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- 1. Component I: Classroom Teaching Task A-2: Lesson Plan Intern Name: Christen Profancik Date: April 14, 2015 Cycle: # of Students: 55 Age/Grade Level: 7-8 Content Area: Music/Choir Unit Title: DCMS Mixed Choir Rehearsal Lesson Title: Warm-ups, Sight-reading, and Rehearsal with Accompanist Lesson Alignment to Unit a) Identify essential questions and/or unit objective(s) addressed by this lesson. The students will warm-up and rehearse using proper vocal technique. The students will analyze and sight-read a short musical passage. The students will identify and define standard music notation symbols found within a short musical passage. The students will demonstrate their ability to perform an independent part within an ensemble. The students will evaluate and respond to their own performance (with accompaniment) throughout rehearsal by becoming self-critics (suggesting musical adjustments) in order to better their performance for the upcoming WKU Choral Festival. b) Connect the objectives to the state curriculum documents, i.e., Program of Studies, Kentucky Core Content, and/or Kentucky Core Academic Standards. AH-P-SA-S-Mu1 Students will begin to recognize and identify elements of music (rhythm, tempo, melody/pitch, harmony, form, timbre, dynamics) using musical terminology. AH-P-SA-S-Mu2 Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others. AH-8-SA-S-Mu3 Students will listen to and explore how changing different elements results in different musical effects. c) Describe students prior knowledge or focus of the previous learning. Prior to todays class period, the Mixed Choir has continuously been making improvements on the pieces they will be singing at the WKU Choral Festival on April 21st , as well as focusing on refining the pieces chosen for their Spring Concert on May 11th . All the students in this choir have been developing their sigh- reading skills with a daily sight-reading activity. Lastly, the choir members are equally familiar with all basic elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics), as well as the fundamental characteristics of musicianship and music notation symbols. d) Describe summative assessment(s) for this particular unit and how lessons in this unit contribute to the summative assessment. Summative assessments for this choir will include the WKU Choral Festival (judges scores) and a Spring Concert participation grade where the students will publically perform repertoire they have been working on for the majority of the school year.
- 2. e) Describe the characteristics of your students identified in Task A-1 who will require differentiated instruction to meet their diverse needs impacting instructional planning in this lesson of the unit. Differentiation for this lesson will include: Consideration of Learning Preferences=> Visual, Auditory, and Kinesthetic learners will all be actively engaged during rehearsal. Movements will be added to specific warm-up exercises (Kinesthetic), the sight-reading passage will be projected onto the SmartBoard screen (Visual), and multiple aspects of the classroom rehearsal process compel the learners to listen to themselves and each other in order to achieve musical goals and successfully work together as an ensemble (Auditory). f) Pre-Assessment: Describe your analysis of pre-assessment data used in developing lesson objectives/learning targets (Describe how you will trigger prior knowledge): The students will be pushed to remember, identify, and execute musical changes that were made to pieces in previous rehearsals (ex: phrasing and dynamic changes). The ensemble will sing through all pieces with accompaniment for the first time (after warm-ups and sight-reading). The choir will be constantly analyzed and assessed, as well as challenged to become better musicians, by means of a start-stop rehearsal procedure. Lesson Objectives/ Learning Targets Assessment Instructional Strategy/Activity Objective/target: The students will warm-up and rehearse using proper vocal technique. The students will analyze and sight-read a short musical passage. The students will identify and define standard music notation symbols found within a short musical passage. Assessment description: Oral Questioning: The teacher will guide the students through warm-ups, sight-reading, and rehearsal while keeping students mentally engaged with questions to aid in musical analysis and to trigger prior knowledge (EX: What kind of note values do we have in this passage? How many rests?) Discussion Questions: During sight-reading, after the first read through, the teacher will open the floor for discussion; students will have the opportunity to voice opinions regarding what errors they can fix to improve the second read- through. Observation/Teacher Feedback: The teacher will guide the students through warm-ups, sight- reading while constantly observing and providing feedback that will enhance the learning and musicianship of the students (EX: reminders about posture and vowels while singing). Strategy/Activity: The teacher will warm up the choirs minds, bodies and voices using various thinking, breathing, listening, and vocal exercises. The ensemble will sight-sing a 1-part unison musical passage randomly chosen from Sight Reading Factory website using solfege syllables and handsigns. Usually the students have this opportunity to choose the time signature, key signature and level of difficulty of the passage. However, as this group prepares for festival, the teacher will decide upon these aspects to ensure the students are challenged. Activity Adaptations: One overhead light will be switched off during sight- reading to ensure a clearer visual of the projected musical passage. Sopranos may also be allowed to move (to stand behind the altos) if they have a poor visual of the SmartBoard.
- 3. Assessment Accommodations: Students will be asked to raise their hand to answer questions; this keeps chatter to a minimum and sets the expectation to be respectful. Media/technologies/resources: Piano, SmartBoard projector, Mac desktop computer, Sight Reading Factory website Objective/target: The students will demonstrate their ability to perform an independent part within an ensemble. The students will evaluate and respond to their own performance throughout rehearsal by becoming self-critics (suggesting musical adjustments) in order to better their performance for WKU Choral Festival. Assessment description: Observation/Teacher Feedback: The teacher will guide the students through rehearsal while constantly observing and providing feedback that will enhance the learning and musicianship of the students (EX: reminders about posture and vowels while singing). Assessment Accommodations: Students will be asked to raise their hand to answer questions; this keeps chatter to a minimum and sets the expectation to be respectful. Strategy/Activity: The students will sing through all pieces they will be performing at WKU Choral Festival with accompaniment. The ensemble will be rehearsed on specific musical elements of the piece in an effort to fix what could be better (diction, intonation, consonant attacks, dynamics, tone color, etc.) Activity Adaptations: The students will be moved to the risers to assist them in being physically and mentally in performance mode. Media/technologies/resources: Piano, Piano accompanist PROCEDURE: Introductory/Engagement: Gain the students attention (with call and response clapping) and provide them with a brief run-down of how rehearsal will go. Introduce the accompanist as well! Warm-ups: Breathing/Diaphragm => He Ha Ho (stacatto + accelerando 5 4 3 2 1) ascending Brain => Do Mi Sol accapella chordal exercise (B=Do, A=Mi, S=Sol; students sustain chord on assigned pitches and follow teacher for dynamic changes) Vowels/Range/Resonance => Yum-my (1 2 3 2 1 2 3 2 1) descending Sing-Ah (1 sliding to 8 and down to 1) ascending Diction => Articulate the consonants, really speak the words, round out the vowels sounds unless youll be unheard! (1 2 3 4 5 4 3 2 1) ascending Sight-reading: The teacher will project the Sight Reading Factory website onto the SmartBoard screen. The teacher will choose a sight-reading passage that is 2-part unison (Soprano + Bass), 4/4 time, and in a major key.
- 4. The students will raise their hands to identify time signature, key, number of rests, and note values in the passage. The students will speak the rhythm on TA. The students will identify starting solfege syllables. The students will speak the rhythm on solfege syllables using hand signs. The teacher will play the tonic chord on piano. The students will sing DO and set up key by singing tonic triad DO-MI-SOL-MI-DO. Students will sing through passage using solfege and hand signs (first run-through). Students will identify trouble spots (difficult leaps, wrong rhythms, etc) and the teacher will work these specific spots to help correct them. Students will sing starting pitch and set up key again. Students will sing passage one final time using solfege and hand signs. Rehearsal: Students will be asked to stand on the risers as if they are performing on stage. The ensemble will sing through Ich will den Herrn loben with accompaniment. While the students are singing, the teacher will take mental note of what musical aspects of the piece could be improved. After they have sung through it in its entirety, the teacher will address what can be/needs to be improved. This same start-stop rehearsal procedure will be used for the remaining two pieces (Confitemini Domino and Joshua Fit the Battle of Jericho). Closure: Students will be praised, asked to thank the accompanist, and will also be instructed to not to forget what was worked on!