Lesson Plan for First Rehearsal of “A Childhood Hymn”

Brief Overview of Lesson

This lesson will be an overview rehearsal of A Childhood Hymn by David R. Holsinger. The primary goal is for students to experience
the entire piece. I will focus on rehearsing musical concepts needed to proceed from one section to the other with the most emphasis
on accurate notes and rhythms. As the focus is a “guided tour” of the piece, I will try to introduce students to each section of the work
with how it functions within the whole piece.

Music Selection:
A Childhood Hymn

Objectives / Outcomes
What outcome from your unit plan will you be working toward?
● Students will perform accurate notes and rhythms throughout the first movement
● Students will identify the sections of the first movement
● Students will identify and describe performing challenges

Standards addressed:
Please link your lesson to both a Virginia Music Standards of Learning and situate within the artistic processes of the 2014 NAfME
standards
● Virginia: Student will demonstrate music literacy
○ Identify, define, and use basic standard and instrument-specific notation for pitch, rhythm, meter, articulation,
dynamics, and other elements of music
○ Identify, read, and perform music in simple meters
○ Read and interpret standard music notation while performing music
○ Sight-read music
● Virginia: The student will demonstrate musicianship and ensemble skills at a beginning level
 ○ Match dynamics and playing style
○ Respond to conducting patterns and gestures
○ Blend and balance instrumental timbres
○ Use articulations, dynamic contrasts, and phrasing, as a means of expression
● NAfME Standard: Perform -> Rehearse, Evaluate, and Refine -> Evaluate and refine personal and ensemble performances,
individually or in collaboration with others.

Sequence of Activities

Instruments Measures Outcome Rehearsal Strategy Instructional Support

All Whole piece Students will perform Run through and as I am N/A
complete piece conducting, observe what needs
further work to go back to

All Whole piece Students will become Sizzle tongue while fingering, Conductor will count out loud
more familiar with
rhythm and breath
support

Clarinets and mm. 5 Students will play the Sizzle tonguing that measure a Conductor will count out loud
alto sax triplet accurately few times while conductor is
counting, then transition to
playing that measure

Clarinets mm. 9 – 14 Students will play Ask clarinets to play this part Conductor will count out loud
rhythms accurately alone a few times

Small triangle mm. 9 - 14 Students will play While clarinets are practicing Conductor will instruct
rhythms accurately their part, small triangle will student on small triangle
count along and then play along individually if there are any
confusions

All mm. 20 Students will perform Students will count off from mm. N/A
 different time signature 17 to better understand the
accurately different time signature.
Students will then sizzle their
parts.

All mm. 22 Students will play notes Ask the students to observe Students will be given
accurately as there is a what looks different in their permission to write this key
shift in key signature music on this measure then signature change on their
remind them about the new music and mark off
accidentals accidentals that they seem to
forget

Small mm. 34 Student will be able to Conductor will work individually

triangle count off and play with student on small triangle to
correctly on this count off and review the rhythms
measure

All Various Students will review Students will look through score Conductor will answer any
measures in musical terms and carefully along with conductor in questions about musical
the piece dynamic markings in order to fully understand how expressions and what is expected
their music the piece should be played

Assessments
What evidence of learning will you gather from students? How will you know if they’ve achieved the goals of your lesson?
Please include any formal or informal assessments you will include:
● Assessment 1 (add more bullet points as needed)

Are the students playing rhythms accurately?

Are the students following the musical terms and dynamic markings written on the score?
Are the students able to play together well as an ensemble at a consistent pace?