Colton Bean

9/18/16
Student Teaching Lesson Plan- 9/19/16
Class: Beginner low brass class
Materials needed: Instruments, metronome

TEKS: 117.33. Music, Grade 6. C) 6.1 (A) individually demonstrate characteristic

vocal or instrumental timbre;
Objective: Students will be able to articulate four quarter notes on their
instruments while creating a steady sound with interrupted articulation.
Introduction: Good morning! Please assemble your instruments. Once you do
that, place them in front you with enough space between them and your feet.
T. Everyone say the word too
S. Too
T. Notice what part of the mouth creates the sound. The tongue should create the T
sound in too. Say too four times. Feel the tongue making the sound.
T. This concept is called articulation. Say that with me! Articulation is the way
separate our notes and style or music. We have several thousand taste buds on our
tongue. When we articulate we want to use maybe 5-6 taste buds. Everyone scratch
your 5-6 taste buds that youre going to use.
T. Next I want us to exhale air as we say it. The same stream of air when we create
a sound is what were trying to recreate. Lets first start with just one too and exhale
after that.
T. This is how were going to start our notes from now on. Instead of just creating an
instant vibration, were going to use our tongue to start each sound.
Make sure students take the same type of breath and are using the tip of their
tongue. Ask individuals to demonstrate if necessary
T. There are things we want to look for while we do this:

We want our air stream to be steady and continuous. The tongue is going to
interrupt the air, not stop it.
We want our tongue to hit the part of the mouth where our teeth meet our
gums.
The tongue should hit this spot and immediately come back off. Use wall back
analogy.

T. I want us to try it again, but this time hold up your hand so you can check to see
if your air stream is stopping or if it is just being interrupted.

As the students do this, draw a funny picture of where they are supposed to be
tonguing as they do this.
T. Next lets do all four too Still hold your hand up to make sure you articulating
correctly.
Make sure students maintain good breathing, posture, and air support as they do
this. Feel their air with your own hand if necessary.
T. Lets bring our instruments up. I want to hear one long tone with just the first
too articulation. This how were starting notes from now on.
Listen for splatty starts to the notes. Too much tongue can create this.
T. Lets do four articulations now!
This will be more evident to see who is actually interrupting their airstream vs
completely stopping their notes. Listen for students who are just grouping their
notes in groups of 4.
Make sure each student is successful. Take them aside if necessary. Make necessary
adjustments to rehearsal procedure based on progress of the ensemble. If there are
any behavior issues, address them immediately.
Behavior:
If the students are talking, step off the podium and let them know that you are
waiting for them to be quiet. Praise the sections that are behaving appropriately.
Give individual warnings if necessary. Refer to classroom guidelines already set by
Mr. Gonzalez. Dont fight with your students.
Assessment: The teacher will ask questions of information already given to make
the students are listening and gathering information. At the end of class ask the
class for a couple of things they worked on today in rehearsal.
Closure:
T. Thank you for your work and attention today. It was a pleasure to teach you and I
look forward to doing so again. Have a great day!

Colton Bean
9/18/16
Student Teaching Lesson Plan- 9/20/16
Class: Second band percussion
Materials needed: Instruments, sticks, music stands, method books, metronome

TEKS: 117.33. Music, Grade 7. C) 7.1 (A) individually demonstrate characteristic

vocal or instrumental timbre;
Objective: Students will be able to play their warm up Set 1 on keyboards while
demonstrating even rolls on each note
Introduction: Lets make sure we all have a comfortable spot on the board and
the correct mallets. Soft mallets should be on the marimbas and vibraphones while
hard mallets are used for the xylophones.
T. Open your books to warm up Set 1. This is a keyboard roll exercise that moves
between two note groupings. It moves down one note at a time.
Explain that more by citing the first two measures as an example. The first two
notes are F and Bb and they move to E and A If necessary explain/reteach the
concept of whole steps on a board.
T. Lets play the first two measures. Weve done some work on rolls so I want to see
that applied here. They dont need to be as fast as possible. We want good quality
of sound want evenness in the hands over everything. Here we go!
Set the metronome and count it off.
As students play make sure the following are happening and give feedback over the
following:

Students are using only wrist.

Students are playing at only 9 inches, not any higher or lower.
The hands are closed and the fulcrum pockets are closed.
Students motion is constant and fluid
Students are standing with correct posture. Relaxed shoulders, feet shoulder
width apart, space between the elbow and the body.

T. Lets play the next measure. Notice that your hand position should move an exact
whole step down.
Watch students play the next measure. All fundamental concepts from the playing
should apply to each measure.
T. The biggest thing that we need to watch out when we play this is utilizing our
hand position. If the mallets moved a whole step down at a time, we will be fine. If
we fidget and move while playing, it will be difficult to be accurate as we play.

Repeat this process for every measure.

Make sure each student is successful. Take them aside if necessary. Make necessary
adjustments to rehearsal procedure based on progress of the ensemble. If there are
any behavior issues, address them immediately.
Behavior:
If the students are talking, let them know that you are waiting for them to be quiet.
Praise the sections that are behaving appropriately. Give individual warnings if
necessary. Refer to classroom guidelines already set by Mr. Gonzalez. Dont fight
with your students.
Assessment: The teacher will ask questions of information already given to make
the students are listening and gathering information. At the end of class ask the
class for a couple of things they worked on today in rehearsal.
Closure:
T. Thank you for your work and attention today. It was a pleasure to teach you and I
look forward to doing so again. Have a great day!

Colton Bean
9/18/16
Student Teaching Lesson Plan- 9/21/16
Class: Top band percussion
Materials needed: Instruments, mallets, music stands, method books, metronome

TEKS: 117.33. Music, Grade 8. C) 8.1 (A) individually demonstrate characteristic

vocal or instrumental timbre;
Objective: Students will be able to play mallet scales while looking at the music.
Introduction:
T. Today we are going to work on playing scales without looking down at the board.
The purpose of this is to allow us to keep our eyes on the music while have the keys
of the instrument in our peripheral vision. This will help us play exercises with the
band from our method books, as well as improve our sight reading.
T. First, lets just play continuous 8th notes on octave C at 9 inches, otherwise
notated as Forte.
Make sure each student has enough room to comfortably be on C in both hands.
Look for appropriate distance from the board to their bodies.
T. Find C on the board. Now look up at your stands. If you cant see the board in
your peripheral vision, you are too close to the board.
Start the metronome, and count it off. Look for the following:

Wrist initiated stroke

Students are lifting from the board when playing.
Hands are playing even heights
Students are not slamming their mallets on the keys, but also are not playing
too lightly.

T. I want you to play 4 beats of 8th notes on octave C. In between each set, I will
call out a different note name. I want you to find the note without looking down at
the board.
T. It is okay if you miss notes initially as long as you are making it a habit to not look
at your board.
Call out notes that move up or down in whole steps. This will be easier for them to
see out of their peripheral vision. Do this process for different notes. Eventually call
out accidentals. Make sure the students never look down at the board. A quick
glance is okay, but do not let the student stare directly at the keys.
T. Lets try the C scale now!

Make sure the technique does not suffer when playing scales up and down the
board. Students should be playing the scales as they would play on one note.
Go through different scales. As you play different scales, make sure the students
know how many flats/sharps are in each scale. Ask individuals for note names in the
accidentals.
Make sure each student is successful. Take them aside if necessary. Make necessary
adjustments to rehearsal procedure based on progress of the ensemble. If there are
any behavior issues, address them immediately.
Behavior:
If the students are talking, let them know that you are waiting for them to be quiet.
Praise the sections that are behaving appropriately. Give individual warnings if
necessary. Refer to classroom guidelines already set by Mr. Gonzalez. Dont fight
with your students.
Assessment: The teacher will ask questions of information already given to make
the students are listening and gathering information. At the end of class ask the
class for a couple of things they worked on today in rehearsal.
Closure:
T. Thank you for your work and attention today. It was a pleasure to teach you and I
look forward to doing so again. Have a great day!

Colton Bean
9/18/16
Student Teaching Lesson Plan- 9/22/16
Class: Beginner saxophone class
Materials needed: Instruments, metronome

TEKS: 117.33. Music, Grade 6. C) 6.1 (A) individually demonstrate characteristic

vocal or instrumental timbre;
Objective: Students will be able to articulate four quarter notes on their
instruments while creating a steady sound with interrupted articulation.
Introduction: Good morning! Please assemble your instruments. Once you do
that, place them in front you with enough space between them and your feet.
T. Everyone say the word too
S. Too
T. Notice what part of the mouth creates the sound. The tongue should create the T
sound in too. Say too four times. Feel the tongue making the sound.
T. This concept is called articulation. Say that with me! Articulation is the way
separate our notes and style or music. We have several thousand taste buds on our
tongue. When we articulate we want to use maybe 5-6 taste buds. Everyone scratch
your 5-6 taste buds that youre going to use.
T. Next I want us to exhale air as we say it. The same stream of air when we create
a sound is what were trying to recreate. Lets first start with just one too and exhale
after that.
T. This is how were going to start our notes from now on. Instead of just creating an
instant sound on the reed, were going to use our tongue to start each sound.
Make sure students take the same type of breath and are using the tip of their
tongue. Ask individuals to demonstrate if necessary
T. I want us to try it again, but this time hold up your hand so you can check to see
if your air stream is stopping or if it is just being interrupted.
T. Next lets do all four too Still hold your hand up to make sure you articulating
correctly.
Make sure students maintain good breathing, posture, and air support as they do
this. Feel their air with your own hand if necessary.
T. Lets bring our instruments up. I want to hear one long tone with just the first
too articulation. This how were starting notes from now on.
T. There are things we want to look for while we do this:

We want our air stream to be steady and continuous. The tongue is going to
interrupt the air, not stop it.
We want our tongue to hit the part of the tip of the reed. Not the mouthpiece
or flat part of the reed, but the space in between.
The tongue should hit this spot and immediately come back off. Use wall back
analogy.

T. Lets do four articulations now!

This will be more evident to see who is actually interrupting their airstream vs
completely stopping their notes. Listen for students who are just grouping their
notes in groups of 4.
Make sure each student is successful. Take them aside if necessary. Make necessary
adjustments to rehearsal procedure based on progress of the ensemble. If there are
any behavior issues, address them immediately.
Behavior:
If the students are talking, step off the podium and let them know that you are
waiting for them to be quiet. Praise the sections that are behaving appropriately.
Give individual warnings if necessary. Refer to classroom guidelines already set by
Mr. Gonzalez. Dont fight with your students.
Assessment: The teacher will ask questions of information already given to make
the students are listening and gathering information. At the end of class ask the
class for a couple of things they worked on today in rehearsal.
Closure:
T. Thank you for your work and attention today. It was a pleasure to teach you and I
look forward to doing so again. Have a great day!

Colton Bean
9/18/16
Student Teaching Lesson Plan- 9/23/16
Class: Jazz band
Materials needed: Drum set, sticks, seat, metronome

TEKS: 117.33. Music, Grade 8. C) 8.1 (A) individually demonstrate characteristic

vocal or instrumental timbre;
Objective: Each individual student will be able to play a swing jazz rhythm on
drumset.
Introduction: Pull each student aside for a small lesson in the practice room.
T. Good morning! I hope youre ready for our private lesson. It will be quick, so lets
get to work. Our job as a drumset player is to be the backbone of the band. We
provide the tempo and support for the band. We have to be as consistent as
possible.
T. First start with quarter notes on the ride cymbal.
Start the metronome. As the lesson progresses, make sure good technique is always
present. This includes:

Wrist initiation

Grip intact. Fingers on the stick.

Space between the hand and stick minimal

T. Lets add quarter notes on the kick drum. Make sure this is right in time with the
right hand. We want to avoid flams between body parts.
T. Lets add a hi-hat and snare on beats 2 & 4. This is typically where we feel the
beat in jazz music. Again we want no flams. There is a lot of simultaneous
responsibility between the hands, so we have to make sure we count and stay right
with the metronome.
T. The final step will be adding the triplets in our right hand. Our rhythm will be 1,
2-li 3, 4-li, 1
Make sure each student is successful. Take them aside if necessary. Make necessary
adjustments to rehearsal procedure based on progress of the ensemble. If there are
any behavior issues, address them immediately.

Behavior:
If the students are talking, let them know that you are waiting for them to be quiet.
Praise the sections that are behaving appropriately. Give individual warnings if
necessary. Refer to classroom guidelines already set by Mr. Gonzalez. Dont fight
with your students.
Assessment: The teacher will ask questions of information already given to make
the students are listening and gathering information. At the end of class ask the
class for a couple of things they worked on today in rehearsal.
Closure:
T. Thank you for your work and attention today. It was a pleasure to teach you and I
look forward to doing so again. Have a great day!