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appreciation_header

SUBJECT: The Conductor’s Role

Grade Level: 9 - 12

LESSON OBJECTIVES

Students will:

  • Identify visually and aurally the different instruments of the symphony orchestra, including representatives of the strings, woodwinds, brass, percussion, and keyboard families.
  • Recognize the timbre of the instruments that make up the five families of the symphony orchestra as presented in The Young Person's Guide to the Orchestra, composed by Benjamin Britten.
  • Explain the role of the conductor as leader of large musical ensembles such as orchestras or bands.
  • Define the following musical terms and instruments: brass, keyboards, percussion, strings, and woodwinds.

COMMON CORE STANDARDS

Add district, state and/or national standards as is applicable to your area.

Preparatory Activities

10 minutes

Students will:

  • Review the basic vocabulary for Class 8:
    • Conductor, ensemble, interpretation,

 

Resources/Materials

 

INSTRUCTIONAL SEQUENCE

TIME

Whole Group Instruction

  • If students do not know “My Country, ‘Tis of Thee” or “America, the Beautiful” teach them the hymn. Only the first verse is necessary since students will need to be able to see the “Conductor”.
  • Have students practice the 3-beat conducting pattern while singing the song together.
    • With the teacher conducting the students, have them practice conducting slower, faster, smooth, choppy, etc.
  • Invite 1 or 2 interested students to come to the front and conduct the class in the song as it has been taught with a moderate tempo and steady pulse.
  • With the next students encourage the “conductor” to experiment with the piece – stopping/starting; faster/slower/ louder/softer; choppy/smooth.
    • Teacher may need to provide some suggestions on a slip of paper before each conductor begins (fast, slow, etc.)
    • Encourage the student to make certain that their conducting gestures convey their intended interpretation – they cannot give verbal commands to their “orchestra/choral ensemble”.
    • Allow time for several students to conduct so that all students can see what a difference a conductor makes by changing tempo and dynamics.

20 - 30 minutes

Group Practice/Small Group Instruction 

  • ose the following question for discussion:
    • Which interpretation most closely portrays the music and the lyrics?
    • How does the tempo, dynamics, or style change the character of the piece?
  • If a metronome is available – have the class come to a consensus as to the appropriate tempo for each

20 minutes

Closing Activites/Summary

  • Sing through both of the songs at an agreed-upon tempo.

5 minutes

Evaluation/Assessment 5=Best, 1=Least

  • Did the student behaviors indicate an understanding of the conductor’s role?

5 4 3 2 1

  • Did the student behaviors indicate a basic understanding of how the conductor determines the tempo (speed) of the music? 5 4 3 2 1
  • Did the students’ behaviors indicate an understanding that interpretation can change with tempo and dynamics?

5 4 3 2 1