Blended Learning Lesson Plan
Lesson Title:
Learning Musical Vocabulary
Objectives:
- Students will be able to understand key details to a musical composition
- Students will improve their musical literature knowledge while reading notes in a musical
composition
- Students will learn how to enjoy music when specific details are applied
State Standards:
Standard 1.1 D.CR: Students can improvise in response to a variety of self-identified stimuli to
expand my movement vocabulary and artistic expression for a composition.
Standard 1.2 D.CR: Students can improvise movement generated from stimuli to create or
discover personal artistic intent of any composition.
Context:
Some people don’t understand how deep music really goes. Music is beyond notes on a
paper and just hearing noises, what ties a composition together is all the small details that missed
through the untrained eye. That’s why I’m teaching this lesson. Before this unit, students
should’ve acquired the skills of reading and playing music notes, knowing the commonly used
symbols, and being able to create a short melody to present for others. The reason why this
lesson is important is to demonstrate multiple ways to play one figure. For example, espressivo
means expressive and a choir performer might choose to sing a phrase extra loud instead of a
regular tone of voice. After this lesson being successful, the next step would performance
quality. The main thing I want the students to do is perform without limiting themselves to
certain standards while following all the directions on a composition. For example, I want a brass
player to move around the stage and use the vocabulary from the piece with excellent stage
presence instead of standing in one spot. Overall, this lesson will be fun, and I can’t wait to see
my students go for the gold with their passion for music.
Data: This classroom will be divided into three different sections because each group performs
differently. Choir uses the voice, string players use violins/violas/cellos, and other
instrumentalist will use their corresponding instruments (woodwinds/brass/percussion). A way to
keep track of the students’ progress is to have playing/singing tests regularly.
Materials:
Part of Lesson Material Used Link
Introduction - iPad to watch Introduction video to the lesson for the day:
lesson plan “Music Analysis and Performance Insight”
video https://www.youtube.com/watch?v=xk3r-d5Ygj4
(Youtube)
- Notebook and
pencil
- Respective
instrument
- Assigned sheet
music
Teacher - iPad to take “Music Performance Tips”
Directed notes of https://www.youtube.com/watch?v=Uj4CfjG4EV4
students’
progress
- Watch
YouTube video
for a better
understanding
of lesson
- Assigned sheet
music
- Instruments
Collaborative - iPad to read https://www.britannica.com/art/musical-
Station article on performance
performing
with others and
learning
vocabulary
words
- Instruments
Independent - iPad for quizlet - Encourage students to use quizlet as a
Digital lesson study guide to remembering the different
- Instruments expressive words
- https://quizlet.com/2179063/music-
vocabulary-test-flash-cards/
-
Closure - Instruments In class performance
- Assigned Allow constructive criticism from peers
music to Apply feedback about progress of current student
perform live in Recap lesson plan
from out class
- -Notes
Procedures:
Introduction (20 minutes):
The class will begin when all the students have found their seats and have all the
materials needed for the day. The day will start with me recapping previous lessons learned to
make sure the students aren’t forgetting the fundamentals. After the review, the lesson of
learning vocabulary words and applying it to performance will begin. I will play the video picked
for the day and tell the students to take notes. We will then discuss about what they found
interesting and what they found boring. Music would’ve been passed out to them with different
words in certain areas. Instead of throwing a lot of words at them, we will take three at a time. I
will then provide an example of what it does to the piece and how the student try after. This is all
building up to the playing test I will have them do in front of the class later in the semester.
Teacher Directed (25 minutes):
Since this method is more of the teacher putting in the work, I would focus on providing
live examples instead of lecturing. If I talk for the entire 25 minutes straight, then the students
will not be engaged in learning. We will pull out the music I gave them at the beginning of the
year and well pick out some vocabulary words to learn. Once decided, I will demonstrate one of
the three options and ask the class expression I did. Not only will this speed up the learning
process, but it will create excitement in the students. Plus this will encourage them to practice the
fundamentals so they can get to the fun stuff faster. Closer to the end of class, I will remind the
students about an optional video that explains my lesson plan better.
Collaborative (15 minutes):
For the collaborative section, all classes will meet at the same time creating a mass band.
In front will be a mixture of woodwinds and upper strings, then behind them will be brass and
lower strings. The sides will have all the vocalists. Before we start playing as a group, I will pull
up the article on a projector so the entire class can read it together. The article has details about
using different expressions for the music, plus explains how it feels to perform with other
members. After that we will start rehearing along with me encourage the confidence students to
feel the music.
Independent Digital (10 minutes):
If I use independent digital learning then the students won’t have fun in the classroom.
Music is meant to be taught live but by having access to websites like quizlet, it creates an
avenue that help the students remember the things they learned in class. Quizlet has flashcards
with the vocabulary words from class that’s easily accessible. I would make sure the students are
using this to their advantage. Maybe even try to create a quiz based off a flashcard set.
Closure (20 minutes):
Depending on classes, towards the end of the day we will have playing tests in front of all
the other students. We do this to make sure the students understand the different words, help get
over stage fright, let some of the students shine, and show the class where we are in the semester.
If we’re not doing playing tests then we are reviewing over the lessons we learned that day. I will
make sure the students have enough time to pack up everything and line up at the door for
dismissal. Before they leave, I will remind them of all the extra help they can receive via tutoring
or the links provided in class.
Rationale:
Quizlet:
There are three reasons why I use quizlet. It is the perfect study guide for a lot of
educators, the community allows people to make downloadable flashcards, and quizlet
provides good testing material for teachers to use. The main objective of my blended
lesson plan is to teach the vocabulary words and apply it to the music currently played.
Quizlet has people from all over the world using the same words and creating units with
multiple definitions for the reader. The quality is outstanding for basic users, but there are
options to take it further by paying for subscriptions that allow access to more exclusive
information. Whatever subject you need, quizlet will have it available and ready for all
levels of education.
LORI Standards:
1. Content Quality- Fantastic (2)
2. Learning goal alignment- Learn at own pace (2)
3. Feedback and adaptation- Super simple to use and others are allowed to comment on how
effective your flashcards are (2)
4. Motivation- Test yourself how many times you want without worrying about receiving a
failing grade (2)
5. Presentation design- Content is clear and concise (1)
6. Interaction usability- Beginner friendly and easy to navigate (2)
7. Reusability- Available for access anytime (2)
8. Standards compliance- (1)
“Music Performance Tips” Video:
This YouTube video is a very good example of the main idea in the blended lesson plan.
Not only does explain in-depth about vocabulary and performance, it’s also an easy concept for
students to grab on to. It provides interesting examples and scenarios that interest the viewer to
pay attention. The quality of the video is excellent for any level of education.
LORI Standards:
1. Content Quality- Informative (1)
2. Learning goal alignment- (1)
3. Feedback and adaptation- (0)
4. Motivation- (1)
5. Presentation design- (1)
6. Interaction usability- (1)
7. Reusability- (2)
8. Standards compliance- (1)
