Bell ringer: Students research the names of other Baroque composers (not including Bach, Handel, and Scarlatti)

Standards/GLE Identity how cultural and historical context inform performances and result in different musical effects.

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.

Materials:

Teaching/Learning Activities: (Must align with the objective)

Direct Instruction/Modeling/ Informance (Teacher performs the music of primary Baroque composers.)

1. Bach French Suites (Movements 1 and 2)

2. Handel Sonatina in A minor

3. Scarlatti Sonata in A Major

Instructional Activities: Discussion

Compare the works of Bach, Handel, and Scarlatti.

Independent Practice: Daily Practice Routine (Group C a& D)

4. Warm-Up (Technique) Hanon No. 38C (hands together)

5. Sight-Reading:

                            A. Studio Piano I Hanon No. 1 (RH; asc. only)

                            B. Studio Piano II-III Hanon No. 4

6. New Repertoire (for Tourgee DeBose National Piano Competition; students divided based on age)  

Checking for Understanding: Review Baroque Composers

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.

Homework: None

Closure: Listening “Keyboard Music of the Baroque Era”

Bell ringer: Composer Review Domenico Scarlatti (handout)

Standards/GLE

Identity how cultural and historical context inform performances and result in different musical effects.

Objective:

The students will learn to perform in the Baroque style by studying the works of Baroque composer, Domenico Scarlatti.

Materials:

Teaching/Learning Activities: (Must align with the objective)

Direct Instruction: Lecture “Domenico Scarlatti”

Instructional Activities: Students take notes.

Guided Practice: Written Assignment: Listening Summary Format

Independent Practice: Daily Practice Routine (Groups A and B)

1. Warm-Up (Technique) Hanon No. 38C (hands together)

2. Sight-Reading: Hanon No. 1 (RH; asc. only)

3. New Repertoire (for Tourgee DeBose National Piano Competition; students

                            divided based on age)

Checking for Understanding: TBA

Accommodations: The lesson assessment is participatory.

Homework: None

Closure: Listening “The Keyboard Music of Domenico Scartlatti”

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.

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.

Materials: Pens/pencils and paper, tecaching computer/workstation and computer projector, i Internet access,  electronic keyboards and pianos.

Teaching/Learning Activities: (Must align with the objective)

Direct Instruction/Lecture/Video: “How it’s Made: The Pipe Organ”

Instructional Activities: Lecture and Note Taking

Guided Practice: Listening Summary (written notes and summary paragraph)

Independent Practice:  (see bell ringer)

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)

Homework: None

Closure:  Piano Scales...Why bother?

Bell Ringer: Composer: Frederic Handel (handout)

Standards/GLE

The students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Objective:

The students will learn about Frederic Handel. The students will complete a daily practice routine.

Materials: Bell Ringer (handouts), Teacher Computer Workstation and Projector, Internet access, student notebooks, pens/pencils and paper,

Teaching/Learning Activities: Listening Summary and Video George Frederic Handel

Direct Instruction/Modeling/Concept Formation:   

Group Lessons at the Pianos/Keyboards.

Group B: Use the organ voice settings to perform the Interval Etude.

Instructional Activities:  

Group C: Complete the Interval Review Sheet (written)

Guided Practice:  Group D: Work on Music Ace 2 (Session 22: Intervals)

Independent Practice: 

Group A: Spend time surveying and listening to new selection for practice: Sonata in G (Cimerosa)

Checking for Understanding: Submit listening summary

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”.

Homework: None

Closure: Bach vs Handel

Bell ringer:  (Must align with the objective) Composer Sheet: Bach (handout)

Standards/GLE

The students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Objective:

The students will learn about Bach. The students will learn to play piano by completing a daily practice routine.

Materials:

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.

Direct Instruction/Modeling/Concept Formation:

Listening Summary: Johann Sebastian Bach

Instructional Activities:  

Group Piano Session(s) (Group B and C)

1. Warm- Up - Hanon No. 38 (hands together)

2. Sight-Reading - Intervals of a 2nd and 3rd

3. Drill and Practice -

Guided Practice:

Independent Practice: 

Note: Students share their biographies/listening summaries with a partner.

Checking for Understanding: Submit listening summaries for credit points.

Accommodations: Students are grouped according to age to study selections for the DeBose National Piano Competition.

Homework: None

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

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)

Standards/GLE

Demonstrate technical skill in applying principles of piano technique.

Objective:

The students will perform  Hanon  finger exercises from The Virtuoso Pianist by Charles Louis Hanon.

Materials: Electric Piano, Musical Score from The Virtuoso Pianist by Charles Louis  Hanon , Performance Assessment Scoring Sheet,  

Instructional Activities: Lecture “Piano Scales - Why Bother?”

Guided Practice:

Independent See bell ringer.

Checking for Understanding: Performance Assessment Exercise No. 38 from The Virtuoso Pianist by Charles Louis Hanon

Homework: None

Closure:

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.

Standards/GLE

The students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

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.

Materials: Pens/pencils and paper.

Teaching/Learning Activities:

Direct Instruction/Modeling/Concept Formation:

Lecture/Video: The Construction of the the Piano

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.

Guided Practice:

Demonstrate note taking process on the board, in front of the class.

Independent Practice: 

The students write summary paragraphs on their own paper and turn in for credit.

Checking for Understanding: The students read paragraphs aloud to partnering students.

Accommodations: See guided practice.

Homework: None

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.

1. Lecture - Overview of the History of Western Music

2. Chart

3. Students take notes.