Text “Acropolis” Matthew Putnam

Grade level: 6th Grade beginning band

Introduction:

The classroom I am in for my practicum has students with lots of different learning styles and at
different levels of music literacy. Some of the students have a really good understanding of how
to read music and some really struggle with it. When I wrote this lesson, I approached reading
the music in several ways and gave the students several attempts to work through it before
playing it. I also introduced them to the way the music sounds through a recording and through
echoing me singing so they had a good idea of what they were reading.

Lesson:
Objective: At the end of class period, 6th grade students will play the first phrase of “Acropolis”
and understand the background of the piece.

1) Echo singing
a) Teacher sings melody phrase by phrase and students echo
i) This helps students get the piece in their ear before ever seeing it on
paper
2) Listen to the piece
a) Did you hear the melody we just sang? Let’s listen again, see if you hear it this
time?
b) What does this piece make you think of? What does it sound like? What else did
you notice? (encourage a class discussion and let students discuss what stood
out to them)
i) This will help student connect with the piece and make them feel more
involved in the music making process
3) Discuss the piece background - What is the Acropolis
a) This will build a connection with the piece and give students the opportunity to
share what they know and explore a new topic
Pass out music
1) Clap and count first phrase
a) Do you recognize this melody? (what we sang) Let’s clap and count it again
i) This helps connect what they heard and sang to what they are reading
which is helpful for students who struggle to read music
2) Clap and say the note names
a) Another opportunity for students to get the rhythms down and starting to layer in
the notes they will be playing
3) Say the note names and do the fingerings
a) Building towards playing
4) Air and finger
 a) Everything but playing, giving student plenty of opportunity to put together what
they are seeing, what they are hearing/heard, and what they are doing
5) Play it all together
a) “Great job on that first read through. What are some things we can do to make
that more musical?” Open class up to discussion and try student suggestions
about phrasing, dynamics, articulation etc.

Reflection: This lesson gives students space to discuss, bring forward what they know, and
make suggestions about the music. It honors their forms of communication and listens to their
feedback. It is student focused, allowing them to contribute musical ideas and thoughts that are
taken seriously by the ensemble. It focuses on what students know and bring to the ensemble.