Expressive Elements and Student Composition

Candidate Name: Adam Wilson

Content Area/Grade Level: 8th Grade Band

Unit Topic: Musical Independence through Composition

Unit Compelling Question: How can I apply my knowledge of expressive musical elements to my
personal and group composition?

Lesson Topic: Expressive Elements and Student Composition

Describe the students in the classroom:

25 students total
- 15 girls, 10 boys
- 22 White, 2 Hispanic, 1 Hispanic/Black
- 9 Gifted and Talented
- 6 with 504 Plan
- 1 with IEP

Standard(s) Addressed in the Lesson:

MU:Pr4.3.8: Perform contrasting pieces of music, demonstrating as well as explaining how the music’s
intent is conveyed by their interpretations of the elements of music and expressive qualities (such as
dynamics, tempo, timbre, articulation/style, and phrasing).

MU:Cr1.1.8: Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within
expanded forms (including introductions, transitions, and codas) that convey expressive intent.

Essential Content for the Lesson:

During this lesson, students will interpret musical works through the lenses of both the composer and
performers. Students will also compose their own musical works based on elements of the current
repertoire, including but not limited to style, articulation, rhythmic motives, etc. Students will work
collaboratively to create compositions and be able to justify their musical decisions. This will ultimately
lead to interaction with expressive musical elements and allow students to develop their independent
musicianship.

Lesson Guiding Question:

- How can students interpret expressive musical elements and reconstruct them within their own
composition?

Lesson Objective(s):
- I can perform varied musical selections with regard to both fundamental concepts and expressive
musical elements (MU:Pr4.3.8).
 - I can collaborate with others to compose a short musical work using relevant expressive elements
and defend my choices using specific and appropriate vocabulary (MU:Cr1.1.8).

Materials for Lesson:

- ViewSonic board
- Google Slides
- Instruments
- Habits of a Successful Middle School Musician
- Jungle Dance by Brain Balmages
- When Summer’s in the Meadow by Randall Standridge
- Pencil
- Chromebook
- Staff paper
- MakeMusic Cloud - Compose

Formative Assessment(s):
The students will be assessed through both aural and visual observation. During the first portion of the
lesson, students will be assessed aurally through ensemble playing in regard to expressive elements. For
the second portion of the lesson, students will be aurally and visually assessed on their composition
based on the expressive elements written and played. The teacher will facilitate learning by asking the
groups of students about their composition, their inspiration for each part, and why it is appropriate for
the context.

Lesson Procedures and Notes:

Procedure/Activity/Transition Questions to Ask; Materials to Use;
Accommodations and/or Modifications
The teacher will greet students in the hall Materials: For students: Instrument, Habits of a
before class. The teacher will then ask Successful Middle School Musician (optional),
students to have all appropriate materials for Jungle Dance, When Summer’s in the Meadow,
class. This includes their instrument, Habits pencil
of a Successful Middle School Musician,
Jungle Dance, When Summer’s in the For teacher: ViewSonic board, Google Slides,
Meadow, their Chromebook, and a pencil. MakeMusic Cloud - Compose
The agenda for the class will be on the
ViewSonic board and will also include all
materials needed for class.
The teacher will ask students to warm up on Materials: Instrument, Habits of a Successful Middle
their own using either long tones or one of the School Musician (optional)
Interval Studies from the Habits of a
Successful Middle School Musician book.
The teacher will ask students to put away Materials: Jungle Dance
their Habits of a Successful Middle School
Musician book if they were using it and to get
out their copy of Jungle Dance. Once all
students have located their music and placed
it on their stand, the teacher will say “Let’s all
play beginning at measure 41 and end at the
downbeat of measure 57. We will only play
this once so pay attention to all the markings
on the page!”
The ensemble will play Jungle Dance from Questions to ask:
measures 41 to 57. - What are expressive elements in music?
Afterwards, the teacher will ask students to - What expressive elements did you hear?
raise their hand and answer what expressive - Think about dynamics, articulations,
elements they heard and/or played throughout rhythmic motives, and other elements.
the specific set of measures. The teacher will - How does the composer portray the title of
also encourage higher level thinking by the piece using these elements?
facilitating leading questions. - How does this music make you feel?
Students will provide answers and opinions
after being called on by the teacher. After the
teacher has assessed that students have
identified and elaborated on expressive
elements within Jungle Dance, the class will
transition to the next piece.
Students will then be asked to put Jungle Questions to ask:
Dance to the side and get out their copy of - What expressive elements did you hear?
When Summer’s in the Meadow. The teacher - Think about dynamics, articulations,
will instruct students to play together from rhythmic motives, and other elements.
measure 1 to measure 10. The ensemble will - How does the composer portray the title of
play this section of When the Summer’s in the the piece using these elements?
Meadow. - How does this music make you feel?
After the ensemble has finished playing, the Materials: When Summer’s in the Meadow
teacher will again ask students to raise their
hand and describe the expressive elements
heard and/or played by both themselves and
the full ensemble. The teacher will also
encourage higher level thinking by facilitating
leading questions. Students will provide
answers and opinions after being called on by
the teacher.
Students will be asked to put their music and Materials: ViewSonic board, Google Slides
materials away for the time being. The presentation, MakeMusic Cloud - Compose
teacher will ask students to direct their
attention to the ViewSonic board in order to
receive instructions for the day’s assignment.
The teacher will utilize both Google Slides
and the MakeMusic Cloud feature, Compose,
to provide instruction and information to
students.
After presenting the information and
parameters for the assignment, the teacher
will ask students to raise their hand if they
have any questions.
The teacher will split students into
 predetermined small groups consisting of
either 3 or 4 people. The instrumentation of
each group will include a high, middle, and
low voice, and potentially percussion.
Once students are in their assigned groups, Materials: Instrument, Chromebook, MakeMusic –
they will be asked to use their Chromebooks Cloud, Jungle Dance (optional), When Summer’s in
to access MakeMusic Cloud – Compose or a the Meadow (optional)
piece of blank staff paper and begin their
composition.
Students can also utilize Jungle Dance and/or
When the Summer’s in the Meadow to get
ideas for their composition. Students may ask
others in their group for ideas or opinions but
must formulate their own unique ideas.
Students will also be asked to have their
instrument readily available as they should
play through their respective part with other
members in their group.
The teacher will facilitate learning by moving Questions to ask:
around to each group throughout the room. - Why did you write your part this way?
The teacher will ask students about their - What expressive elements did you compose
individual ideas and to justify why they and why?
implemented the specific expressive elements
they did.
Before class ends, the teacher will gauge Questions to ask:
where students are in the composition process - Who enjoyed their composition?
and ask if any group would like to present - What expressive elements did you hear in
what they created. The teacher will encourage their composition?
that at least one group will present their - How did their composition make you feel?
composition in order to not only share their - What do you think the title of their
creative work but also demonstrate their composition is?
collaborative musical efforts. Materials: Instrument, Chromebook, MakeMusic
Cloud – Compose, staff paper (optional), pencil
(only if using staff paper)
The teacher will conclude the lesson by
gauging student interest in the lesson, asking
about any setbacks students faced while
composing, and asking why composition is
important for band students to do every once
in a while. The teacher will then ask students
to safely and quickly put their materials away
and get ready to transition to their next class.

Explain how this lesson addresses the lesson objective(s) and standards.
This lesson addresses both the lesson objectives and standards by asking students to interact with
relevant and appropriate repertoire of different styles, analyze the expressive musical elements within
the pieces, and apply their previous knowledge of expressive elements to a group composition with
independent parts. Students are collaborating with one another both in the ensemble and in the small,
assigned groups which is an additional layer to the standards and objectives of the lesson.

How did the lesson address the diverse needs/experiences of the students in the classroom?
This lesson addresses diverse needs and experiences by allowing students to create their own
composition within a fairly broad set of parameters. There are different options for students as to how
they create the composition, whether they prefer to use technology or write the notation by hand.
Moreover, students will not be overly restricted in the rhythms, notes, or expressive elements used in
order to cater to the broad experiences and skill levels of students. It is important for students to create in
the music classroom, so presenting a variety of ways to complete this lesson encourages students to find
some comfort in a lesson which may push them outside their comfort zone.