Composer, Conductor, and Critic | Carnival of Animals Lesson Plan

Learning Objective(s) aligned to standard(s):  The students will direct Finale from The Carnival of the Animals using correct conducting technique. They will be able to describe in a written document a musical performance with accurate music terminology and correct writing form. The students will understand music career options and skills needed to pursue them and to discuss this with their peers

Success Criteria: Student success will be measured by teacher observation of student conducting accuracy, understanding of the musical elements in Finale and correct use of writing elements as determined by the Music Critic Rubric

Student Check-in Strategy (ies): Students will be monitored by teacher observation throughout the lesson and through participation in discussion and reflection at the conclusion of the lesson.

Connections to Prior Learning/ Setting Purpose (Opening): Students will use their prior knowledge of musical elements to understand the meter of the music and to connect that with showing the appropriate conducting pattern for the Finale of The Carnival of the Animals. Students will use acquired writing skills, knowledge and music concepts to transfer their understanding when writing their concert review.

New Learning: 

1. The students will watch Leopold Stokowski/Bugs Bunny. The teacher will explain that Bugs Bunny was patterned after Leopold Stokowski a famous musical conductor and director of many famous American orchestras including the Philadelphia Orchestra and New York Philharmonic and show his picture.

2. The students will participate in a class brainstorm session deciding what a musical conductor does. 

3. The Students will be introduced to The Carnival of the Animals (biographical information about Camille St. Saens, the period that it was written, number of movements, etc.) the lesson and objectives by the teacher. The students will listen to the Finale movement from The Carnival of the Animals. Finale.

4. The students will participate in a review of basic musical elements of time, meter, and dynamics, etc. and provide answers to questions as guided by the teacher. 

5. The students will respond and move to teacher-led musical conducting instruction with warm up exercises.

•      a. To highlight the importance of the conductor, the teacher will instruct students to say the word “yes”, further explaining that they need to say “yes” at the proper dynamic, and style, and to start and stop together but giving no cues and no indication of starting, stopping, dynamics, or style. The second time the teacher will give the same expectations using correct conducting techniques. For example the teacher will give the downbeat (starts students) and cut off (stops students), and utilizes a small smooth beat pattern to indicate a soft, smooth, “yes” response by the students.

•      b. The second conducting exercise will have students standing in front of their seat, with both hands directly out in front of them. fingers pointing down, and pretending to paint a wall with the back of their hand (keeping both hands flat, steady and moving up the imaginary wall together). When they get to the top of the wall, flip both hands palm out so that their fingers are pointing up (like making a stop motion with both hands) and paint down the wall, keeping both hands even and flat while repeating.

6. The students will practice basic two and three beat conducting patterns after direct and guided instruction from the teacher.

• a. The two beat pattern (both hands start at an imaginary plane, horizontal to the ground, arms extended and make a motion like a fish hook, down, up) 

• b. The three beat pattern (both hands start at an imaginary plane horizontal to the ground, arms extended, down together, out, up; like a triangle). The class listens to the Finale and decides if this movement is in 2/4 or 3/4 time (meter). They can clap, pat, or move as they determine the meter.

7. The students will decide if Finale is in in 2/4 or 3/4 time, stand up with a partner and each conduct all or part of Finale with the correct beat pattern as it is played again. The students determine with their partner if the conducting pattern was correct.

8. The students will use appropriate music terminology and write a short essay describing The Finale movement of The Carnival of the Animals as if they are reviewing a concert as a music critic. The teacher will explain the format of the short essay, offer a framework of what to include, what a music critic review contains, and review the rubric with the class.This prompt will be available to the students to further explain essay expectations, “You can write about any aspect of the concert: the musicians, the piece played, the sound, the atmosphere, how it all made you feel. The most important thing is that your writing should be lively, vivid, and interesting: you want to give your readers a taste of what it was like to be there.” Bachtrack

9. The students will share their music critic essays with the class.

10. The students will participate in a class discussion about the different careers in music that they were exposed to in this lesson: composer, music critic, and conductor. The teacher will provide requirements of each career, ex. training needed, financial possibilities, etc. The teacher will ask thought provoking questions as to what other content areas are needed to pursue each career (for example writing skills combined with musical knowledge and literacy are needed for a music critic career) to allow students to generate their own conclusions on additional skills needed for these music careers.

11. The students will be led in a teacher guided discussion on their thoughts about Finale, students music critic essay observations, and the importance of a musical conductor.

Practice: The students will be given guided practice with direct and guided instruction from the teacher. Students will practice both independently their conducting skills and with a partner (together they will determine the students conducting accuracy). Students will work independently with teacher support (as the teacher circulates through the classroom) on their essay. Students will interact with their peers during the brainstorm session and class discussions  (such as when making connections during class discussions on music careers identifying the additional skills needed for success in each music field.). 

Lesson Reflection/Closure: The students will reflect on their thoughts of The Finale and participate in a teacher-led discussion after their concert review presentations. The teacher will also direct a discussion on the importance of musical conductors by asking questions that will allow students to make connections. Students will be encouraged to share their observations of Maestro Nakahara conducting the Finale. The teacher concludes with a class discussion about the different careers in music that they were exposed to in this lesson:  composer, music critic, and conductor, explaining the basics of each career, ex. training needed, financial possibilities, etc. The teacher will ask thought provoking questions as to what other content areas are needed to pursue each career (for example writing skills combined with musical knowledge and literacy are needed for a music critic career) to allow students to generate their own conclusions about skills needed for music careers.

The students will be assessed through observation while monitoring the class during discussions, conducting technique, and during the essay presentation. The Music Critic Rubric will be used to assess music and writing comprehension.