Flute lesson plan

Lesson Plan

Podcasting lesson plan for Band

Type of Lesson: Audio
Lesson Plan Title – Making an instrument lesson podcast.
Discipline and Topic –Band- individual instrument
Special Note: this lesson can be made into two separate activities if need be.
Target Population –
Grade Level: Upper Elementary (grades 4-6)
Population Characteristics: 4th or 5th grade band lesson groups
Lesson Groupings: small group

Curriculum Links – Extends the students performing capabilities. Provides an opportunity for students to create a project where they are asked to demonstrate what they have learned both musical and verbally.

Objectives –
Students will be able to:
Use critical thinking to explain how their instrument must be performed correctly.
Increase their verbal ability to recall concepts they have learned.
Increase their ability to demonstrate different ways of performing.
Successfully present their voice in a podcast format
Use technology to successfully create a podcast.

Media Literacy Objectives –
3. Gather data, examine patterns, and apply information for decision making using digital tools and resources. (1,4)
4. Participate in a cooperative learning project in an online learning community. (2)

National Educational Technology Standards for Teachers
a. Promote, support, and model creative and innovative thinking and inventiveness
c. Promote student reflection using collaborative tools to reveal and clarify students' conceptual understanding and thinking, planning,
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
and creative processes
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright,
intellectual property, and the appropriate documentation of sources
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information

Materials and Timing –
Band instruments, band method books, pcs with built in microphone, audacity software.

Scope and Sequence –
1.    Determine who in your lesson group will speak and in what order.

2.    Set yourselves up in the band computer room with your instruments, books and make sure everyone can have their voices can be picked up by the audio software.

3.    The first person will introduce each student by first name only. The first person will also say "we are in Mr. Fortune's (instrument) lesson group."

Student #1 tells:
1. What instrument they will be talking about
2.   What instrument family it is from
3.   Where their instrument is placed in the band room and why (front or back of room)
4.   How you form your mouth in relation to the mouthpiece to get a musical tone out of it. Student demonstrates on tuning note.
5.   Finally, Student #1 will demonstrate what the tuning note sounds like if you do not form your mouth correctly on the mouthpiece.

4. Student number #2 explains that they will demonstrate rhythm.
1.   Students demonstrate clapping a steady pulse, then, as other students clap a steady pulse.
2. Student 2 plays on the "five note warm-up" a series of whole notes.
3.   Asks the listener how many beats was the whole note (4)
4.   Student #2 plays on same scale, half notes.
5.   Asks listener how many beats the half note was (2)
6.   Student #3 plays on same scale, quarter notes.
7   Asks listener how many beats each quarter note was (1)

5. Student #3 explains they will demonstrate melody.
1.   Student plays a four-note melody from book.
2.   Asks listener how many notes were in that song.
3.   Student #3 demonstrated each note on instrument.
4.   Student #3 explains and demonstrates how they made each note with their hand formation.
5.   Student #3 demonstrates what that song would sound like if they didn't press the correct keys.

6. Student #4 explains that they will demonstrate articulation.
1.   Stude#4 explains what legato tonguing is.
2.   Student explains what staccato tonguing is
3.   Student explains how one plays using no articulation.
4.   Student demonstrates one song from book played legato.
5.   Student demonstrates one song from book, played staccato.
6.   Student demonstrates one song from book misplayed with no articulations.

7. Student #5 explains that now the group will demonstrate playing as a group and narrated subsequent lesson.
1.   Group performs one piece in unison from book correctly.
2.   Group performs same piece with some playing out of time with the others.
3.   Group performs same piece with some instruments placed out of tune.
4.   Group performs song at a slow tempo, called "Andante"
5.   Group performs same piece fast, called "Allegro."

8. Student #1 verbalizes a summary of what the listener learned, thanks the other participants and concludes saying thank you for listening to our (instrument) lesson podcast!

9. Student submit their podcast as mp3 and to school's band website.

Supplemental Materials –none.

Rubric for grading podcast.

Objectives	0 points	1/2 point	1 point
Use critical thinking to explain how their instrument must be performed correctly.	Does not explain clearly how their instrument must be performed correctly.	Explains how their instrument must be performed correctly but with some missteps.	Deeply describes performing their instrument correctly.
Increase their verbal ability to recall concepts they have learned.	Does not describe the ability they have acquired.	Describes the ability the have acquired with some missteps.	Successfully describes the ability they have acquired.
Increase their ability to demonstrate different ways of performing.	Does not show ability to demonstrate different ways of performing.	Demonstrates different ways of performing with some errors.	Successfully demonstrates different ways of performing.
Successfully present their voice in a podcast format	Student’s voice sounds mumbling and flat.	Voice is sometimes clear and sometimes dynamic.	Voice is clear and dynamic sounding
Use technology to successfully create a pod cast.	Did not create a pod cast that demonstrates their instrument.	Created a podcast with some errors of technicality or of omission.	Created a podcast fulfilling all criteria of using technology.

Evaluation of the Lesson – Teacher will engage students in a feedback discussion of each activity of lesson. Students will give observations and opinions that are of value to determining the lessons value. Students will also be engaged in a discussion one what they might like to see added or taken out of the lesson, why and, finally, if they enjoyed participating in it or not. Teacher will determine of objectives aligned with assessment based on the applied rubric. Changes will be made to assessment if necessary.