

Engage

2. Tune
3. Play a Remington exercise, in four with everyone focusing on matching pitch and
tone.
 20 4. Start in m. 81, have everyone play to m. 137
minutes 5. First, hear all of the accompaniment parts (everyone who has the eighth notes that
are on the beat and on the off beat)
6. If it still an issue, address the heaviness of the notes, and how that is slowing us
down. (Bowling balls vs. bouncy balls) Try to make them lighter.
7. Let’s first hear everyone who plays on the beat. This should be the people who just
have an eight note then an eighth rest on beat one. Watch your part and come in if
this is you later in your music. Let’s see who can do a better job of matching a light
style with correct vertical alignment, the people on the beat or off the beat!
8. Now, it’s time for the off beat people. This should be most of the people who have
two eighth notes on beat one in the first measure. Again, watch your part and come
in if you have this part at any time. There are a few measures that don’t have this
part, and just continue to focus on coming back in.
9. Raise your hand if you thought that the “on the beat people” did a better job of
matching a light, articulate style. Now raise your hand if you think the off beat
Explain/Explore

people did.
Middle

10. Let’s put those two parts together. Percussion, you can play with us. This
accompaniment part also has a call and response aspect. Know this, and don’t let
this slow us down, but instead try and make it all sound like one line.
11. Something I want you to keep in mind on this is not only the style, but playing each
note with good tone even if it is light.
12. Let’s play it all together, with everyone, including percussion. Now that you are doing
a better job of playing with a light style, we have to make sure that we are playing
inside the ensemble’s sound. So, listen for the melody when they come in.
13. Now, I want to hear percussion at m. 81.
14. If needed, go and demonstrate how I want Avry to hold the tambourine. Is the bass
drum still “boomy?”
15. Have everyone play at m. 81-the end.
16. Start at m. 173, and have everyone try to play as quietly as they can, while still
maintaining energy and style of the notes.
17. Now, I want you to play as loud as you can.
18. You now know where your floor and your ceiling is. Even though you are marked
fortissimo here, I want you to still play inside of the ensemble sound. Also, play with
good tone, not with pep band tone.
1 19. Let’s play this again, loud, but not as loud as you can play, and with keeping good
Evaluate

minute tone and balance. Play from m. 173 to the end.

End

Strategies: What Discussion, Question and Answer

instructional strategies
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,
etc.)
Formative Assessments

Formative Assessment #1: Students will be rated on the following scale for their playing test
video of individually assigned parts. The parts will be the same per instrument section. Students
can receive a score of up to 50 points.

Rate students from 1-10,

with 10 being the best and 1
being the worst on the
following musical skills for
their playing test.
Note Accuracy
Musicality
Dynamics
Style (Articulation)
Tone and Pitch
Final Score: ____/50 points

Rating Scale: Rehearsal of Armenian Rhapsody

Individual Assessment (1-10 Group Assessment (1-10
with 10 being the best and 1 with 10 being the best and 1
being the worst) How did being the worst) How did
you perform this concept the ensemble perform this
individually? concept as a group?
Note Accuracy
Musicality
Dynamics
Phrasing
Style (Articulation)
Blend
Tone
Pitch
Vertical Alignment
Balance
Post Assessment

Rating Scale (Teacher Assessment): DATA USED IN ENTRY 11

After the concert, the teacher will rate students on the following concepts displayed in the
performance of the piece at their winter concert.
Musical Concept Teacher Assessment (1-10
with 10 being the best and 1
being the worst) How did
students perform this
concept on their Winter
Concert?
Note Accuracy
Demonstration of Musicality,
Dynamics, Phrasing
Style- Correct Articulation,
use of accents, and phrasing
Blend, Balance, and Vertical
Alignment
Tone, Sound Quality, and
Pitch

Rating Scale (Student Self-Assessment):

After the concert, students will watch and listen to a recording of their performance and will
self-assess their individual performance as well as the group’s performance by completing the
rating scale.

Rating Scale: Rehearsal of Armenian Rhapsody

Individual Assessment (1-10 Group Assessment (1-10
with 10 being the best and 1 with 10 being the best and 1
being the worst) How did being the worst) How did
you perform this concept the ensemble perform this
individually? concept as a group?
Note Accuracy
Musicality
Dynamics
Phrasing
Style (Articulation)
Blend and Balance
Tone
Pitch
 Vertical Alignment

Journal:

Students will be asked the following writing prompts and will be asked to answer them after
watching and listening to the performance.

Question #1: What went well in our performance of Armenian Rhapsody?

Question #2: What could we have improved?

Question #3: How could we improve this? What are some things that we could do to fix the
problem?

Question #4: What did you learn from learning this piece?

Question #5: How can you apply what you learned from learning this piece to songs that we
play in the future?

Rating Scale for Grading Journal Entries:

Rating
Criteria 5 points 3 points 1 point 0 points
Prompts All prompts are Two prompts At least one No prompts
addressed, showing are addressed, essay prompt is are submitted.
critical thinking skills. showing critical addressed.
Depending on what it thinking skills. Critical thinking
calls for, in-depth Student is skills are not
examples/explanation adequately demonstrated
are given for each detailed in the as the student
prompt answers given. didn’t embellish
on their
information.
Writing Sentences are written Student writes Student does A complete
as complete complete not write in sentence isn’t
sentences for each sentences for complete given, and
prompt. There are each prompt. sentences. there are
minimal grammatical There are a few There are minimal
errors or mistakes. It grammatical several answers to the
is evident that the errors, but grammatical questions. The
student thought nothing major. errors. The information is
about what they information is not structured
wanted to say and not structured in a way that
how they wanted to in a way that allows the
structure the allows the reader to easily
information. reader to easily understand
understand what the
what the student was
student was getting across.
getting across.
GLOSSARY

Style- style is often reflective of the genre of music, the time period it was written in, and the
marking in the music

Tempo- the speed at which a piece of music is played. Sometimes the exact tempo is given at
the beginning of a piece of music with the number of beats to a minute, as measured by a
metronome

Dynamics- the levels of sound, loud or soft, in a piece of music

Blend- an ensemble’s ability to play together using the same tone quality, pitch, and dynamics

Balance- balance regards the ensemble playing with correct dynamics depending on whether
they are playing the harmony and melody in relation to the dynamic that is marked.

Chromatic Scale- a scale made up of the half steps of a major scale in succession of each other

Tone- relates directly to a sounds pitch, quality, and strength; you should play with a tone that
represents good sound quality on your instrument, and it should match across your section and
the band.

Pitch- quality of a sound governed by the rate of vibrations producing it; the degree of highness
or lowness of a tone

Phrase- recognizable musical unit, generally ending in a cadence of some kind, and forming part
of a period or sentence

Musical Expression- showing emotion and feeling though music, and this is often achieved by
dynamic contrast, style, articulation, and tempo

Melody- prominent part in a piece of music; what you want to be heard; the most important
part

Harmony- combination of simultaneously sounded musical notes to produce chords and chord
progressions having a pleasing effect; supporting part to the melody