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HERE FOR
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THE MUSIC ACE SESSION SCHEDULE

Theta Music Trainer
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STUDIO PIANO INFORMATION PAGE
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Monday and Tuesday, January
30-31, 2017
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Bell ringer:
Define
Articulation in Piano Technique (handout)
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Standards/GLE
Rehearse to refine technical accuracy,
expressive qualities, and identified
performance challenges.
With substantial guidance, explore and
experience a variety of music.
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Objective:
The students will apply expression marks
to technique and/or performance
repertoire. The students apply legato
technique to sight-reading activities.
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Materials:
Bell Ringer/handout, teacher work
station/computer projector, student
desktop computers, electric
piano/keyboards, student
folders/three-ring binders,
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction/Lecture/Video:
Articulation Marks
video
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Instructional Activities:
“Loud and Soft/Same Pitch” (Music Ace
Session 12)
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Guided Practice:
Group Piano Sessions (grouped by age;
preparing for Tourgee DeBose National
Piano Competition)
Groups A and B
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Warm-Up
A. Hanon
No. 38
B. Hanon
No. 1 (RH; asc. only)
II. Sight-Reading
A. Melodic
and Harmonic 2nds and 3rds
B. Moving
Up & Down the Keyboard in 2nds and 3rds
(apply
legato articulation)
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Independent Practice:
MUSIC ACE Computer Assessments (SLT)
Sessions 1-4 and 12
MUSIC
ACE 2 Computer Assessments (SLT)
Sessions 3 or 22
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Checking for Understanding:
See bell ringer.
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Accommodations:
Students who began the course during the
second semester are not required to
perform on piano; but they are required
to complete MUSIC ACE Computer
Assessments (SLT) and Music History
written assignments.
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Homework:
None
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Closure:
More on Music Articulation (video)
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Wednesday/Thursday, February
1-2, 2017
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Bell ringer:
Silent Reading: “The Early Piano”
(handout)
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Standards/GLE
Identity how cultural and historical
context inform performances and result
in different musical effects.
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Objective:
The students will relate artistic ideas
and works with societal, cultural and
historical context to deepen
understanding. The students identify the
style of music indicative of the
Classical Period.
The students will learn to perform in
the Baroque style by studying the works
of Baroque composer, Domenico Scarlatti.
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Materials:
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction:
Direct Instruction/Lecture/Video:
The First Piano
The piano was invented in 1700 by
Italian harpsichord maker, Bartolomeo
Cristofori. Here's a brief history of
the instrument and a short performance
on a replica of the Cristofori piano.
Learn how the piano got it's name, what
the middle pedal does and what the first
pianos sounded like.
Learn more about the piano here:
http://www.gistpianocenter.com/pianos...
or check out the Metropolitan Museum of
Art (where I got much of the text for
this video):
http://www.metmuseum.org/toah/hd/cris...
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Instructional Activities:
Students take notes.
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Guided Practice:
Written Assignment:
Listening Summary Format
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Independent Practice:
Daily Practice Routine (Groups A and B)
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Warm-Up (Technique) Hanon No. 38C
(hands together)
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Sight-Reading: Hanon No. 1 (RH; asc.
only)
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New Repertoire (for Tourgee DeBose
National Piano Competition; students
divided
based on age)
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Checking for Understanding:
Review Classical Keyboard Instruments
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Accommodations:
The lesson assessment is participatory.
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Homework:
None
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Closure: Listening
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Thu/Fri, January 25-26, 2017
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Bell ringer:
Students research the names of other Baroque
composers (not including
Bach,
Handel, and
Scarlatti)
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Standards/GLE
Identity how cultural and historical context inform
performances and result in different musical
effects.
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Objective: (Must align with the Standard/GLE) 2- 5
minutes
The students will learn to play piano by observing
piano performances appreciating the keyboard music
of the Baroque Era.
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Materials:
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction/Modeling/ Informance
(Teacher performs the music of primary Baroque
composers.)
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Bach French Suites (Movements 1 and 2)
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Handel Sonatina in A minor
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Scarlatti Sonata in A Major
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Instructional Activities: Discussion
Compare the works of Bach,
Handel, and Scarlatti.
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Guided Practice:
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Independent Practice:
Daily Practice Routine (Group C a& D)
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Warm-Up (Technique) Hanon No. 38C (hands
together)
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Sight-Reading:
A. Studio Piano I Hanon
No. 1 (RH; asc. only)
B. Studio Piano II-III
Hanon No. 4
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New Repertoire (for Tourgee DeBose National
Piano Competition; students
divided based on
age)
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Checking for Understanding:
Review Baroque Composers
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Accommodations:
The students collect the names of Baroque composers
from their peers. (Each students will be assigned a
selection by a Baroque composer. The name and date
of the Baroque selection is on each score. Each
person has to ask their “peer” for the name/date of
the composer of their Baroque selection.
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Homework:
None
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Closure: Listening
“Keyboard Music of the Baroque Era”
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Tues/Wed, Jan. 24-25, 2017
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Bell ringer:
Composer Review
Domenico Scarlatti (handout)
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Standards/GLE
Identity how cultural and historical context
inform performances and result in different
musical effects.
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Objective:
The students will learn to perform in the
Baroque style by studying the works of
Baroque composer, Domenico Scarlatti.
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Materials:
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction:
Lecture
“Domenico Scarlatti”
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Instructional Activities:
Students take notes.
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Guided Practice:
Written Assignment:
Listening Summary Format
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Independent Practice:
Daily Practice Routine (Groups A and B)
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Warm-Up (Technique) Hanon No. 38C (hands
together)
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Sight-Reading: Hanon No. 1 (RH; asc.
only)
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New Repertoire (for Tourgee DeBose
National Piano Competition; students
divided based on
age)
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Checking for Understanding:
TBA
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Accommodations:
The lesson assessment is participatory.
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Homework:
None
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Closure: Listening
“The Keyboard Music of Domenico Scartlatti”
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Bell ringer:
Composer Review
Domenico Scarlatti (handout)
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Standards/GLE
Identity how cultural and historical context inform
performances and result in different musical
effects.
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Objective:
The students will learn to perform in the Baroque
style by studying the works of Baroque composer,
Domenico Scarlatti.
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Materials:
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction:
Lecture
“Domenico Scarlatti”
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Instructional Activities:
Students take notes.
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Guided Practice:
Written Assignment:
Listening Summary Format
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Independent Practice:
Daily Practice Routine (Groups A and B)
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Warm-Up (Technique) Hanon No. 38C (hands
together)
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Sight-Reading: Hanon No. 1 (RH; asc. only)
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New Repertoire (for Tourgee DeBose National
Piano Competition; students
divided based on age)
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Checking for Understanding:
TBA
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Accommodations:
The lesson assessment is participatory.
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Homework:
None
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Closure: Listening
“The Keyboard Music of Domenico Scartlatti”
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MONDAY, JANUARY 23,
2016
Bell ringer:
Practice Session [prepare for Performance
Assessment: Hanon No. 38C (both hands)]
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Standards/GLE
Apply teacher provided criteria to critique
individual performances of a varied repertoire of
music that includes melodies, repertoire pieces, and
chordal accompaniments selected for performance, and
apply practice strategies to address performance
challenges and refine the performances.
The students will relate artistic ideas and works
with societal, cultural and historical context to
deepen understanding.
With substantial guidance, explore and experience a
variety of music.
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Objective:
(Must align with the Standard/GLE) 2- 5 minutes
The students will learn to play piano by performing
Exercise No. 38C by Charles Louis Hanon before a
peer audience with 88% accuracy.
The students will review the keyboard instruments of
the Baroque era and learn about how the pipe organ
(a Baroque keyboard instrument) is made.
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Materials:
Pens/pencils and paper, tecaching
computer/workstation and computer projector, i
Internet access, electronic keyboards and
pianos.
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Teaching/Learning Activities:
(Must align with the objective)
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Direct Instruction/Lecture/Video:
“How it’s Made: The Pipe Organ”
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Instructional Activities:
Lecture and Note Taking
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Guided Practice:
Listening Summary (written notes and summary
paragraph)
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Independent Practice:
(see
bell ringer)
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Checking for Understanding:
1) Performance Assessment (after bell ringer) Hanon
No.
38C (both hands)
2) Listening Assessment (after
video/lecture)Review the keyboard instruments of the
Baroque Era (Kahoot)
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Accommodations:
Students who’ve joined the class for the second
semester, without any music experience, are exempt
from performance assessments.
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Homework: None
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Closure:
Piano
Scales...Why bother?
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THU., JANUARY 19, 2017
Bell Ringer:
Composer:
Frederic Handel (handout)
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Standards/GLE
The students will relate artistic ideas and works
with societal, cultural and historical context to
deepen understanding.
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Objective:
The students will learn about
Frederic Handel. The students will complete a
daily practice routine.
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Materials:
Bell Ringer (handouts), Teacher Computer Workstation
and Projector, Internet access, student notebooks,
pens/pencils and paper,
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Teaching/Learning Activities: Listening Summary and
Video
George Frederic Handel
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Direct Instruction/Modeling/Concept Formation:
Group Lessons at the Pianos/Keyboards.
Group B: Use the organ voice settings to perform the
Interval Etude.
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Instructional Activities:
Group C: Complete the Interval Review Sheet (written)
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Guided Practice:
Group D: Work on Music Ace 2 (Session 22: Intervals)
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Independent Practice:
Group A: Spend time surveying and listening to new
selection for practice:
Sonata in G
(Cimerosa)
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Checking for Understanding:
Submit listening summary
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Accommodations:
Students are divided into cooperative groups based
on age. The are assigned selections to perform from
the Tourgee DeBose National Piano Competition
repertoire list for “Late Starters”.
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Homework:
None
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Closure:
Bach vs Handel
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WEDNESDAY, JANUARY 18, 2017
Bell ringer:
(Must align with the objective) Composer Sheet:
Bach (handout)
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Standards/GLE
The students will relate artistic ideas and works
with societal, cultural and historical context to
deepen understanding.
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Objective:
The students will learn about Bach. The students
will learn to play piano by completing a daily
practice routine.
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Materials:
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Teaching/Learning Activities:
(Must align with the objective) Lecture:
Johann Sebastien Bach (Biography)
The short
biography about Johann Sebastian Bach: it is compact
fun: your experience the "Lebensreise" ( ... journey
through life) of Bach from Eisenach to Leipzig. You
listen to the music on this "Lebensreise" and a
professional narrates the text of the "Lebensreise"
of Johann Sebastian Bach. You will listen to the
music of the master, but not only to his music. You
experience historic documents and nowadays photos of
the Bach cities and Bach places. Plus there is a
tiny genealogy about this family of musicians.
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Direct Instruction/Modeling/Concept Formation:
Listening Summary:
Johann Sebastian Bach
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Instructional Activities:
Group Piano Session(s) (Group B and C)
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Warm- Up - Hanon No. 38 (hands together)
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Sight-Reading - Intervals of a
2nd
and
3rd
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Drill and Practice -
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Guided Practice:
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Independent Practice:
Note: Students share their biographies/listening
summaries with a partner.
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Checking for Understanding:
Submit listening summaries for credit points.
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Accommodations:
Students are grouped according to age to study
selections for the DeBose National Piano
Competition.
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Homework:
None
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Closure:
Listening to New Repertoire
Prepare for the
DeBose Piano Competition
A. Group A
Sonata in G
(Cimerosa)
B. Group B
Little Piece
from Album for the Young (Schumann)
C. Group C
Jumping Rope
from Children’s Album Vol. 2 (Khatchaturian)
D. Group D
Scenes from Childhood
Kinderscenen (Schumann)
E. Group E Sonata
in G Major
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FRIDAY, JANUARY 13, 2017
Bell ringer:
Practice Sessions, Drill
Hanon
Finger Exercises
Studio Piano I:
Hanon
No. 38C (hands together)
Studio Piano II-III:
Hanon
No. 3 (hands together)
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Standards/GLE
Demonstrate technical skill in applying principles
of piano technique.
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Objective:
The students will perform
Hanon
finger exercises from
The Virtuoso Pianist
by Charles Louis Hanon.
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Materials:
Electric Piano, Musical Score from
The Virtuoso Pianist
by Charles Louis
Hanon
,
Performance Assessment Scoring Sheet,
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Instructional Activities:
Lecture
“Piano Scales - Why Bother?”
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Guided Practice:
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Independent
See bell ringer.
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Checking for Understanding:
Performance Assessment
Exercise No. 38 from
The Virtuoso Pianist
by Charles Louis Hanon
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Accommodations:
Students who entered the second semester did not
receive instruction on Hanon Finger exercises. They
are exempt from performance assessments. They are
required to complete the music history lessons and
written assignments and Music Ace Computer
assessments (SLT).
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Homework:
None
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Closure:
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MONDAY-TUESDAY, JANUARY 9 & 10,
2017
Objective(s):
(SWBA)
The students will learn about the Baroque era by
reviewing previous lesson notes (Kahoot
Online Game) The students will learn about the keyboard
instruments of the Baroque era by taking lecture notes and
completing a listening summary on a video lecture. The students
will learn to play piano by working in grade level groups
to prepare for the DeBose National Piano competition.
Bell Ringer: Music History:
Baroque Era
Anticipatory Set: (Hook)
Baroque Era Keyboard Music
Direct Instruction/Modeling: (TW/SW)
Lecture: From the Clavichord to the
Modern Piano (Part
1
and
Part 2)
Guided Practice: (TW/SW)
Group Piano Sessions (Group A and B)
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Warm- Up - Hanon No. 38 (hands together)
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Sight-Reading - Intervals of a
2nd
and
3rd
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Drill and Practice - New Repertoire (Prepare for the
DeBose Piano Competition)
A. Group A
Sonata in G
(Cimerosa)
B. Group B
Little Piece
from Album for the Young (Schumann)
C. Group C
Jumping Rope
from Children’s Album Vol. 2 (Khatchaturian)
D. Group D
Scenes
from Childhood Op. 15 No. 1
Kinderscenen (Schumann)
E.
Group E Sonata in G (Scarlatti)
Independent Practice:
Closure/ Wrap up & Exit Ticket:
Checking for Understanding (Possible
Questions)/ Lesson Assessment:
Listening Summary (Written Assignment) : Keyboard Instruments of
the Baroque Era
Music Ace Computer Assessments Session 1 and 2
Materials: |
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THURSDAY- FRIDAY, JANUARY 5 & 6,
2017
Bell ringer:
Student Behavior Assessment
(handout)
The overall objective is for students to identify
behavior that will lead to completing assignments
and being more engaged in classroom work.
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Standards/GLE
The students will relate artistic ideas and works
with societal, cultural and historical context to
deepen understanding.
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Objective:
The student will learn how to understand piano
construction and relate it to the piano technique
necessary to play piano. The students will gain an
overview of western music history.
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Materials:
Pens/pencils and paper.
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Teaching/Learning Activities:
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Direct Instruction/Modeling/Concept Formation:
Lecture/Video:
The Construction of the the Piano
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Instructional Activities:
Written Listening Summary: Who, What, When, Where,
Why
Notes: The Steinway Piano factory is a large
warehouse with over 500 workers. Bob Berger manages
the large woodshop. The rim of a piano is formed
with flexible planks of maple. The soundboard of a
piano is made of spruce because it is elastic.
Wiring a piano is extremely complicated and requires
the hand of a master. In order to tune a piano
precisely, each key is tested and adjusted.
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Guided Practice:
Demonstrate note taking process on the board, in
front of the class.
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Independent Practice:
The students write summary paragraphs on their own
paper and turn in for credit.
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Checking for Understanding:
The students read paragraphs aloud to partnering
students.
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Accommodations:
See guided practice.
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Homework:
None
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Closure:
Overview of the History of Western Music.
Pianos were invented in 1709. However they were not
the only keyboard instruments available to
keyboardist. The clavichord, harpsichord, and organ
preceded the piano.
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Lecture - Overview of the History of Western
Music
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Chart
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Students take notes.
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Emergency Substitute Plans |
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Objective(s): (SWBAT) The students review and
drill Hanon No. 6. The students sight-read and rehearse the
Entertainer (Joplin).
Bell Ringer:
Hanon No. 6 (Demo)
Anticipatory Set: (Hook)
Hanon No. 6 (Tutorial)
Direct Instruction/Modeling: (TW/SW) Group
Session I. Sight-Read "The Entertainer" (page one; lines 3 and
4)
Guided Practice: (TW/SW) Individual Lesson
Schedule
Independent Practice: Daily Practice Routine
I.
Warm Up (Technique) Hanon 1-4 and 6
II. Drill and Practice
A. The Entertainer (page one)
B. Spinning
Top (entire)
Closure/ Wrap up & Exit Ticket: Complete the
daily practice routine.
Checking for Understanding (Possible Questions)/ Lesson
Assessment: Music Ace Session (SLT) Music Ace
Session 13 and 14
Materials: Teacher Computer-Workstation,
Student desktop computers, keyboards/electric
pianos/synthesizers, black folders for students'
music/notes/repertoire
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Objective(s): (SWBAT) The
students review chord progressions in C Major.The students
participate in a piano master class. Selected students perform
before a peer audience for bonus credit points. . Audience
members (peer audience)
rate the students’ performances. Selected students prepare
for the Spring Piano recital by performing before a peer
audience.
Bell Ringer: Students warm-up for 15 minutes.
Review chord progressions in C Major (handout).
Anticipatory Set: (Hook)
Jazz Master Class: Introduction to Improvision
Direct Instruction/Modeling: (TW/SW)
Lecture: “What is a Master Class”
A master class is a
class given to
students of a particular
discipline by an
expert of that discipline—usually
music, but also
painting,
drama, any of the
arts, or on any other occasion where skills are being
developed.
The difference between a normal class and a master class is
typically the setup. In a master class, all the students (and
often spectators) watch and listen as the master takes one
student at a time. The student (typically intermediate or
advanced, depending on the status of the master) usually
performs a single piece which they have prepared, and the master
will give them advice on how to play it, often including
anecdotes about the
composer, demonstrations of how to play certain passages,
and admonitions of common technical errors. The student is then
usually expected to play the piece again, in light of the
master's comments, and the student may be asked to play a
passage repeatedly to attain perfection. Master classes for
musical instruments tend to focus on the finer details of
attack,
tone,
phrasing, and overall shape, and the student is expected to
have complete control of more basic elements such as
rhythm and
pitch. The value of the master class setup is that all
students can benefit from the master's comments on each piece.
Guided Practice:
(TW/SW) Master Class
- Bonus Credit for performers
- Peer audience members rate each performance based on
specified criteria. The student performers receive bonus
credit based on the average rating: (.1- 25 points)
Independent Practice: See bell ringer.
Closure/ Wrap up & Exit Ticket:
Selected students give performers feedback on how to improve
their overall performance.
Checking for Understanding (Possible Questions)/ Lesson
Assessment:
Peer Rating Sheets receive credit. Students who perform will
receive bonus points for performing based on the average score
from the
peer rating sheet.
Materials: Internet Access, Teacher
Computer/Workstation and Projector, Electric Piano, Peer Rating
Sheets
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Objective(s):
(SWBAT)
The students survey the life, career and music of Claude
Debussy.
The students determine the correlation between music and art in
impressionism.
The students listen to the piano music of Claude Debussy.
The students create images that represent their interpretation
of Debussy’s piano music.
The students discuss their images in peer groups, explaining how
their images relate to the music they've heard.
The students compare impressionism to jazz/ragtime.
The students complete a daily practice routine.
The students prepare for the
annual Spring Piano Recital by practicing solo duet, and
required repertoire.
Bell Ringer:
Claude Debussy (Handout;
Answers)
Anticipatory Set: (Hook) Lecture: Impressionism in Music
and Art
Impressionism was mostly a movement in
art.
.
(Note: Before that, artists' works were very realistic.
See sample of "realism" in art. .)
Claude Debussy was one of the primary composers of Impressionist
music. He wrote music for children.(Listening Samples)
Direct Instruction/Modeling:
(TW/SW) Listening Summary:
Claude Debussy (Student led activity)
Directions: Use the standard
listening summary format to survey the life, career, and
music of Claude Debussy.

Guided Practice:
(TW/SW) Create and Discuss Impressionist Art
I. Listen to the music of Debussy.
A. The
Snow is Dancing
B.
Jimbo's Lullaby
C.
The Little Shepherd
II. Use pencil and paper to create the images that you imagine.
III. Afterwards, use watercolors paint to add color to your
pencil image.
IV. Use the completed image to discuss your interpretation of
Debussy's music. Make sure to tell your peers the name of the
selection that your image represents. Explain your image and why
you selected the colors.

Independent Practice: Daily Practice Routine
I. Warm-Up (Technique) Hanon No. 6
II. Sight-Reading:
A. The Entertainer
B.
Watercolors (Hal Leonard; handout)
III. Drill and Practice: Review the Introduction
IV. Computer Music Assessments (SLT) Music Ace Session 14

Closure/ Wrap up & Exit Ticket: Complete the artist
rendering. Complete the routine listening summary Complete the
daily practice routine.
Checking for Understanding (Possible Questions)/ Lesson
Assessment: (see Bell Ringer).
1. Debussy was born in what country?
2. The style of music that Debussy created was called
______________________.
3.
Debussy liked to experiment with the strict rules of composition
(True or False).
4. How is Jazz (Ragtime music) different from Impressionist
music?
Computer Music Assessments (SLT) Music Ace Session 14 (see
computer schedule)
Materials: Handouts for Bell Ringer (Meet
the Composers), Teacher Computer Workstation and Projector,
Desktop Computers for Student Use, Internet Access, Art
Supplies for Student Images, Pencils, Student folders, with
Piano Assignments, Electric Keyboards and Pianos
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Objective(s): (SWBAT)The students partiacipate
in the Spring piano recital as performers or audience members.
The students compare the music of Baroque, Classical, Romantic,
and Contemporary eras through active listening.
Bell Ringer: Review the Behavior Expectations for Piano
Recitals (re: Audience members don't talk during piano
performances.)
Anticipatory Set: (Hook)
Recital Program Format
Independent Practice:
Selected students perform independently before a peer audience.
Closure/ Wrap up & Exit Ticket:
Closing Remarks at the end of Piano Recital
Checking for Understanding (Possible
Questions)/ Lesson Assessment: Materials: |
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Objective(s): (SWBAT)The students partiacipate
in the Spring piano recital as performers or audience members.
The students compare the music of Baroque, Classical, Romantic,
and Contemporary eras through active listening.
Bell Ringer: Review the Behavior Expectations for Piano
Recitals (re: Audience members don't talk during piano
performances.)
Anticipatory Set: (Hook)
Recital Program Format
Direct
Instruction/Modeling: (TW/SW)
Guided Practice: (TW/SW)
Independent Practice: Selected students perform
independently before a peer audience.
Closure/ Wrap up & Exit Ticket: Closing Remarks at the
end of Piano Recital
Checking for Understanding (Possible Questions)/ Lesson
Assessment: Materials: |
Note: This lesson was not
taught on Wednesday. Classes were at the school wide Spring
Concert. Therefore it will be taught on Thursday.
Objective(s): (SWBAT) The
students survey the life, music, and career of Modest
Mussorgsky. The students sight-read the main theme of "Pictures
at an Exhibition" (simplified) by Modest Mussorgsky. The
students listen to and compare the theme of "Pictures at an
Exhibition" to other impressionst works. The students learn to
play the main theme of "The Entertainer" with hands together in
order to perform for the final exam (performance assessment).
Bell Ringer: Modest Mussorgksy.
(Reading/Article Handout) Russian artist
and architect Victor Hartman was a good friend of Modest
Mussorgsky. When Hartman died at the age of 39, there was a
memorial exhibit of his work. That inspired Mussorgsky to create
his own tribute to Hartman -- a composition depicting ten pieces
of art from the exhibit. "Pictures at an Exhibition" was
originally written for solo piano, but quite a few people have
made orchestral versions of the piece. The best-known one is by
Maurice Ravel.
Anticipatory
Set: (Hook)
Listening:
Pictures at an Exhibition
Pictures at an Exhibition Music heard
in this episode:
Mussorgsky: Selections from Pictures at
an Exhibition Mussorgsky: Promenade Mussorgsky: Gnome
Mussorgsky: Old Castle Mussorgsky: Tuileries Mussorgsky: Bydlo
Mussorgsky: Ballet of the Unhatched Chicks Mussorgsky: Samual
Goldenberg and Schmuyle Mussorgsky: Limoges Mussorgsky:
Catacvombae Mussorgsky: Conmortuis in Lingua Mortua Mussorgsky:
Hut on Fowl's Legs Mussorgsky: Great Gate of Kiev
Direct
Instruction/Modeling:
(TW/SW)
Listening Summary: Pictures At An Exhibition (Students led)
Guided
Practice: (TW/SW)
Group Session I - Pictures at an
Exhibition (simplied-handout)
Independent Practice:
Daily Practice Routine
I. Technique (Warm Up) I
I. Sight-Read Pictures at an Exhibition (hand out)
III. Drill and Practice The Enterainer (Drill hands together)
Closure/ Wrap
up & Exit Ticket: Complete the
daily practice routine
Checking for
Understanding (Possible Questions)/ Lesson Assessment:Music
Ace Computer Assessments (SLT) Session 15-16
Materials:
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Objective(s): (SWBAT)
The students survey the life,
music, and career of Modest Mussorgksy. The students sight-read
the main theme of "Pictures at an Exhibition" (simplified) by
Modest Mussorgsky. The students listen to and compare the theme
of "Pictures at an Exhibition" to other impressionst works. The
students learn to play the main theme of "The Entertainer" with
hands together in order to perform for the final exam
(performance assessment).
Bell Ringer: Modest Mussorgksy.
(Reading/Article Handout) Russian
artist and architect Victor Hartman was a good friend of Modest
Mussorgsky. When Hartman died at the age of 39, there was a
memorial exhibit of his work. That inspired Mussorgsky to create
his own tribute to Hartman -- a composition depicting ten pieces
of art from the exhibit. "Pictures at an Exhibition" was
originally written for solo piano, but quite a few people have
made orchestral versions of the piece. The best-known one is by
Maurice Ravel.
Anticipatory Set:
(Hook) Listening:
Pictures at an Exhibition
Pictures at an Exhibition
Music heard in this episode:
Mussorgsky: Selections from Pictures at
an Exhibition Mussorgsky: Promenade Mussorgsky: Gnome
Mussorgsky: Old Castle Mussorgsky: Tuileries Mussorgsky: Bydlo
Mussorgsky: Ballet of the Unhatched Chicks Mussorgsky: Samual
Goldenberg and Schmuyle Mussorgsky: Limoges Mussorgsky:
Catacvombae Mussorgsky: Conmortuis in Lingua Mortua Mussorgsky:
Hut on Fowl's Legs Mussorgsky: Great Gate of Kiev
Direct Instruction/Modeling:
(TW/SW)
Listening Summary: Pictures At An Exhibition (Students
led)
Guided Practice:
(TW/SW) Group
Session I - Pictures at an Exhibition (simplied-handout)
Independent Practice:
Daily Practice Routine I.
Technique (Warm Up) II. Sight-Read Pictures at an Exhibition
(hand out) III. Drill and Practice Individual Repertoire
Closure/ Wrap up & Exit Ticket:
Complete
the daily practice routine
Checking for
Understanding (Possible Questions)/ Lesson Assessment:Music
Ace Computer Assessments (SLT) Session 15-16
Materials:
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Objective(s): (SWBAT) The students survey the
life, music, and career of Maurice Ravel.
Bell Ringer: Maurice Ravel (Word Search Handout)
Anticipatory
Set: (Hook)
Listening
Maurice Ravel -
"Le tombeau de Couperin" by Angela Hewitt
Joseph-Maurice Ravel (March 7, 1875 – December 28, 1937) was
a
French composer known especially for his melodies,
orchestral and instrumental
textures and effects. Along with
Claude Debussy, he was one of the most prominent figures
associated with
Impressionist music. Much of his piano music, chamber music,
vocal music and orchestral music has entered the standard
concert repertoire.
Ravel's piano compositions, such as
Jeux d'eau,
Miroirs,
Le tombeau de Couperin and
Gaspard de la nuit, demand considerable virtuosity from
the performer, and his orchestral music, including
Daphnis et Chloé and his arrangement of
Modest Mussorgsky's
Pictures at an Exhibition, use a variety of sound and
instrumentation. Ravel is perhaps known best for his
orchestral work
Boléro (1928), which he considered trivial and once
described as "a piece for orchestra without music".
Direct
Instruction/Modeling:
(TW/SW)
Maurice Ravel
Guided
Practice: (TW/SW)
Individual Lesson Schedule
Independent Practice:
Daily Practice Routine
I. Technique (Warm Up)
II. Sight-Read (The Entertainer - RH melody)
III. Drill and Practice (The Entertainer - LH)
Closure/ Wrap
up & Exit Ticket: Complete the
daily practice routine
Checking for
Understanding (Possible Questions)/ Lesson Assessment:Music
Ace Computer Assessments (SLT) Session 15-16
Materials:
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Objective(s): (SWBAT)
The students will take a look at the sharp sign, the
flat sign, half steps and whole steps. The students
will identify 3 major keys. These major keys are C major,
F major and G major. Also, we will learn about the C, F and G
major five finger scales.
Bell Ringer:
Sharp and Flat Signs, Half Steps and Whole Steps, Keys of C, G,
and F Major
Note:
Final Exam Requirements (handout)
Anticipatory Set: (Hook) Music Ace Lesson: Sharps and
Flats on the Staff
Direct
Instruction/Modeling: (TW/SW) Listening
"The Entertainer"
(Bastien; simplified)
Guided Practice: (TW/SW)
Master Theory Lesson 27: The Flat -- Sharp -- Natural
Independent Practice:
Daily Practice Routine
I. Warm-Up (Technique)
A. Hanon No 6 (ascending and descending)
B. Haonn Nos. 1-4
II. Slght-Reading "The Entertainer " and Etude (Bastien)
A. "The Entertainer" (Bastien)
1. Melody (lines three and four; page one RH only)
2. Harmony (Left Hand)
B. Etude
III. Drill and practice
A. "The Entertainer" (Bastien)
B. Repertoire or Hanon drills (preparation for the Final
Exam)
Closure/ Wrap up & Exit Ticket:
Complete
Master Theory Lesson 27: The Flat -- Sharp -- Natural
Checking for Understanding (Possible Questions)/
Lesson Assessment: Computer Assessments (SLT) Music Ace 15 and
16 Materials: |
Objective(s): (SWBAT) The students play Hanon
No. 6, from the Virtuoso Pianist with both hands, (ascending and
descending). Students sight-read "Etude"
and perform in C, G, and F positions. The students perform the
right hand of the Entertainer in "group class" format.
Bell Ringer:
Group I Chords (handout; from Bastien's Older Beginner Book One)
Anticipatory Set: (Hook) Listening
"The Entertainer"
(Bastien; simplified)
Direct Instruction/Modeling: (TW/SW) Group Session
I. Warm-Up (Hanon Nos. 1-6
II. Sight-Reading -
Etude
III. Drill and Practice
The Entertainer
Guided Practice: (TW/SW)
Independent Lesson Schedule
Independent Practice:
Daily practice routine.
Closure/ Wrap up & Exit Ticket:
Checking for Understanding (Possible
Questions)/ Lesson Assessment: Peer Assessments (Quantitative;
video documents. ) Materials: |
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EOC Testing Schedule
(Note:
students attendance is varied because of testing. Therefore,
students are focusing on completing SLT requirements (see
Computer Schedule). Students are organizing work folders and
review previous written assignments. The students are
practicing to prepare for final performance assessments).
Objective(s): (SWBAT) The
selected students complete Music Ace Computer Assessment 15 and
16. The students identify and review the notes below the bass
staff. The students differentiate between same and differenct
pitches. The students complete a daily practice routine. The
students perform selections for bonus credit performances.
Bell Ringer:
Review Bass Clef Note Names
Anticipatory Set: (Hook)
Lecture:
Differentiate Between Pitch and Volume
Pitch vs volume. Loudness and pitch are characteristics of
sounds. Loudness refers to the magnitude of the sound heard, and
pitch is related to here are some more compilation of topics and
latest discussions relates to this video, which we found
thorough the internet. Hope this information will helpful to get
idea in brief about this. The difference between pitch and
volume is that pitch is determined by the frequency that sound
waves vibrate at while volume measures how loud or soft sound .
Below information will help you to get some more though about
the subject what do pitch and volume mean when talking about
sound waves? if i play this sound here, and then i play this
sound, can you tell what the difference is? sound waves, then
what exactly about the waves is different between the two?.
Pitch is what distinguishes a high note from a low note. There
is no direct proportionality between volume and amplitude, but
when one rises, difference between pitch and volume?if a sound
is high pitched ,doesn't it mean that sound is loud?
Guided Practice: (TW/SW) Individual
Lesson Schedule
Independent Practice:
Daily Practice Routine
I. Hanon No. 1-4, and 6
II. Sight Reading N/A
III. Drill and Practice Repertoire
A. The Entertainer (Simplified; Bastien)
B. Spnning Top (Hauber)
C. Watercolors (Hal Leonard: Book Two)
Closure/ Wrap up & Exit
Ticket: Complete the following:
I. Computer Assessments
II. Daily Practice Routine
Checking for Understanding (Possible Questions)/ Lesson
Assessment: Music Ace Computer Assessments (SLT)
Sessions 15 and 16 Materials: |
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Wednesday, March 19, 2014
Objective(s): (SWBAT)
The students identify the life,
career, and music of Clara Schumann.
Bell Ringer: Clara
Schumann (handout)
Anticipatory Set: (Hook)
Before she was even born, Clara Schumann’s
father had determined that she would be a star at the keyboard.
Her father, Fredrich Wieck, was a piano teacher, and he saw to
it that she studied music, performed and composed – all at an
early age. Clara toured all over Europe, wowing audiences with
her playing, and her compositions.
When Clara fell in love with Robert Schumann, who was studying
with her father, Friedrich Wieck tried hard to stop them from
getting married. It took years -- and a court battle -- before
Robert and Clara could finally get married. But Clara and Robert
Schumann became one of the greatest musical partnerships of all
time. She gave the first performance of many of his pieces,
including his piano concerto and was a tremendous influence on
his music. She also premiered works by Chopin and Brahms. Even
though she gave birth to eight children, and had great family
responsibilities, Robert encouraged her compose. When Robert got
sick, and after his early death, Clara supported her family by
giving concerts and teaching. She continued to perform into her
70’s.
Direct Instruction/Modeling: (TW/SW)
Clara Schumann
Guided Practice: (TW/SW) Individual
Lesson Schedules
Independent Practice:
Daily Practice Routine
I. Technique - Hanon No. 6
II. Repertoire - Drill competitive repertoire
Closure/ Wrap up & Exit Ticket:
Complete and submit the composer review sheet
and listening summary on Clara Schumann.
Checking for Understanding (Possible
Questions)/ Lesson Assessment: See bell
ringer (review sheet)
Materials: |
Tals:
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Tourgee
DeBose Online Repertoire
Tourgee DeBose National Piano Competition
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