Lesson 1

Grade Level(s)/Type of Ensemble: 8th Grade Band Central Focus: Compound Meter

Musical concepts to be taught/reinforced during this lesson:

Time signatures, meter, simple meter, compound meter, counts, beats, counting systems,
division of the beat, major scales

Students’ knowledge prior to this lesson:

Music notation, time signature notation, counting systems

Learning Objectives (Learners will…)

Count divided beats with accuracy in different meters
Perform divided beats in different meters using major scales
Identify different time signatures as simple or compound

Academic Language to be taught/reinforced during this lesson:

Time signature, meter, beat, division of the beat, simple meter, compound meter

Materials required for this lesson:

Instruments, chairs, stands, warm-up sheet music, projector, slideshow

National Core Arts Standards:

• MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
• MU:Pr5.1.E.8a Develop strategies to address technical challenges in a varied repertoire
of music and evaluate their success using feedback from ensemble peers and other
sources to refine performances.
• MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.

Illinois Learning Standards – Fine Arts:

• 25.A.2c Music: Identify elements and expressive qualities such as tone color, harmony,
melody, form (rondo, theme and variations), rhythm/meter and dynamics in a variety of
musical styles.
• 25.A.3c Music: Identify and describe changes in elements and expressive qualities (e.g.,
crescendo, ritardando, fermata, meter, sforzando).
• 26.A.3c Music: Describe the processes involved in composing, conducting and
performing.
• 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical
skill.

Accommodations/Considerations:
• Students with SLD, ADHD, oculomotor dysfunction and reading intervention plans may
be allowed additional time as necessary on pre-test.
• Students with reading intervention plans may be issued oral explanations for pre-test.
• All writing on whiteboard will be made with a black marker to accommodate student with
oculumotor dysfunction.
Lesson Procedure:
Warm-up Routine
Quarter 1 Warm-Up Sheet
Long Tones, F Remington, Lip Slurs, Bb Major Scale at 60 beats per minute
Articulation Exercise at 132 beats per minute
Flow Studies Sheet at 60 beats per minute
Grand Master Scale Sheet (Ab and Db major scales) at 120 beats per minute

Issue/Concept Instructional Strategies Assessment

Opening Opening Discussion- “Today we are going to talk At least five
Activity about musical “meter.” You may not know it, but all of different
you have used meter in music since you first learned students will
how to read notation or sheet music. You can think of recall
meter in music as being similar to other meters that fundamental
we use in everyday life. What does a thermometer knowledge
do? It tells us what the temperature is outside, so that regarding
we can be prepared for the weather. What about a rhythm and time
speedometer? It tells us how fast we are going so that signature
we now if we need to go faster or slower. In music, notation
meter is a word that means ‘the way that the rhythm (informal,
organized.’ By understanding the meter of a piece of teacher
music, we can tell what type of note gets the count assessment).
and how many counts are in each measure, so that
we are prepared to read the rhythms in music. Music
can be written in different meters, and today we are
going to learn about the two most common types,
simple and compound.”
Discussion on time signatures – “Who can raise their
hand and tell me what we call this symbol? What
different time signatures that they have seen before?
We will write these symbols on the whiteboard.”
Defining beat and counts – “Before we begin working
with the different types of meters, we need to
understand the difference between a beat and a
count. Who can raise their hand and tell me what a
beat is in music? How do we know where the beat is
when we listen to a metronome? How do we know
where the beat is when we watch a conductor? A
count, on the other hand, is a number that we give to
a certain rhythmic unit to help us know how to perform
them. It is important for you to know that sometimes
the beat and the count are the exact same rhythm,
and sometimes they are not.”
Discussion on time signature notation - “Now think
back to when you learned how to read a time
signature. What does the top number of a time
signature tells us? What does the bottom number tell
us? When we put this information together, we
understand the meter of music so that we are
prepared to play the correct rhythms at the correct
 time.”
Simple Meter Introduction to simple meter - “Lets pick a time The ensemble
signatures, 4/4. How many counts are in one measure will articulate
in this time? What type of note is each count? Do we beats and
count on the beat in 4/4? Lets play the Ab major scale divisions of the
from our warm up in this time signature” (NCAS beat with
Performing). accuracy in
Experiencing simple meter - “4/4 is a great example of simple meter
a “simple meter.” When we play music that is written (informal,
in a simple meter, the beat of the music is divided into teacher
two smaller counts. Everyone look at the projector assessment).
screen; you can see how four quarter notes are
divided into eight eighth notes (Visual). Listen to me 95% of
as I sing a familiar children’s song in simple meter. individual
Now listen as I replace the words with the rhythmic students will tap
counts for this melody (Aural). Finally, we are going to divided beats
tap the division of the beat in simple meter on the accurately with
floor using our feet. (Kinesthetic). We will play the their feet in a
same scale as before, and will articulate on each simple meter
division of the beat” (NCAS Performing). (informal,
teacher
assessment).
Compound Introduction to compound meter -“The other type of The ensemble
Meter musical meter, called compound meter, may be will articulate
newer and less familiar to us. Using the time beats and
signatures on the whiteboard, can anyone guess divisions of the
which ones represent a compound meter? Lets start beat with
with 6/8 time. Who can tell me which note gets the accuracy in a
count in this meter? How many counts will there be in compound meter
one measure of 6/8 time?” (informal,
Differentiating counts and beats - “In compound teacher
meters like 6/8 time, each count of music is not equal assessment).
to the beat. If a conductor conducts two beats in a
measure of 6/8, how many eight notes will there be in 85% of
each beat? Compound meter means that each beat of individual
the music will be divided into three notes, instead of students will tap
two. Who can raise a hand and tell the class what divided beats
length of note would make up a beat in compound accurately with
meter, if each beat is three eighth notes long?” their feet in a
Identifying compound time signatures - “Compound compound meter
meters are easy to identify, because the bottom (informal,
number in the time signature is either 8 or 16 and the teacher
top number can be divided evenly by three. When we assessment).
divide the top number by three, we can figure out how
many beats there will be in a measure. Using your
fingers, show me how many beats there will be in a
measure of 12/8? What about 9/8?”
Experiencing compound meter - “Now we are going to
play our scale in a compound meter. Look at the
projector screen; you will see that each beat in 6/8
 time is divided into three eight notes (Visual). Repeat
after me again, as I count a measure of 6/8 time.
Listen to me as I sing a familiar children’s song in
compound meter. Now listen as I replace the words
with the rhythmic counts for this melody (Aural). Now
we are going tap the divisions of the beat in
compound meter on the floor (Kinesthetic). If we tap
our right foot on the floor on each beat and our left
foot on each count between the beat, how many times
will we tap our left foot between each right foot? Now
lets perform our scale” (NCAS Performing).
Closing Activity Lesson summary - “Lets take a few minutes to review At least three
everything that we have learned today. Who can raise randomly
their hand and tell me it means when a piece of music selected
uses ‘simple meter?’ Looking at all of the time students will
signatures written on the board, which ones represent identify different
simple meter? Now, who can tell me what it means time signatures
when a piece of music uses ‘compound meter?’ What as representing
two things are special about time signatures that simple or
represent compound meter? Which time signatures compound
from the board indicate a compound meter?” meters (informal,
teacher
assessment).
 Lesson 2

Grade Level/Type of Ensemble: 8th Grade Band Central Focus: Compound Meter

Musical concepts to be taught/reinforced during this lesson:

Rhythm, meter, counting systems, composition, time signatures

Students’ knowledge prior to this lesson:

Simple meter, compound meter, counting systems, rhythmic notation

Learning Objectives (Learners will…)

Identify the counts for isolated rhythms in compound meter
Perform rhythms in compound meter
Create and share their own two measure rhythm in a compound meter

Academic Language to be taught/reinforced during this lesson:

Counts, beats, division of the beat, simple meter, compound meter

Language Function:
Identify, Compare/Contrast

Materials required for this lesson:

Instruments, chairs, stands, pens/pencils, rhythm exercise sheet

National Core Arts Standards:

• MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
• MU:Pr5.1.E.8a Develop strategies to address technical challenges in a varied repertoire
of music and evaluate their success using feedback from ensemble peers and other
sources to refine performances.
• MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
• MU:Cr3.2.E.5a Share personally-developed melodic and rhythmic ideas or motives –
individually or as an ensemble – that demonstrate understanding of characteristics of
music or texts studied in rehearsal.

Illinois Learning Standards – Fine Arts:

• 25.A.2c Music: Identify elements and expressive qualities such as tone color, harmony,
melody, form (rondo, theme and variations), rhythm/meter and dynamics in a variety of
musical styles.
• 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or
instrumental part.
• 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical
skill.

Accommodations/Considerations:

• Students with SLD, ADHD, oculomotor dysfunction and reading intervention plans may
be allowed additional time as necessary on the composition activity.
 • Rhythm exercise sheet will be printed with bold, dark text to accommodate student with
oculumotor dysfunction.
• Students with reading intervention plans may be issued oral explanations for the
rhythmic exercise sheet.
• Verbal checks for understanding will be issued to students with SLD and ADHD during
the rhythmic exercise sheet activities.
• Organizational reminders will be issued to students to ensure proper storage of the
rhythm exercise sheet for use in future lessons.

Lesson Procedure:

Warm-up Routine
Quarter 1 Warm-Up Sheet
Long Tones, F Remington, Lip Slurs, Bb Major Scale at 60 beats per minute
Articulation Exercise at 134 beats per minute
Flow Studies Sheet at 60 beats per minute
Grand Master Scale Sheet (Ab and Db major scales) at 120 beats per minute

Issue/Concept Instructional Strategies Assessment

Opening Lesson 1 review - “I need everyone to find a partner, or All students will
Activity a group of three, with someone who is sitting next to explain compare
them. Using terms that we learned last time, like beat simple and
and count, I want partner one to describe how he or compound meter
she knows if music is written in a simple meter. Partner using discourse
number two will explain why they do or do not agree. and academic
Now partner two will describe what it means for music language
to be written in compound meter and tell partner one (informal, peer
what the specific differences are between these assessment).
different types of meter. Who would like to raise their
hands and share what his or her group came up with? At least three
Do we agree as a class? Did this group miss anything randomly
in their descriptions? Who can name a time signature selected student
and tell me what type of meter it is in?” pairs will define
(Discourse)(Compare/Contrast). simple and
compound meter
using academic
language and
will identify
corresponding
time signatures
(informal,
teacher
assessment).
Counting in Introduction to counting - “Now we are going to learn 95% of individual
Compound how to count and play common rhythms in a students will
Meter compound meter. Because we are in 6/8 time, each identify the
eighth note will receive a new count. Look at #1 on the correct rhythms
rhythm exercise sheet. You can see that each eighth with one error or
note in this measure of has a number underneath it less (informal,
(Visual). Listen to me as I speak this rhythm (Aural). self assessment)
 Now you count it. We will hiss this rhythm to the
metronome (Kinesthetic). Now let us play the rhythm
on our instruments on a concert F pitch” (NCAS
Performing).
Parentheses - “Please look at the next line and notice
how the rhythm has been counted below it. Just like
when we wrote our counts in simple time, we will put
parentheses around a number any time that a note is
held for longer than one count.” (NCAS Performing).
Counting compound rhythms – “Now look at rhythm
#3. Please write in the counts for this rhythm. Once
everyone has finished, compare your counts to the
counts on the projector screen. Fix any counts that you
might have written incorrectly. Now I want everyone to
raise his or her hand. Put your hand down if you had to
fix two or more counts. Next, put your hand down if
you missed one count. We will repeat this process with
the next two rhythms on the exercise sheet” (Identify).
Performing in Performing compound rhythms - “We will now perform The ensemble
Compound these rhythms on our instruments. Using the will perform the
Meter metronome, we will hiss each rhythm first. Then we will rhythms in
play the rhythm together on a concert F.” (NCAS compound meter
Performing) with accuracy
(informal,
teacher
assessment)
Creating in Creating exercise - “Now we will apply our knowledge All of the
Compound of compound meter and counting to create our very students will
Meter own unique rhythms. At the bottom of your exercise create and share
sheet you will see two empty bars of music; everyone a unique two
will compose two measures worth of rhythm in this measure rhythm
space. There will be two rules. First, you can choose in a compound
whatever compound time signature you want, but each meter that
measure must have the correct amount of counts. follows the rules
Second, you can only use the following note lengths: of the
eighth note, quarter note, dotted quarter note and assignment
dotted half note. Because of this, you may want to take (informal, peer
small ideas from the rhythmic ideas that you have assessment)
already counted on the rhythmic exercise sheet”
(NCAS Creating).
Peer review and discourse - “As partners, review each
other’s project and make sure the rhythms follow the
two rules. If your partner’s rhythms need to be
adjusted slightly, let them know exactly what to change
to make the counts add up.” (NCAS
Connecting)(Discourse and Syntax)
Closing Activity Review of lesson - “To review today’s lesson, I would At least four
like two volunteers to come draw their rhythm on the different
whiteboard. Next I will need volunteers to help me students will
write the counts in for each rhythm. Once we have correctly identify
written in the counts, we will count these rhythms out the counts for
 loud with a metronome and then hiss them and rhythms
perform them on our instruments” (NCAS composed by
Performing)(Identify). their peers
(informal,
teacher
assessment)

Lesson 3

Grade Level/Type of Ensemble: 8th Grade Band Central Focus: Compound Meter

Musical concepts to be taught/reinforced during this lesson:

Rhythm, meter, counting systems, sightreading, music notation

Students’ knowledge prior to this lesson:

Compound meter, rhythm counting skills, music notation reading skills

Learning Objectives (Learners will…)

Identify why the band directors chose the piece Nightsong for the class to perform
Identify the counts for rhythms in 6/8 meter in Nightsong
Refine the performance of sections of music from Nightsong

Academic Language to be taught/reinforced during this lesson:

Compound meter, counts, sightreading

Language Function:
Identify

Materials required for this lesson:

Instruments, chairs, stands, rhythm exercise sheet

National Core Arts Standards:

• MU:Pr4.2.E.5a Demonstrate, using music reading skills where appropriate, how
knowledge of formal aspects in musical works inform prepared or improvised
performances.
• MU:Pr5.1.E.8a Develop strategies to address technical challenges in a varied repertoire
of music and evaluate their success using feedback from ensemble peers and other
sources to refine performances.
• MU:Pr6.1.E.5a Demonstrate attention to technical accuracy and expressive qualities in
prepared and improvised performances of a varied repertoire of music.
• MU:Re7.1.E.8a Explain reasons for selecting music citing characteristics found in the
music and connections to interest, purpose, and context.
• MU:Re8.1.E.5a Identify interpretations of the expressive intent and meaning of musical
works, referring to the elements of music, contexts, and (when appropriate) the setting of
the text.

Illinois Learning Standards – Fine Arts:

• 25.A.2c Music: Identify elements and expressive qualities such as tone color, harmony,
melody, form (rondo, theme and variations), rhythm/meter and dynamics in a variety of
musical styles.
• 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or
instrumental part.
• 26.B.2c Music: Sing or play acoustic or electronic instruments demonstrating technical
skill.

Accommodations/Considerations:
• Students with SLD, ADHD, oculomotor dysfunction and reading intervention plans may
be allowed additional time as necessary on the post-test.
• Students with reading intervention plans may be issued oral explanations for the post-
test.
Lesson Procedure:

Warm-up Routine
Quarter 1 Warm-Up Sheet
Long Tones, F Remington, Lip Slurs, Bb Major Scale at 60 beats per minute
Articulation Exercise at 136 beats per minute
Flow Studies Sheet at 60 beats per minute
Grand Master Scale Sheet (Ab and Db major scales) at 120 beats per minute

Measures Issue/Concept Instructional Strategies Assessment

N/A Opening Lesson 2 review - “We will begin today’s Sections of instruments
Activity rehearsal by reviewing some of the rhythms will perform individual
that we covered last time. Everyone needs exercises with rhythmic
to take out the rhythm exercise sheet. We accuracy (informal,
will count each rhythm first, then hiss the teacher assessment).
rhythm, then we will perform them rhythm
on a concert F.” (NCAS Perform)
N/A Introduction to Discussion on Nightsong - “Today you At least three students
Nightsong received a new piece of music, entitled will discuss technical
Nightsong and composed by Richard and expressive
Saucedo. Based on what we have been considerations for a new
working on in class for the past few days, piece of music (informal,
why do you think that the band directors teacher assessment).
selected this piece for the first concert of
eighth grade? Is this piece similar to the 6/8 At least two students
book exercises that you performed last will identify reasons why
year? In what specific ways is Nightsong the band directors
different than those exercises? What kind of selected Nightsong for
character do you think this piece will have, performance in the first
based on the title? Why might the concert (informal,
composer have chosen to write this piece in teacher assessment).
6/8 time?” (NCAS Responding)(NCAS
Connecting) (Discourse)(Identify).
Sightread Nightsong - “Find measure 19 in
your music. Starting there, we will sightread
a section of Nightsong. Please count your
rests carefully in 6/8 time, so that we will all
play together” (NCAS Performing).
19-46 Count Applying counting rhythms in compound All students will identify
Rhythms meter – “Pick two rhythms that you can play difficult rhythms and will
better. Quickly write in the counts under apply rhythm-counting
those measures. Now we will perform this skills to improve their
entire section one more time.” (NCAS performance (informal,
Performing)(Identify). self assessment).

Identifying common rhythms -“As we played At least one student

the piece, did anyone notice anything from each section will
interesting about the rhythms? Have we identify rhythms that are
seen any of those rhythms before? Using similar to the exercise
 the rhythm exercise sheet from the sheet (informal, teacher
beginning of class, can anyone tell me assessment).
where they have a rhythm that is similar to
a rhythm on the worksheet?” (Identify). At least two students
will identify plausible
Rehearsing Nightsong - “Will we rehearse expressive intents and
this section with extra attention given to our meanings by referring to
compound rhythms. Just like before, we will context and elements of
count some of the trickier rhythms, then music (informal, teacher
hiss them and play them on their notes from assessment).
the piece” (NCAS Performing).

Closing discussion - “Now that we have

rehearsed and heard this piece of music,
how does it compare to our thoughts from
the beginning of class? What specific parts
of the music make this sound like a
Nightsong” (NCAS Responding).
19-46 Closing Activity “To end today’s rehearsal on Nightsong, we Students will complete
will perform measures 19 through 46 one the Compound Meter
last time.” Post-Test (formal,
teacher assessment).
“Now that we have learned and performed
rhythms in a compound meter, we are
going to take a post test. Please complete
this test by yourself and be sure to submit
an answer for each question.”