Piece: “Radetzky March”

Analysis—What are the teachable aspects in this piece?

Rhythm: Moderately = 120
4/4 time
Eighth notes, Quarter Notes, half notes

Melody: Eb Major

Harmony: Eb: Includes: I, V, V7, ii, ii7, ii9, IV, V/V, Timbre: Wind Band: Brass, Woodwinds, and
viio, III Percussion

Expression: f: beginning-5 Style: March

mp:5-13
mf: 13-21
f: 21-24
cres: 25-27, 29-31
decresc: 27-29, 31-33
f: 33-35
decresc: 35-36
Staccato
Legato
Slur
Form: A, A, A’, B, B History/Culture/Other Disciplines: composed in
1848 and is named after Field Marshal Radetzky. It
is written to celebrate Radetzky’s victory in a
major battle.
*Highlight, bold, or color the teachable technical and meaningful aspects of the piece.
Grade/Level: 6th grade
Based on Curriculum Map from: Chelmsford Public Schools Fine and Performing Arts Department
Objectives/Outcomes (Standard)
After learning this piece, each student will:
1. play the A melody in “The Radetzky March”
with clear differences in staccato, legato, and
slurs and steady tempo. (MU: Pr4.3. E.8a)
(MIB.11.4)
2. Students will compose an 8-bar march style
rhythmic composition in 4/4 time using eighth
notes/rests, quarter notes/rests, and no more
than 2 half notes/rests, handwritten with
proper musical notation on a one-line staff,
ensuring that each measure has the correct
number of beats. (MU: Cr2.1. E.8a) (MIB 1.1
MII.7.1)
3. Define what a March is in your own words
and identify at least one other well-known
march. (MU: Re8.1. E.5a) (MIB.19.)
Assessment
Each student will be assessed by:
1. rotating during band class into a practice
room to record themselves playing the A
melody. The student will establish their
own tempo and must speak a count off out
loud before playing. A rubric will be used to
assess their steady tempo, appropriate
musical expression, and using clear
difference in staccato, legato, and slurred
articulation patterns.
2. posting a copy of the handwritten
notation to their Google Classroom site. A
rubric will be used to assess this
composition and determine if it is the
proper length, proper use of different
rhythms, handwritten with correct note
heads and stems, and that each measure
contains the correct number of beats. They
will also receive a completion grade for
posting to Google Classroom and also
giving feedback to at least one peer.
3. Students will submit these answers
online through use of a google form, a
check list will be used to assess if they
explained a march in their own words and
named at least 1 other march. Any
additional march will not be extra credit.
 Reinforced (Prior) Content: Pre-Assessment Process:
[What do students need to know/be able to do before teaching [How will you determine that they know/can do those
this piece?] things?]

-4/4 time
- dynamics: p, mp, mf, f, cresc., decresc. 1. a variety of different rhythmic patterns
-count rhythms using the number system will be handed out with no time signature
-da capo included. Students must identify which
-accidental patterns are in 4/4 time. (4/4/ time)
-repeats
-anacrusis 2. Students must put the dynamics in order
from loudest to softest. (Dynamics)

3. Students must count the rhythm

patterns handed out in an earlier pre-
assessment. (Counting using numbers)

Teaching Process:
Lesson 1:
Goal/Focus:
1.
2.
3. ….
Informal assessment:

Lesson 2:
Goal/Focus:
1.
2.
3. ….
Informal/Formal assessment:

Rubrics/Assessment Tools:

Performance Skill Level 3 Level 2 Level 1

Steady Tempo Played the “A” Played the “A” Played the “A”
section with a section with a tempo section with a tempo
uniform and steady that slowed down/ that varied
 tempo. sped up over the throughout.
course of the
excerpt.
Articulation (mostly Played the “A” Played the “A” Played the “A”
between staccatos section with a clear section with some section with little
and legatos) distinction between difference between difference between
staccato and legato staccato and legato staccato and legato
notes. notes. notes.

Creative Skill Level 3 Level 2 Level1

Post to Google Student posted the Student did not post

Classroom composition on the composition on
Google Classroom Google Classroom
Give feedback to Student gave Student did not give
Peer feedback to a peer feedback to a peer
on Google Classroom on Google Classroom
Proper Handwritten Students have Students have Students have
Notation written note heads written note heads written note heads
with stems on the with stems not on with stems not on
correct side of the the correct side OR the correct side AND
note head, and connected beats not connected beats not
connected beats beamed properly beamed properly
beamed properly
Correct Number of Composition contains Composition contains Composition contains
Beats 4 beats per measure between 2 and 3 less than 1 beat per
beats per measure measure
Correct length Composition is 8 Composition is 4-7 Composition is less
measures long measures long than 4 measures
long.
Use of Different Composition contains Composition does Composition does
Rhythms eighth notes, quarter not contain eighth not contain eighth
notes, and no more notes OR does not notes, quarter notes,
than 2 half notes, contain quarter notes and contains more
and those respective OR contains more than 2 half notes.
rests than 2 half
notes/rests

Responding Complete Incomplete

Definition The Students defined what a
march was in their own
words.
Example The Students listed at least
one additional march.
The Students did not define
what a march is.
The students did not list at
least one additional march.

Accommodations/Adaptations: (Pacing, Color, Size, Modality)

Pacing: The teacher will set a tempo well below the written tempo. Student will count
themselves off (starting with 1+ 2+ 3+ 4+, then shifting to 1, 2, 3, 4). After counting
themselves off, student will count with numbers from measure 1 to measure 21. While
counting, students will count with the proper articulation styles (staccatos, legatos, and
slurs).

Color: Students will be given three colored pencils (Green, blue, and orange). The Green will
be used to color a box around slurred notes, the blue will be used to color a box around
legato notes, and orange will be used to color a box around staccato notes on their individual
parts.

Size: Each student will be specially adapted parts for their instrument. The part will contain
different sized notes and a different sized staff (all still large enough to be readable). When
that particular part has the melody, the print will be larger to alert students to bring it out.
Secondary lines will be a medium sized font to tell students that it is not the most import
part. And the parts that are not the melody the print will be smaller. Original dynamic
markings will still be given, but size will accompany the dynamics.

Modality: Students will be given a sheet of paper with a one-line staff with several different
rhythm patterns written down containing eighth notes, quarter notes, and half notes. The
students will sway to the tempo as the teacher sings the rhythm using takadimi and students
will repeat that rhythm back.

Modifications of Curriculum: (forward/backward)

Performance
Backwards: Play the A melody in “The Radetzky March” with a clear difference between
articulated and slurred notes.
Forward: Play the A melody in “The Radetzky March” with varied articulation style, and
steady tempo; and a clear understanding of the phrasing and direction through the first
section.
Creation
Backward: Students will create an 8-measure rhythmic composition consisting of quarter
notes and half notes. The composition will be performed by playing their instrument for the
teacher.
Forward: Students will create a 2-part, 8-measure rhythmic composition in 4/4 time using
eighth notes, quarter notes, and half notes; handwritten with proper musical notation on a
one-line staff and ensuring that each measure has the correct number of beats.

Responding:
Backward: Define what a march is and pick one march from a list of pieces.
Forward: Define what a march is, provide one example of a march, and list the various
sections included in a march.
Reflection on Teaching: