Time+Signatures

Teacher Name: Liz Love Date: 2-15-08

Subject/Grade: 7th Grade Band

Focus Concepts/Skills: Changing time signatures

National Standards (put X before all that apply): 1. Sing x 2. Play 3. Improvise 4. Compose/Arr. x 5. Read/Notate 6. Listen x 7. Evaluate 8. Related Arts 9. History/Culture

Learning Objectives: The students will be able to correctly identify beat one in warm-ups/pieces where the time signature changes frequently. This will hopefully help with the rest of the beats.

Sequence of Activities:

1. We will begin with an exercise from Technique Today that involves the Eb major scale. I will ask the students to refrain from closing that book. Number 6 Page 8. 2. We will then begin counting out loud, going from 2/4 for awhile to 3/4 and then 4/4. Then we will attempt to change between the time signatures more quickly and eventually every measure. 3. Then I will have everyone play me their Eb concert and see if they can play on beat one of every measure that I conduct. 4. If we are able to go on, we will try doing the scale and changing notes on every beat one, but I don’t know if this class can do this. 5. We will move on to Jana’s Dance and just count quarter notes out loud for the time signatures at measure 41. 6. Then we will play it as the music says and then try to finish the piece with correct rhythms in almost all of the sections. I will isolate the bass drum and low brass parts during this section as well.

Assessment:

I will isolate sections so that I can hear them counting their parts. If I have the idea that someone is struggling, I might have them count alone, but probably just in sections. Eventually we may have a playing test that involves changing time signature.

//Comments and Suggestions for Liz (from Nate) I really like your overall approach to this concept, which can be quite confusing for middle school students. I think that your sequencing is very effective--starting from the very basic exercise counting out loud, adding pitches, and then eventually playing the actual piece. I think that the exercise that requires the students to only play on count one is a very effective tool, as it will easily point out who is making mistakes and, thus, helping in your overall assessment. I wasn't quite sure if your counting exercise (step 2) is part of "Number 6 page 8" (step 1), or if it is a separate exercise without music. If they are related you might try this exercise without using music, where you conduct any of the three time signatures and the students have to watch you to know where beat one is and when to play; I think that this would be an even more effective way to challenge the students. Y////ou could go one step further and try to develop a game out of this exercise. Perhaps you could put sections against sections, or boys vs girls, or one half of the band vs the other half. By adding an element of competition to the exercise, students will most likely be more focused...especially if there is some sort of reward for the winner(s).// //I really like how your warm up exercises keep the focus concept in mind and how they almost effortlessly tie into Jana's Dance. I also like the simplicity of your lesson plan (especially since it is for 7th graders); however, I think that you could be a little more specific/detailed in the actual written plan (especially in that spot that I was confused about); this could help improve the flow of your lesson and could also help if you suddenly got sick and were to use this as a lesson for a substitute (who might not know what specific sections to look at, etc.) It is important to make sure you haven't planned too much or too little...not saying that you did either, just be aware of what you think you can accomplish. To be safe, I do think that it would be better to have too much prepared than to have to little, because often times students will surprise you and actually get things faster than you may think. This could also turn out to be a concept that will take a few days for them to learn. Either way it might be a good idea to continue to review changing meters everyday that week briefly even if it isn't your focus concept. This could mean simply writing a few bars of changing time signatures on the board and playing them; as the week goes on, increase the difficulty. I also think that it might be good to review with the students the different conducting patterns (4/4, 2/4, 3/4) and specifically where beat one is before you start the counting exercise, because more than likely there will be some students who won't remember...maybe even teach the patterns to the students and let them try the each conducting pattern. As far as your assessment is concerned, I think that a playing test would be a great idea possibly with a written element where they write in where the big beats are. Having a student count or play alone in front of his/her peers at that age may be very embarrassing/nerve racking for him/her so you may want to avoid doing that; however, if you have set up your classroom environment as one where students feel safe enough to take risks without the fear of being ridiculed, then go for it. You could have the student play with one other person or even come in after class. Overall, I think that your plan is very appropriate for the age group/ability level. Your sequencing is great. I think you could work a little more being detailed/more specific in your writing. You could also try to expand the warm up part, where you are first exploring the concept. The more experiences the students have to relate concepts to, the better. These are just some suggestions...take them for what they're worth. Great Job!//