This activity plan is for band directors looking to gradually incorporate Universal Design for Learning into their bandroom. 

The purpose of this activity is to show band directors the effectiveness of creating a lesson plan designed with all students in mind. The theme of this activity is adapting UDL into the bandroom by introducing aspects through a typical ensemble warm up. Depending on where you are in your unit, begin class with students creating or marking down where they are in their personal and musical goals. Once everyone has checked their goals sheet the class will stretch and practice breathing exercises together. After their physical warm up students will work on rhythm exercises with a partner, before performing them as a group. This will transition to scales where they will be presented scales in multiple ways, and options on how to display that learned knowledge. These ways can also be used in technical skills applied to scales. Lastly, students will improvise with the teacher in whatever way is most comfortable with them. 

The two main aspects of incorporation of SEL are with the personal goal sheet, and the rhythm packets. The goals sheet emphasizes Self-Management, and the rhythm packet emphasizes Relationship Skills. This differs from a typical band warm up because it gives the students the ability to self manage with goals to set for themselves.

The warm up should incorporate all 3 characteristics of UDL if done correctly. The goals sheet should impact the engagement aspect, the various presentations of material should impact the representation aspect, and the multiple ways of a student to display their understanding should impact the action and expression aspect. This differs from a typical band warm up because it gives multiple methods of presentation, and student demonstration. 

1. Have your students create goals for themselves at the beginning of the week, unit, or lesson. At the start of each class take 1 - 2 minutes for students to work on those.

2. The teacher will then present the goal(s) and expectations for the class, using a written out schedule, rubric for the goal(s), and a learning log for the end of class.

3. Have students stretch parts of their bodies necessary for optimal breathing (back, chest, spine, shoulders, and neck.) Students can choose from a list of stretches for each part for what works best or is most comfortable for them.

4. A similar list should be created for breathing exercises. Some students may not be able to perform standard techniques so they should be given alternate means to do so. A great source for stretches and breathing exercises is The Breathing Gym.

5. Students should now get with a partner to work on 1 or more lines of rhythm exercises. This should be structured on what works best for each student. Students can write in the counts, clap the rhythm, play the rhythm on their instrument, or sing the rhythm. If students struggle with 1 they should be worked on as a class, preferably by “chunking” sections or “listen-and-repeat” from the teacher.

6. Scales are the penultimate section of this warm up. The scale(s) should be written on the board, and a sheet passed out to each student. The best time to write the scales on the board are before class or while students are working together on the rhythms. 

6. A The scale(s) on the board should be written down color coded. To help visualize the scale: write the naturals in one color, sharps in another, and flats in another. You could do this with chord tones as well. The ultimate outcome is for students to perform these on their instruments. Initially, they can sing them back (saying the note names) or drawing/writing them down on a scale sheet.

6. B You can also break the class into groups and have them play the scale together, before playing it again as a class.

7. Lastly, students will improvise melodies with the teacher. Have the musical aspect(s) you want to focus on written down, defined, and in the best case scenario with a picture displayed in the classroom. Choose a portion of the scale for students to use. The teacher will play 1-4 measures of music demonstrating the musical aspect, using only those notes. Each student will then respond with their own version for the exercise.

• A goal sheet for each student.

• A list of stretching and breathing exercises.

• Rhythm exercises for students to work on throughout the year.

• Colored white board markers.

• Pencils, markers, or pens. 

Student Goals Sheet Example

Rhythm Exercise Example

The Breathing Gym