CISE 4378-02

Dr. Hinkley
Frank Gassmann

Asst #6- Differentiated Instructional Sequences

Directions: Create two instructional sequences for a unison sight-reading activity to be used in middle
school band, chorus, or string high school ensembles (assume that the difficulty level of the two
exercises are also different). Your teaching sequences should include analysis of the exercise during the
study time, as well as multiple performance repetitions that move towards pitch and rhythm
proficiency. Each step should reflect what the students will do (e.g., identify pitch names, chant on
solfege, etc.) and should be observable actions.

BEGINNING ENSEMBLE (minimum of 15 steps; ideally more)

1. Identify time signature
2. Teacher will write on board common rhythms found in the time signature of the reading,
students will first clap,
3. then count,
4. then clap and count,
5. then play the rhythms on their instruments.
6. Identify key signature
7. In tempo, students will first say note names of the scale in the key of the reading,
8. then finger the notes while saying names,
9. then play the scale.
10. Students will say note names in the reading, first chunks of measures,
11. then the whole reading.
12. S will say note names and finger, first chunks,
13. then whole reading
14. S will count rhythm in time, chunks,
15. then whole
16. S will count and clap rhythm in time, chunks,
17. then whole
18. S will count and finger, chunks,
19. whole
20. S will finger only, chunks,
21. whole
22. S will finger and blow, chunks,
23. whole
24. Students will play the entire reading
ADVANCED ENSEMBLE (minimum of 10 steps; ideally more)
1. Identify time signature
2. Teacher will write on board common rhythms found in the time signature of the reading,
students will first clap,
3. then count,
4. then clap and count,
5. then play the rhythms on their instruments.
6. Identify key signature
7. In tempo, students will play scale of key signature
8. S will count and clap rhythm in time, chunks,
9. then whole
10. S will count and finger, chunks,
11. whole
12. S will finger and blow, chunks,
13. whole
14. Students will play the entire reading

RATIONALE: Write a short paragraph that describes the reasoning behind your instructional choices.
Be sure to discuss potential skill sets differences between the ensembles that influenced your decisions.
This part of the assignment is very important, as it will be used later in your Capstone writing.

With both ensembles, I began with a precursor exercise based on the time and key signatures. The goal
of both is to orient the students and to prepare them for certain accidentals and rhythms, so as not to
get tripped up during reading (or at least to lessen the frequency). When reading the piece, all steps
follow the same process of using the exercise in measure chunks and then connecting the to the whole
reading. With the beginning ensemble, I built the exercise sequence around building up from
fundamental reading of note names to playing. The process also contains steps that combine exercises
such as counting and fingering so as to build the cognitive internalization of rhythm subdivision during
all parts of reading. With the more advanced ensemble, I cut out very basic fundamental exercises such
as saying note names, as I assume at that stage, such skills are already mastered. I also skipped steps
that isolated skills and opted to combine them for the advanced ensemble. Of course, both ensembles
follow the same process, I have only combined certain steps for the advanced ensemble, as I assume the
mastery of certain fundamental skills. Though, it is important to note that I maintained the break down
of the pre reading rhythm exercises. I personally believe that process will always be necessary for the
developing musician when faced with new or challenging time signatures.