4. Planning for Instruction
4.) Planning for Instruction: I must plan my curriculum in conjunction with my schools standards and the potential ability of my students. It is essential to have goals preset so we have something to strive for and, hopefully, surpass.
The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals.
Knowledge Indicators - The competent teacher:
4A. understands the Illinois Learning Standards, curriculum development, content, learning theory, and student development and knows how to incorporate this knowledge in planning instruction.
4B. understands how to develop short- and long-range plans consistent with curriculum goals, learner diversity, and learning theory.
4C. understands how to take the contextual considerations of instructional materials, individual student interests, and career needs into account in planning instruction that creates an effective bridge between students’ experiences and career and educational goals.
4D. understands when and how to adjust plans based on students’ responses and other contingencies.
4E. understands how to integrate technology into classroom instruction.
4F. understands how to review and evaluate educational technologies to determine instructional value.
4G. understands how to use various technological tools to access and manage information.
4H. understands the uses of technology to address students’ needs.
Performance Indicators - The competent teacher:
4I. establishes expectations for students’ learning.
4J. applies principles of scope and sequence when planning curriculum and instruction.
4K. creates short-range and long-term plans to achieve the expectations for students’ learning.
4L. creates and selects learning materials and learning experiences appropriate for the discipline and curriculum goals, relevant to the students, and based on students’ prior knowledge and principles of effective instruction.
4M. creates multiple learning activities that allow for variation in students’ learning styles and performance modes.
4N. incorporates experiences into instructional practices that relate to the students' current life experiences and to future career and work experiences.
4O. creates approaches to learning that are interdisciplinary and that integrate multiple content areas.
4P. develops plans based on students’ responses and provides for different pathways based on students’ needs.
4Q. uses teaching resources and materials which have been evaluated for accuracy and usefulness.
4R. accesses and uses a wide range of information and instructional technologies to enhance students’ learning.
4S. uses individualized education program (IEP) goals and objectives to plan instruction for students with disabilities.
"The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals."
In order for a teacher to be seen as effective, they must know what the curriculum goals are. The teacher must know in what areas the administration and the community wants to see results in. You can be the best teacher in the world but if you don't teach the students something that would be beneficial to the community or the school or, more importantly, themselves then you are not worth you salt. This may be seen as just a way to impress the administration and in reality it probably is. But that is the way the world works, so you just have to deal with it.
*The following is a 3 week lesson plan for a High School AP Music History class.
Tayiib Dauda
Music History Lesson Plan
Topic: Origins and Development of Polyphony in Western European Music.
Class: High School AP Music History
Time frame: 3 weeks. Class meets twice a week. 1hr 20mins per class session.
Learning Outcomes: The purpose of this lesson is to teach students how Polyphonic music is constructed. They will learn about how it began and the composers who founded it. They will be able to identify polyphonic music and differentiate it from monophonic music. They will also become familiar with important vocabulary that is significant to early polyphony. The ultimate goal is to teach the students about the origins of Polyphony so that they can relate it to the music they know and love today.
Keywords/Facts
Middle Ages: (500-1400)
Renaissance: (1400-1600) translated as "Rebirth"
Mono-phony: music composed of a single melody with no accompaniment or harmony. Plainchant is a prime example of monophonic music.
Polyphony: a style of musical composition employing two or more simultaneous but relatively independent melodic lines; the most important advancement in western European music.
Plainchant: plain song: no harmony and one single melody line.
Cantus Firmus: the original plainchant or theme that is used as a basis for a later composition.
Organum: early polyphony of the late Middle Ages that consists of one or more voice parts accompanying the cantus firmus often in parallel motion at a fourth, fifth, or octave above or below.
Motet: a polyphonic composition on a sacred text
Leonin: (1135-1201) He created the Magnus Liber Organi, Great book of Organum.
Perotin: (1155-1225) He expanded on the Magnus Liber Organi, and was the first to do four part harmony.
Guilliame Machaut: (1300-1377) He composed the Mass of Notre Dame.
Mass of Notre Dame: 1st polyphony composition of a Mass Ordinary.
Odhecaton: 1st printed polyphony with movable type.
Josquin des Prez: (1440-1521) 1st composer to have conscious expression in his music.
Activities:
a.) Listening
Perotin Organum
Mass of Notre Dame
Beatboxing flute
Techno
Barbershop Quartet
Michael Jackson
b.) Creating Polyphony Music
Use Incredibox: http://www.incredibox.fr/
c.) Discussion: Compare and contrast early polyphony with current polyphony.
Needed Materials:
internet access
8.) Topic Information
Day 1:
Introduce vocabulary
Listen to early Polyphony, Perotin Organum
Lecutre: Until the later part of the Middle Ages, monophony was the predominant form of music. This is known as Plainchant. Musicians started tweaking Plainchant to become more interesting and they developed Organum. Organum was the beginning of polyphony. Motets also were part of early polyphony. Leonin created the Magnus Liber Organi and Perotin expanded on it, creating the first four part harmony.
Day 2:
Listen to Mass of Notre Dame: this is the 1st Mass Ordinary to have polyphony in it.
Lecutre: Machaut composed Mass of Notre Dame, establishing him as one of the great composers of the time. After this, polyphony continues to develop. After the Renaissance begins, polyphony evolves even further. Odhecaton was the 1st printed polyphony using movable type. Josquin des Prez was the 1st composer to use conscious expression in music. Many composers added to the development of polyphony: Palestrina, Dufay, Andrea and Giovanni Gabrieli, and the musicians at the Franco-Flemish school in Burgundy.
Day 3:
Listen to Beatboxing Flute: he starts with a single melodic line and adds the beatboxing which constitutes as a second voice, creating polyphony
Listen to Techno: it begins with monophony and then develops into polyphony with the layering of new instruments.
Listen to Barbershop: Four part harmony, one solo melodic voice accompanied by 3 other voices.
The above are some examples of polyphony in today's music
Day 4:
Introduce Incredibox: using this site you can create your own polyphonic music.
Play around with Incredibox
Go over vocabulary and key information that was previously stated.
Day 5:
Written Test
Assign Compositions
Day 6:
Present Compositions
Resources:
Music History notes from Professor Kaye Clements
Merriam-Webster online dictionary
History of Classical Music (online reference)
Whitehat.com
Assessment: I will give my class a small test similar to the tests that were administered by Professor Clements in her Music History Courses. This is to assess the students' knowledge of the vocabulary and the composers. To assess their knowledge of how polyphony is constructed, I will have the students get into small groups (3-5). In their groups I will give them a traditional plainchant and have them create their own polyphonic composition based around that plainchant. They can use any resources they choose as long as they structure their composition around their assigned plainchant.