The Tutti Lesson

8/3/2019 The Tutti Lesson

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Presenters:Pati Pati & John Mailo


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Students will be introduced to musical

Dynamics how loud or soft the music should

be played. Articulations specified how individual notes

are to be played


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How can we apply these musical terms

in everyday life?


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Standard 2: Reading & Translating2.8 Identify meanings of words and phrases in various vocal music.

Content Objective:

Identify meanings of

four words for

various vocal music

such aspiano, forte,

staccato, and legato.

Language Objective: Students will identify

forte, piano, staccato,

and legato through

listening to various

vocal/choral

performing groups

usingCDs/DVDs

and live

performances.Student Learning Activities

I DO:

I will show you how

to perform Ode To

Joy using the terms

discussed such as,

legato, staccato,

piano,andforte.

WE ALL DO:Students will

perform Ode To Joy

demonstrating

singing inpiano,

forte, staccato, and

legato.

YOU DO ALONE:

1. Student will listen to

Beethovens Ninth

SymphonyChoral

section and identify

piano, forte, staccato,

and legato using the

Tutti Music Sheet

provided.2. Students will record

how many times they

hear piano, forte,

staccato, and legato

on the Dynamic

Music Sheet

provided for them.

3. Write the meaningsof each term using

your own words.

4. Compose a short

musical phrase

utilizing all four

words.


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Formative Assessment

Dynamic Music Sheet

ListeningWriting (definition)

Musical Composition

Demonstration

Articulation Music Sheet

Listening

Writing (definition)

Musical Composition

Demonstration

Summative Assessment

Tutti Music Sheet

ListeningWriting (definition)

Musical Composition

Performance


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Legato


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Content Standards (BENCHMARKS): This is our accountability for student learning. List the complete text

of the relevant parts of each standard.

STANDARD 2: READING AND TRANSLATING

y 2.8 Identify meanings of words and phrases for various vocal music

Content Objective-What will students be able to do? This must be directly related to the content standard.Outcomes must me observable and measurable.

Identify meanings of four words for various vocal music such as forte, piano, staccato, legato.

Language Objectives-HOWwill students achieve the content objective? What are the specific language skills

needed to participate in the lesson and demonstrate understanding of content objective?

Students will identify forte, piano staccato, and legato through listening to various vocal/choral performing

groups using CDs/DVDs and live performances.

Academic Language Requirements:What specific language skills/supports will students need to achieve your lesson

objectives? What must students be familiar with in order to successfully process your instruction and to engage in the

lesson activities?

Specialized Vocabulary and/or Tier 2 Words That music was _______ because _____.

That music was forte because ______.

That music was piano because ______.

That music was ______ because ______.

That music was staccato because ______.

That music was legato because ______.

Text Types/Structures

Language Frames/Supports

Lesson Plan III

NAME: ______John Mailo & Pati Pati____________________________

LEARNING SEGMENT: ______Dynamics & Articulations___________Lesson Name __Piano, Legato, Staccato, and Legato__________ Grade Level(s) _9-12__


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Formal and Informal Assessments: How will students demonstrate they have met the lesson

objectives? Describe formal/informal assessment plans. Whatrubric or evaluative criteria

will you use to determine mastery of objectives? How will you grade/score/record/report

assessment data? Your assessment must directly match your objectives and instruction. You

must teach something to assess it!

Students will use the attached Tutti Music Sheet to write and identify the music terms by

listening to music recording samples. They will also use the Tutti Music Sheet to create a

musical phrase composition using the 4 musical terms discussed (staccato, forte, piano, and

legato). The instructional rubrics will help us identify that students have mastered the

objective of the lesson and to assist us in planning for the next steps of instructions.

ANTICIPATORY SET: What is the lesson hook? How will you build on prior experiences?

How will you engage and motivate students?

Today we will sing the Ode To Joy music from Beethovens Ninth Symphony. We will

perform the song using piano, forte, staccato, and legato.


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I DO:

Explicit/Direct Instruction

Let me show you How will you model the instructional strategies

and learning tasks that will support student learning?What will you

do to prepare students for guided and independent practice?How will

you build on students prior knowledge and experience?

I will show you how to perform Ode To Joy using the terms discussed

such as, legato, staccato, piano, and forte.

WE ALL DO:

Guided Instruction. Follow me

Describe lesson procedure in sequential and detailed steps. Describe

the explicit instruction of language skill and scaffolding activities used

to support learning. Do your strategies engage students in

participation and practice to support lesson objectives?How will you monitor/check for understanding of all students?What

evidence do you have that students understand and are ready for

collaborative work?

Students will perform Ode To Joy demonstrating singing in piano,

forte, staccato, and legato.

YOU DO ALONE:

Independent Practice

Now you try it.

How will students demonstrate skill transfer? Checkfor understanding. Did students meet your lesson objectives?

Student will listen to Beethovens Ninth Symphony Choral section and

identify piano, forte, staccato, and legato using the Tutti Music Sheet

provided.

y Students will record how many times they hear piano, forte,

staccato, and legato on the Dynamic Music Sheet provided for

them.

y Write the meanings of each term using your own words.

y Compose a short musical phrase utilizing all four words.

CLOSURE:

How will students review what was learned? Can

students identify the lesson objectives? How will you

prepare students for the next lesson?

Before listening to Beethovens Ode To Joy I will teachthem the song and have them sing the song without any

dynamics or articulations and ask them how do they feel

and why. Now sing it with dynamics and articulations so

they capture the full experience of a beautiful music.

Resources and Materials: Clearly list each of the items

needed to teach this lesson. Identify the quantity neededfor each item (e.g., realia, graphic organizers, video

clips, chart paper).

Tutti Music Sheet

Ode To Joy sheet music

Piano Keyboard


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Students will apply this lesson to their daily lives.Students will apply this lesson to their daily lives.

1. They will identify parts of their lives where it needs to bepiano - soft or forte - loud. For example, how would

students approach people so that they will listen to them

should they be piano soft or forte loud?

2. When listening to speeches, do the speakers use their soft

tones in a meaningful way or a loud tone in order to make apoint?

3. It is the application of these words to each students lives that

will make this lesson meaningful.


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TuttiTutti Music SheetMusic Sheet

NAME:_________________ DATE:

Listen to the recording played by the instructor and identify how many times you hear the following:

I.Forte

II.Piano

III.Staccato

IV.Legato

Define each term in your own words.

I.Forte

II.Piano

III.Staccato

IV.Legato

Compose a short musical phrase of no more than 8 measures long, using all four words.

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NOT ACCEPTABLE ACCEPTABLE TARGET

Identification Identify 0-1 word

through listening

Identify 2-3 words

through listening

Identify all 4 words

through listening

Definition Write the meaning of 0-1word

Write the meaning of 2-3words

Write the meaning of all4 words.

Performance Compose a musical

phrase using 0-1 word

Compose a musical

phrase using 2-3 words

Compose a musical

phrase using all 4 words


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The Tutti Lesson

Documents

Transcript of The Tutti Lesson