Here is a collection of Traditional and International Baccalaureate Lesson Plans and Rubrics.
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Traditional Lesson Plans
Beginning Band
Beginning Band
Lesson Plan
Date: October 14th
Goal: Perform concert Bb, C, & D, and learn concert Eb. All groups will practice quarter notes and keep a steady beat.
Required Materials: Student instruments; book; metronome; keyboard; drumset; music stand; computer; microphone; speakers; pencil.
Goal in relation to student abilities: Music is chosen to be challenging for the group, but can be accomplished and performed well with efficient rehearsals.
Strategies:
Perform various stretches before playing begins.
Perform various breathing exercises before playing begins.
Review No. 18 Down by the Station
Count rhythms
Clap rhythms
Teacher demonstration while students finger/slide position.
Students play with teacher.
Students play without teacher.
Use various combinations of instruments
Play with teacher accompaniment
Record and playback for students
Have students assess playing
Introduce Concert Eb
Show students new notes individually
Show students fingering/slide for the Eb concert
Have students play Eb concert
(play concert Eb with various rhythms and groupings)
Teach students to play No. 19 Easy Street
Count rhythms
Clap rhythms
Teacher demonstration while students finger/slide position.
Students play with teacher.
Students play without teacher.
Use various combinations of instruments
Play with teacher accompaniment
Record and playback for students
Have students assess playing
15. Begin to teach No. 20 Country Walk
Review Folk Song
Count rhythms
Clap rhythms
Teacher demonstration while students finger/slide position.
Students play with teacher.
Students play without teacher.
Use various combinations of instruments
Play with teacher accompaniment
Record and playback for students
Have students assess playing
Indicators of success:
Hearing students playing in small groups. Mix instrumentation (trum & sax) to hear individuals. Students should be able to play to their best ability and correctly play pitches and rhythms with an accuracy of 70%.
Assessment to determine retention:
Students should carry over musicality and technique learned to future pieces. Students will perform playing test at the end of the week.
Relationship of lesson to larger unit of study:
To become an effective and competent musician on the chosen instrument.
National Music Standards Covered: 2; 5; 6; 7
Intermediate Band
Intermediate Band
Unit Plan
Date: March Performance
Goal: Perform ‘Flying Phoenix’ and ‘Let It Go’ at the school’s awards ceremony with accuracy and musicality.
Required Materials: Student instruments; music; metronome; keyboard; drumset; music stand; computer; microphone; speakers; pencil.
Goal in relation to student abilities: Music is chosen to be challenging for the group, but can be accomplished and performed well with efficient rehearsals.
Strategies:
Perform various stretches before playing begins.
Perform various breathing exercises before playing begins.
Warmup 5—Long tones
Warmup Bb Concert Scale
Review ‘Flying Phoenix’
Review ‘Let It Go’
Review Performance Practices
Practice Entering and Exiting the Stage
Record performance
Have students analyze performance
Have students give feedback
Indicators of success:
Students receive praise at performance. Constructive feedback regarding performance.
Assessment to determine retention:
Students should carry over musicality and technique learned to future pieces and performances
Relationship of lesson to larger unit of study:
To become an effective and competent musician on the chosen instrument and within the ensemble.
National Music Standards Covered: 2; 5; 6; 7; 9
International Baccalaureate Plans
Sample Band Assignment Rubric
REHEARSAL/CLASSROOM SKILLS: The portion of this grade will be based upon participation and obeying rules and procedures.
I.B. Criterion B: Students should be able to apply skills, techniques and processes to create, perform, and/or present art.
Achievement Level
Level Descriptor
0
The student does not reach a standard described by any of the descriptors below.
1-2
Skills and techniques are applied at a limited level of proficiency.
TONE (Quality, Air Flow, Embouchure): INADEQUATE instrument control, Tone quality needs improvement, even at moderate dynamics.
INTONATION (In tune or not): LITTLE AWARENESS of intonation. Lack of pitch center throughout quiz.
TECHNIQUE (Fingerings, Attacks, Releases): LITTLE OR NO technical facility.
POSTURE (Sitting and hand position): Posture is NOT STRAIGHT, Instrument hold is TENSE/NOT ACCURATE; INCORRECT FINGERINGS.
RHYTHMIC PRECISION (steady pulse, correctness of meter): INCONSISTENT pulse, tempi unsteady. Inaccurate rhythms throughout quiz.
3-4
Skills and techniques are applied at a satisfactory level of proficiency.
TONE (Quality, Air Flow, Embouchure): Tone LACKS some CONSISTENCY. tone control inconsistent. Tone quality lapses at dynamic extremes.
INTONATION (In tune or not): INCONSISTENT adjustments in intonation. Listening skills developing.
TECHNIQUE (Fingerings, Attacks, Releases): OCCASIONAL LAPSES in technical facility. INACCURATE FINGERINGS and/or placement at times.
POSTURE (Sitting and hand positions): Posture is straight but student is NOT SITTING AT EDGE OF SEAT. instrument hold is adequate but not accurate or relaxed. Fingering is intermittently correct.
RHYTHMIC PRECISION (steady pulse, correctness of meter): INCONSISTENT control of pulse and tempi during transitions. Rhythms are performed inaccurately at times.
5-6
Skills and techniques are applied at a good level of proficiency.
TONE (Quality, Vibrato, Resonance, Embouchure): DEVELOPED CONCEPT of tone. Instrument control maintained most of the time. Good tone quality throughout the dynamic ranges.
INTONATION (In tune or not): ADJUSTMENTS IN INTONATION MADE most of the time. Players listen and respond effectively. Pitch generally accurate.
TECHNIQUE (Fingering, Attacks, Releases): Technical facility is ACCURATE. Fingerings and placements accurate.
POSTURE (Sitting and hand positions): Posture is MOSTLY CORRECT, hands generally accurate but lapses occur at times.
RHYTHMIC PRECISION (steady pulse, correctness of meter): CONTROL of pulse most of the time. Rhythms performed accurately.
7-8
Skills and techniques are applied at a high level of proficiency.
TONE (Quality, Vibrato, Resonance, Embouchure): HIGHLY DEVELOPED concept of tone. Instrument control maintained throughout. Excellent tone quality throughout all dynamic ranges.
INTONATION (In tune or not): ADJUSTMENTS in intonation MADE INSTANTLY during playing. Player listens and responds effectively and all shifts are accurate and controlled.
TECHNIQUE (Fingering, Attacks, Releases): Technical facility ACCURATE AND FLUENT. Fingerings are accurate and stylistically appropriate.
POSTURE (Sitting and hand position): SITTING ON EDGE OF SEAT WITH BACK STRAIGHT. Instrument hold relaxed and correct. Hands are correctly positioned and relaxed.
RHYTHMIC PRECISION (steady pulse, correctness of meter): EXCELLENT control of pulse at all times. Rhythms are performed accurately and are stylistically correct.
PERFORMANCE: Please note that all performances (including graduation) are mandatory! If you must miss a performance, please let the band director know as soon as possible and a make-up assignment will be given. If the case for an emergency should arise, please let the band director know upon your arrival back to school. If no performance is scheduled for the given grading period, an exam will take its place. Exams may include: written tests and/or playing tests for tone, melodic and/or rhythmic accuracy, intonation, tempo, interpretation, scales, and sight-reading. Requirements vary depending on the instrument being played, student’s level, and time of year.
Criterion A: Knowledge and Understanding
Maximum: 8
Students should be able to demonstrate knowledge and understanding of the art form (performance) studied in relation to societal, cultural, historical and personal contexts.
Students demonstrate knowledge and understanding of the art form (performance) studied, including specialized language, techniques and processes.
Achievement Level
Descriptor
0
The student does note reach the standard described by any of the descriptors below
– DID NOT PARTICIPATE in final performance or submit reflection
1-2
The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
– MISSED OR PERFORMED INCORRECT NOTES on the final performance
– PERFORMANCE is unfinished and/or contains MANY INACCURACIES
-POOR ATTIRE or regular clothes
3-4
The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
– MOST NOTES performed are ACCURATE, but missing nuances to make it musical
– PERFORMANCE is mostly complete but contains SOME INACCURACIES
-ATTIRE IS MISSING A KEY ELEMENT; nice shirt, blue jeans or vice versa
5-6
The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate good knowledge and understanding of the elements of the art form studied
– CORRECT NOTES AND SOME NUANCES are performed to make it a good, but not great performance
– PERFORMANCE is complete with one or two MINOR INACCURACIES
-PROPER ATTIRE, but shirt is not tucked or wrong shoes
7-8
The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied
– CORRECT NOTES AND MAJORITY OF NUANCES are performed to make it an outstanding performance
– PERFORMANCE is complete with NO INACCURACIES
-PROPER FORMAL ATTIRE for concert with a nice, clean look
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Name:_______________________________________ C B: __________ / 8
C A: __________ / 8
Oye Como Va March 3rd, Final Performance
Goal: To perform as part of World Language Week the song, Oye Como Va, with stylistic elements and historical accuracies. Students should use musical knowledge gained in previous lessons to help enhance the final product.
Rehearsal Objectives (Criterion B):
Things to consider
POSTURE: Sitting up straight; slouching; edge of chair; holding instrument correctly
INTONATION: Listening to others around you; blending with other instruments; playing notes in tuning; tuning correctly
TECHNIQUE: Proper fingerings; correct note attacks and releases; breathing; relaxed hands
RHYTHMIC PRECISION: Steady pulse, accuracy in rhythms; correct style in music
CORRECTING MISTAKES: If you miss it more than once, mark it in with a pencil!
BEHAVIOR: Consider proper behavior (talking, phones, etc.)
Performance Objectives (Criterion A):
Things to consider
ATTIRE: Wearing the correct clothing/outfit/shoes
PERFORMANCE ACCURACIES: If you follow steps 1-6 in Rehearsal Objectives, you should have no issue with this step. This step encompasses and is a combination of many of the items listed above.
CORRECT NOTES AND NUANCES: If you follow steps 1-6 and watch Mr. Babecka at the performance, you should have no issue with this step. Remember, some nuances sound different in the various rooms, so keeping an eye on Mr. Babecka is important. This step encompasses and is a combination of many of the items listed above.
HAVE FUN AND LOOK PROFESSIONAL!
National Music Standards Covered: 2; 3; 5; 6; 7; 8; 9
6th Grade Gen Music GarageBand Rubric
GarageBand Project: Create a GarageBand project using elements and knowledge from class and outside influences.
Criterion A: Knowledge and Understanding
Maximum: 8
Students should be able to demonstrate knowledge and understanding of the art form studied in relation to societal, cultural, historical and personal contexts.
Students demonstrate knowledge and understanding of the art form studied, including specialized language, techniques and processes.
Achievement Level
Descriptor
0
The student does note reach the standard described by any of the descriptors below
– DID NOT PARTICIPATE in final project or submit reflection
1-2
The student shows limited knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate limited knowledge and understanding of the elements of the art form studied.
– NO FLUID TRANSITIONS and random loops
– NO VOCAL/INSTRUMENT/SOFTWARE INSTRUMENT RECORDINGS
-POOR LENGTH for amount of time.
3-4
The student is able to demonstrate satisfactory knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate satisfactory knowledge and understanding of the elements of the art form studied.
– SOME FLUID TRANSITIONS and random loops, but some nice moments
– NO VOCAL/INSTRUMENT/SOFTWARE INSTRUMENT RECORDINGS
-POOR LENGTH for project is either too long or too short. Little development of ideas.
5-6
The student is able to demonstrate good knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate good knowledge and understanding of the elements of the art form studied
MANY FLUID TRANSITIONS and very few random loops, somewhat enjoyable and pleasant.
– LIMITED VOCAL/INSTRUMENT/SOFTWARE INSTRUMENT RECORDINGS
-DECENT LENGTH is not too long or short, but still lacking a key element.
7-8
The student is able to demonstrate excellent knowledge and understanding of the art form studied in relation to societal or cultural or historical or personal contexts.
The student is able to demonstrate excellent knowledge and understanding of the elements of the art form studied
– PERFECT FLUID TRANSITIONS nice use of loops and volumes
– SEVERAL VOCAL/INSTRUMENT/SOFTWARE INSTRUMENT RECORDINGS
PERFECT LENGTH for project is ideal. Great development of ideas.
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Name:_______________________________________ C A: __________ / 8
GarageBand Project Due April 14, Present April 15
Goal: To use electronic music as a medium and create music samples in GarageBand. Student should use ideas and knowledge gained in class or from outside influences.
Project Objectives (Criterion A):
Things to Consider:
CREATIVITY: Make it creative to reflect your personality.
LENGTH: Focus on the perfect length and timing. Too long is boring, too short is quick. Aim for about 2 to 2 ½ minutes.
SPECIAL ELEMENTS: Record yourself, add a software instrument, vocals….be creative.
LOOPS: Loops are nice, but just don’t drag and drop to fill up space.
SUPPORT IDEAS: If you like it and can justify it, go for it.
HEADPHONES: Can’t use a computer without headphones
HAVE FUN!!
IB Beginning Band Unit Plan
Teacher(s)
Babecka
Subject group and discipline
Band
Unit Title
Learning and instrument
MYP Year
2
Unit duration (hrs)
25
Inquiry: Establishing the purpose of the unit
Key Concept
Communication
Related Concept(s)
Expression
Global Context
Identities and Relationships
Statement of inquiry
Developing skills in non-verbal communication allow us to express ourselves more clearly, and to build relationships with others more easily
Inquiry Questions
Factual—In what ways do we communicate? Is communication possible through all instruments?
Conceptual—Are we all unique in how we communicate?
Debatable—Can you stay true to the original composer if you interpret a piece of music in a new way?
Objectives
All strands of A, B, C, and D
Summative Assessment
Outline of summative assessment task(s) including assessment criteria:
Summative tasks: • Instrument research project (A) Students will research their own musical instrument and learn about performance techniques. They use a variety of research sources. Students will use this knowledge gained to influence their own performance. • Solo performance assessment (B, C, D) Students will perform one piece of music to the class. They will be encouraged to show expression in their piece of music. There will be a lesson or part of which concentrates on what expression means, in particular how expression is used to communicate. They will be required to write their statement of intention prior to their performance. There will be a group discussion about the expression conveyed by each student afterwards. Students will maintain entries in their process journal including: reflections on learning process, challenges, strategies, responses to feedback, and final evaluation. • Self and peer assessment: performance listening task (D)
Relationship between summative assessment task(s) and statement of inquiry:
All assessment tasks focus on the individual student’s development of knowledge, skills and understanding of a new musical instrument. Students reflect on their personal development throughout the instrument-learning process and evaluate the work of others. Students will evaluate their own performances and those of others. They will evaluate how effectively they communicated to their audience—as per the key concept. They will also participate in a group discussion of how each student communicated his or her intent to each other and to the audience.
Approaches to Learning (ATL)
Self-management Affective skills: • Practice focus and concentration • Play with ideas and experiment
Reflection skills: • Use regular journaling to keep a record of reflections
Communication Communication skills: • Give and receive appropriate feedback
Action: Teaching and learning through inquiry
Content
Instrument knowledge: history, development and design
Learning Process
• Practical instrument skills: holding the instrument; posture; sound production; breathing technique; note fingering; playing a piece
• Strategies for learning an instrument: scores, tutorial videos, peer teaching
• Expression in performance
Learning experiences and teaching strategies
• Instrument demonstrations, class discussion/questions
• Individual and small-group investigation: putting instrument together/packing away, cleaning, holding the instrument, posture, sound production, breathing technique, note fingering
• Individual and small-group note learning, rehearsing and performance
• Individual research task
• Formative assessments—interim performances
• Feedback sessions • Process journal entries
Formative assessment
• Observation during individual and small-group work
• Observation during class discussions/questioning
• Process journal entries—feedback
• Individual demonstration of skills acquired • Interim performance
Differentiation
Students can choose their own instrument (according to ability level). Students may also choose the same instrument and support each other in group rehearsal sessions.
Resources
• Chairs and music stands
• Instruments
• Note fingering charts
• “Essential Elements” books
• Tutorial videos
• Break-away space for individual and small-group work
• Computers and library resources for research
Reflection: Considering the planning, process and impact of the inquiry
Prior to teaching the unit
Students in this year’s year 2 class did some music work in 6th grade. However, they have had one year of a general performing arts program, in which band skills were not used often.. This year, I wanted to give students the opportunity to develop skills on a chosen solo instrument.
During teaching
Students enjoyed this task and their research helped them when time came for their performances.
After teaching the unit
The unit has been really successful. Students chose their instruments and set their own goals for the unit. Students chose their instrument-learning method, with some choosing sheet music/learning to read notes, others learning from peer demonstration, and others learning by watching tutorial videos. All made progress on their instruments. All performed in front of the class in a final performance assessment. I feel that all students now have the skills to embark on a group performance project and also have instrument-learning strategies that they can apply in further learning on their instrument.
IB Horizontal/Vertical Planner
IB Horizontal/Vertical Planner
Subject Area: Music
Grade Level: 8/9/10
Unit Title:
Learning an Instrument
Time:
8 weeks
Key Concept:
communication and creativity
Related Concepts:
presentation and play
Approaches to Learning Skills:
Communication and self-management
Global Context:
Thinking Skills
State Standards
1,2,5,6,7
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Unit Title:
Roles of a performer and audience member
Time:
8 weeks
Key Concept:
Aesthetics and Communication
Related Concepts:
Play and presentation and audience
Approaches to Learning Skills:
Communication skills and social skills
Global Context:
Personal and cultural expression
State Standards
1,2,3,5,6,7,8
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Unit Title:
Rhythm and Pitch
Time:
6 wks
Key Concept:
communication and logic
Related Concepts:
Composition and structure
Approaches to Learning Skills:
Thinking and Research Skills
Global Context:
Identities and Relationships
State Standards:
1,2,3,4,5,6
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Unit Title:
Music in our World
Time: 10 weeks
Key Concept:
Communication;
Communities ; Culture
Related Concepts:
Audience; Expression; Play; Presentation
Approaches to Learning Skills:
Social and Communication Skills
Global Context:
Personal and Cultural Expression
State Standards:
1,2,3,4,5,6,7,8,9