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Learning Assessment Model ProjectCaitlin BantonStudent Teaching in Music EducationVocal Health UnitAccents- Intermediate Women’s ChorusHamilton Southeastern High School—Fishers, IN Mr. Porter and Mrs. Mullen, Cooperating TeachersMrs. Finger, University SupervisorTable Of ContentsPurpose of ProjectObjectivesVocabularyTimelineLesson PlansStudy GuideVocal Skills Assessment RubricTechnologyDifferentiation/AccommodationPretestPost TestData GraphsNarrative StatementsPurpose of ProjectThe purpose of my project was to help students understand the singing process and require the skills to sing healthfully. In this unit students will learn about the singing process and how to maintain a healthy voice. Students will learn about the three stages of singing and how the body creates sound. Students will learn about how the diaphragm, lungs and abdomen work together to breathe. Students will learn about the anatomy of the larynx and its functions. Students will experience how sounds change with the use of articulators. Students will be able to find different voiced and unvoiced consonants in their music and understand how to properly produce each. Students will also learn about how to maintain a healthy singing voice. Students will learn the signs and symptoms of vocal damage and how to prevent further issues. Students will listen to examples of singers and evaluate the health of their voices. Gaining knowledge about the bodies and its functions allows students to relate music to health, biology and anatomy. Gaining knowledge about how to maintain a healthy voice aligns with several topics in health class. This unit allows students to make the connection between music and their science and health classes. This portion of the unit aligns with National Standard #8. While students will be learning about the singing process and the body, they will also be gaining the skills to engage each aspect of the singing process. Students will learn how to properly breathe while singing, how to phonate, and how to create tall vowels and articulate consonants. Students will learn exercises to help them develop a healthy sound. Students will be able to identify and sing voiced and unvoiced consonants from their music. Students will be able to sing their current music using tall vowels. Developing the skills to sing properly is associated with National Standard #1.As a music educator it is important that students not only develop the skills to properly sing, but understand how they produce sound. It is important that students develop healthy habits early, so that vocal damage does not occur. Making students aware of vocal health issues helps students understand the relevance of vocal health education. ObjectivesMusical ObjectivesStudents will be able to accurately label and define terms related to each stage of singing: Respiration, Phonation, and Resonance.National Standard 1 (Singing) 6 (Listening and analyzing) and 8 (other subjects). Students will apply their knowledge of each stage to their own singing.This will be assessed through multiple choice, labeling, and fill in the blank questions. Students will label vocal anatomy from a diagram. Students will be able to demonstrate knowledge of basic vocal health. National Standard 8 (other subjects). Students will apply their knowledge about vocal health to practical situations.Students will be assessed through short answer and true/false questions. Students will apply their knowledge of vocal health to specific examples.Students will be able to demonstrate proper respiration, phonation, and resonance throughout their singing.National Standard #1 (Singing) Students will apply their knowledge of proper singing technique to their own musical performance. Students will be assessed through a skills test focusing on exercises highlighting each stage of singing. Other Subject AreasNational Standards for Health EducationStandard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.National Standards for Science EducationLife Science: Living Systems VocabularyStages of Singing—Respiration, Phonation, and ResonanceDiaphragm--When inhaling it contracts and the rib cage expands. When exhaling, it relaxes and the abdominal muscles contract.Muscular Antagonism-- The interaction between the diaphragm and the abdomen that creates breath support and controlThe Bernoulli Effect-- Air passes through the vocal folds and causes them to vibrate creating sound.Articulators—Lips, teeth and tongueUnvoiced Consonants- Does not have pitchVoiced Consonants- Has pitchTall vowels- dropped jaw and raised soft palateVocal Nodes-- Symmetrical masses on the vocal folds that can develop as a result of misuse of the voice.Ear Nose and Throat DoctorIdentify and Label: Tongue, Epiglottis, Larynx, Esophagus, Trachea, Vocal foldsVocal Health Unit Time LineDateTopicMarch 6thPretestMarch 16thIntroductionMarch 18thRespirationMarch 19thPhonationMarch 20thPhonation VideosMarch 23rdVideos and ResonanceMarch 24thConsonants ActivityMarch 25thVocal HealthMarch 27th Review DayMarch 30thSkills Test and QuizletMarch 31stTest DayUnit Lesson PlansVocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 16thVocal Health IntroductionObjectivesStudents will understand the importance of vocal health to their livesStudents will be able to label the three stages of singingStudents will be able to listen and analyze a poor vocal health video clip.MaterialsPowerpoint-IntroductionYoutube-Mariah Carey videoVocal Health Study GuideProcessStudents will discuss what they know about vocal healthQuestions: Why do you think vocal health matters?Ask several studentsStudents will follow PowerPointWhy should I protect my voiceDamage and frequencyCelebrities with vocal health issuesWhy do you think this is?Does this surprise you?Have students give their favorite singer, Find vocal health issue.What would you do if you were singing for a career?QuoteMariah Carey VideoStudents will listen to video.What sounds bad? What does that make you feel? What do you think she is doing wrong?Relating it to average personStudents will learn about how frequent vocal health issues areHave you ever lost your voice? Why?Students will learn about the three stages of singingHave students write this information on study guide.“Breathing, Sound, Sound production”Warm upReview- What are the stages of singing?Students will choose an exercise to represent each stage for today.Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 18thVocal Health RespirationObjectivesStudents will be able to label the three stages of singingStudents will be able to explain how the diaphragm works.Students will be able to explain what muscular antagonism is.Students will work on proper breathing technique through breathing exercises. MaterialsPowerpoint-RespirationYoutube-Diaphragm videoVocal Health Study GuideProcessReviewStudents will talk about the three stages of singingWhy is vocal health importantStudents will learn about respiration via the PowerPointStudents will stand up and do a breathing exerciseWhat do you notice about your body?How do you think breathing works?Definition- students will record on study guideStudents will watch video of the diaphragmStudents will do exercise again, putting hand on stomach and on hip.How does the diaphragm expand?Muscular antagonismReviewStages, diaphragm, muscular antagonismWarm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airStudents will continue warm up doing phonation and resonance exercises. Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 19thVocal Health Phonation Day 1ObjectivesStudents will be able to label the three stages of singingStudents will review respiration terms and definitions.Students will work on proper breathing technique through breathing exercises. Students will be able to label different areas of the phonation process.Students will be able to access their upper and lower registers fluidly.MaterialsPowerPoint-PhonationVocal Health Study GuideProcessReviewWhat are the three stages of singingHow does the diaphragm workDefine muscular antagonismStudents will do breathing exercises together.PowerPointStudents will learn about the voice boxStudents will look at graphic of larynx and vocal folds.Anatomy- Folds and epiglottisStudents will fill out study guide with parts of the larynxStudents will discuss the function of each part of the voice box. Tongue, epiglottis, vocal folds, esophagus, trachea, larynxWarm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeResonance exercises- Students will continue to do resonance exercises.Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 20thVocal Health Phonation Day 2Objectives.Students will be able to label different areas of the phonation process.Students will be able to connect the areas of phonation to videos of vocal scopes.Students will be able to access their upper and lower registers fluidly.Students will work on proper breathing technique through breathing exercises. MaterialsVoice Medicine websiteYoutube videoVocal Health Study GuideProcessReviewStudents will look at diagrams from yesterday and talk about the functions of each labeled section.PowerPointStudents will take what they learned about the larynx view several videos.Youtube videoStudents will watch a video of four singers being scoped while singing. What do you notice from our charts that we see in the videos. Epiglottis, voice movingCan you tell when the singer takes a breath?The vocal foldsWhile breathing the folds are opened.While singing the folds are closed and vibratingBernoulli effect- air passes through the vocal folds creating sound.Have students get 2 pieces of paper and breath through them to demonstrate this. The voice medicine website videosVocal folds slowed downLooking at the Bernoulli effectDoing a siren-stretching the foldsLike a rubber bandWhat about the vocal folds did you notice today that you did not know before?Warm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeStudents will add arms acting like a rubber bandResonance exercisesStudents will continue to do resonance exercises.Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 23thVideos and ResonanceObjectivesStudents will be able to label the three stages of singingStudents will review respiration terms and definitions.Students will work on proper breathing technique through breathing exercises. Students will be able to label different areas of the phonation process.Students will be able to access their upper and lower registers fluidly.Students will be understand what resonance is and terms related to resonance. Students will work on singing with tall vowels and correct consonant articulations. MaterialsPowerPoint-ResonanceVocal Health Study GuideVideos: The voice medicine (some didn’t work the day before)ProcessReviewStages of singing, muscular antagonism, Bernoulli effect, and the phonation pictures.Teacher will call on students to answer questions and give functions of larynx.Ask students what they are still struggling with. Voice medicine videos- Show ones that didn’t work on Friday. Follow this lesson.PowerPointResonance"The mask" vibrations of folds are amplified or modified/amplified in the resonance cavities. Have students place hand over face and hum. Students will feel the "resonance" Throat mouth and sinuses!Tall vowels are created by dropping the jaw and raising the soft palateWhere is the soft palateStudents will take tongue to the back of the roof of the mouth and find the "soft" part.ConsonantsArticulators: Lips teeth and tongueVoiced v. Unvoiced consonantshave students speak consonant pairs and notice the difference.Students will find consonants from their musicWarm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeStudents will add arms acting like a rubber bandResonance exercisesStudents will continue to do the vowel exercise from class.EE EH AH OH OOStudents will sing 1,3,2,4,3,5,4,2,1Students will work on having a dropped jaw and a raised soft palateStudents will sing patsy's diction exerciseStudents will sing exercise using several voiced and unvoiced consonants.Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 24thResonance—Consonants ActivityObjectivesStudents will work on proper breathing technique through breathing exercises. Students will be able to access their upper and lower registers fluidly.Students will understand what resonance is and terms related to resonance. Students will be able to apply their knowledge of consonants and diphthongs to their singing. Students will work on singing with tall vowels and correct consonant articulations. MaterialsVocal Health Study GuideHigh School Musical 2 musicProcessReviewReview resonance—what are voiced/ unvoiced consonants? What are diphthongs. Students will look at the board and determine which consonants are voiced and unvoiced.ActivityStudents will take out high school musical 2 and find 3 voiced and three unvoiced consonants.Students will then find three diphthongs from their music.The instructor will have students come up and write these on the white board. Students should be able to apply their knowledge of consonants and diphthongs to their singing. Warm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeStudents will add arms acting like a rubber bandResonance exercisesStudents will continue to do the vowel exercise from class.EE EH AH OH OOStudents will sing 1,3,2,4,3,5,4,2,1Students will work on having a dropped jaw and a raised soft palateStudents will sing patsy's diction exerciseStudents will sing exercise using several voiced and unvoiced consonants.Vocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 25thVocal HealthObjectivesStudents will be able to explain how to keep the voice health and what could happen if it is not healthy.Students will work on proper breathing technique through breathing exercises. Students will be able to access their upper and lower registers fluidly.Students will work on singing with tall vowels and correct consonant articulations. MaterialsVocal Health Study guidePowerpoint- Vocal HealthThe voice medicine websiteProcessVocal HealthAsk students what they remember from the first day of classCelebrities, vocal health problems are common!Voice health/ Car healthMaintenance, repair, preventionVocal Health issuesNodesThe voice medicine- Students will look at the effects of several different vocal health issuesAsk students what they think about these pictures. Would they want any of this to happen to them?PreventionStay Healthy! No drugs or alcoholWarm uo voiceMaintenanceWarm up voice, vocal restRepairDon’t sing when sick, have a voice teacher.What should you do? (Why are each equally important)Stop what you are doingSee a doctorRetrain your voice!RemindersReview on Friday, Skills test Monday, and test on Friday. Warm UpRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeStudents will add arms acting like a rubber bandResonance exercisesStudents will continue to do the vowel exercise from class.EE EH AH OH OOStudents will sing 1,3,2,4,3,5,4,2,1Students will work on having a dropped jaw and a raised soft palateVocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 27thVocal Health Unit Review DayObjectivesStudents will be able to recite each stage of singing and its related termsStudents will be able to apply their knowledge of terms to practical musical situations.Students will work on proper breathing technique through breathing exercises. Students will be able to access their upper and lower registers fluidly.Students will work on singing with tall vowels and correct consonant articulations. MaterialsVocal Health Study guidePowerpoint- Review DayThe voice medicine websiteProcessStudents will be asked various questions from the test.Students will be encourages to only look at their study guide if need beStudents will be given a link to a study tool online“Miss Banton’s VH Study Guide”Class remindersStudents will run through the vocal skills test as a warm upStudents will have their test on Tuesday of next week.Warm up/ Skills Test PracticeRespiration exerciseStudents will breathe in for 2 counts and out for 8 on a steady streamStudents should breath using diaphragm not shouldersStudents should use an intense stream of airStudents will breath in for two counts and out for 8 pulsingStudents should work on engaging the diaphragm and having a strong pulse of airPhonation exerciseStudents will repeat different sirens after instructorStudents will work on evenly navigating from upper to lower register.Students should reach the extremes of their rangeStudents will add arms acting like a rubber bandResonance exercisesStudents will continue to do the vowel exercise from class.EE EH AH OH OOStudents will sing 1,3,2,4,3,5,4,2,1Students will work on having a dropped jaw and a raised soft palateVocal Health Unit LessonsAccents/Intermediate Women’s Chorus29 girls 10th-12th GradeMarch 27thVocal Health Skills Assessment dayObjectivesStudents will work on proper breathing technique through breathing exercises. Students will be able to access their upper and lower registers fluidly.Students will work on singing with tall vowels and correct consonant articulations. MaterialsPianoSkills assessment rubricProcessStudents will sing through the skills test as a group.Students will go in groups of 4 to the small choir room to take their skills testStudents will be evaluated based on the rubricReminders: Test tomorrow, quiz websiteVocal Health Unit: Study GuideName:VocabDiaphragm:Muscular Antagonism: The Bernoulli effect:Articulators:Unvoiced Consonants:Voiced Consonants:Nodes:Ear Nose and Throat Doctor:How do we create tall vowels?Vocal HealthPreventionMaintenanceRepairDiagrams- Vocal AnantomyEpiglottis Vocal Folds Tongue Larynx Trachea Esophagus047625001.___________2.___________3.___________4.___________5.___________6.___________7.___________8.___________9.___________10.__________ 285750014414500Stages of Singing1.______________________________2.______________________________3.______________________________Vocal Health Skills Test Rubric Name________________________ 02-34RespirationStudent will breathe in for 2 and out for 8 on a steady stream and pulsing on SHH.Students do not breathe with diaphragm or support through the phrase.Students sometimes breathe with diaphragm but are able to support breath through the phraseStudents breathe with diaphragm and are able to support the breath through the phrasePhonationStudents will repeat the teacher on sirens.Students cannot navigate through head and chest voice.Students have trouble navigating from head to chest or chest to head voice.Students are able to navigate smoothly through their head and chest voiceResonance- VowelsStudents will sing vowel exercise. EE EH AH OH OO on Do-mi-re-fa-mi-sol-do.Students do not sing with a dropped jaw or a raised soft palate. Students sing with a dropped jaw and a raised soft palate during some of the vowels.Students sing with a dropped jaw and a raised soft palate throughout exercise.Resonance- DictionStudents will sing the Pasty’s Diction exercise using a voiced and unvoiced consonant. Consonants are not clear and students show no difference between voiced and unvoiced consonants. Consonants are unclear some of the time. Students do not demonstrate clear difference between voiced and unvoiced consonants. Students use the articulators to create unvoiced and voice consonants. Students demonstrate difference between voiced and unvoiced.Total__________/16Technology UsageFor this Unit, I tried to incorporate an aspect of technology every day. Since next semester Hamilton Southeastern is going to be a “Bring your own device” campus I wanted to make sure this was a big part of my project. For every lesson I used a PowerPoint. On those power points was all the information for the final assessment. I also used three different youtube videos. The first was a video of Mariah Carey singing poorly. The second was a video of a virtual diaphragm. The third was a video of four singers being scoped while singing an SATB piece. I also used the website “Voice Medicine” several times in class. This website had several different pictures and clips of the larynx and how it functions as well as pictures of several vocal health issues. Before giving my students their final assessment I created a quizlet page on that had all of the terms they needed to study. Quizlet can be assessed through a computer or through an app and is a great study tool. It allows students to have online flashcards and quiz themselves. The one thing I would have loved to do is used “Poll everywhere” which is an application that lets students text in responses to questions. I had experimented using this and found that I was unable to hook up my mac book to the projector. If I was to do this unit again I would look into how to make this app possible. Differentiation/ AccommodationAccents is the only choir at HSE that currently has no one under an IEP or a 504 plan. Knowing this I tried to instead create lessons that catered to each type of learner. I made sure to have several visual, aural, and kinesthetic examples in class. To help students who may have struggled with the lessons, I gave everyone a study guide with specific instructions on what students should know. I made a point to tell students when exactly to write each term down. I also had a student who missed several days of school during my lesson. She was part of the reason I chose to create the online study guide. Even though she wasn’t in class often she was still able to access all of the information. Doing this also gave all my students another tool to study. I had only one student that out performed others on her pretest. I tried to make sure that I asked more application questions to her and the other high ability students in the classroom. For example when the students were learning about consonants I would ask my higher achievers about consonant combinations and why they thought they were different. If I were to have a student with an IEP in the class I would make sure to accommodate exactly what they need to be successful. To do so I would read the IEP, talk to the student, and talk to the special needs teacher for my school. Vocal Health Unit: PretestName:AccentsScore________/ 32Answer the following questions about vocal health and anatomy to the best of your knowledge.________________________________________________________________________Label the three stages of singing on the diagram below: (3pts.)114300212725003.__________________2.__________________1.__________________Stage 12. When __________ the diaphragm contracts and the rib cage expands. When ___________ the diaphragm relaxes the abdominal muscles contract. (1pt.)Inhaling, ExhalingExhaling, InhalingSinging, SpeakingSpeaking, Singing3. Muscular Antagonism is the interaction between the ______________ and the _____________ that creates breath support and control. (2pts)Stage 24. Match the term to its appropriate location. Some terms are used more than once. (10pts.)Epiglottis B. Vocal FoldsC. Tongue D. LarynxE. Trachea F. Esophagus-114300104775001.________2.________3.________4.________5.________6.________7.________8.________9.________10._______ 5. Air passes through the vocal folds and causes them to vibrate creating sound. This process is called _________. (1pt.)The larynxMuscular antagonismRespirationThe Bernoulli EffectStage 36. List the three articulators. (3pts.)1.________________2.________________3.________________7. Look at the underlined consonants in each word. Next to the word write a U for unvoiced and an V for voiced. (5pts.)HOPE _______HEART _______OVER _______BE _______DOWN _______8. Tall vowels are created by: (1pt.)Dropping the jawRaising the soft palateGood postureBoth A and BVocal Health9. __________ are symmetrical masses on the vocal folds that can develop as a result of misuse of the voice. (1pt.)10. Karen wants to be a famous singer. When she sings she notices that her voice has begun to hurt and sound different. What would you recommend to her to help heal her voice? (3pts)11. True or False Drinking Caffeinated beverages can affect the voice by drying out the mucous membranes. (Circle your answer 1pt.)12. If you experience vocal problems for more than 2 weeks make an appointment with the (1pt.)PediatricianEar, Nose and Throat DoctorEndocrinologistPhysical TherapistVocal Health Unit: Pretest (Answer Key)Name:AccentsScore________/ 32Answer the following questions about vocal health and anatomy to the best of your knowledge.________________________________________________________________________Label the three stages of singing on the diagram below: (3pts.)114300212725003._Resonance________2._Phonation_________1._Respiration________Stage 12. When __________ the diaphragm contracts and the rib cage expands. When ___________ the diaphragm relaxes the abdominal muscles contract. (1pt.)Inhaling, ExhalingExhaling, InhalingSinging, SpeakingSpeaking, Singing3. Muscular Antagonism is the interaction between the _Diaphragm_____________ and the _Abdomen____________ that creates breath support and control. (2pts)Stage 24. Match the term to its appropriate location. Some terms are used more than once. (10pts.)Epiglottis B. Vocal FoldsC. Tongue D. LarynxE. Trachea F. Esophagus-114300104775001._C_______2._A_______3._B_______4._E______5._F_______6._A_______7._B_______8._D_______9._E_______10._F______ 5. Air passes through the vocal folds and causes them to vibrate creating sound. This process is called _________. (1pt.)The larynxMuscular antagonismRespirationThe Bernoulli EffectStage 36. List the three articulators. (3pts.)1.__Lips______________2.__Teeth______________3.__Tongue______________7. Look at the underlined consonants in each word. Next to the word write a U for unvoiced and an V for voiced. (5pts.)HOPE _U______HEART __U_____OVER __V_____BE __V_____DOWN __V_____8. Tall vowels are created by: (1pt.)Dropping the jawRaising the soft palateGood postureBoth A and BVocal Health9. _Nodes_________ are symmetrical masses on the vocal folds that can develop as a result of misuse of the voice. (1pt.)10. Karen wants to be a famous singer. When she sings she notices that her voice has begun to hurt and sound different. What would you recommend to her to help heal her voice? (3pts)Karen should drink plenty of water, take vocal rest until feeling better, and seek a voice teacher to learn how to sing properly.11. True or False Drinking Caffeinated beverages can affect the voice by drying out the mucous membranes. (Circle your answer 1pt.)12. If you experience vocal problems for more than 2 weeks make an appointment with the (1pt.)PediatricianEar, Nose and Throat DoctorEndocrinologistPhysical TherapistVocal Health Unit: Post TestName:AccentsScore________/ 32Answer the following questions about vocal health and anatomy to the best of your knowledge.________________________________________________________________________Label the three stages of singing on the diagram below: (3pts.)114300212725003.__________________2.__________________1.__________________Stage 12. When inhaling the diaphragm __________ and the rib cage expands. When exhaling the diaphragm _________ the abdominal muscles contract. (1pt.)Relaxes, ContractsContracts, RelaxesRelaxes, TensesTenses, Contracts3. Muscular Antagonism is the interaction between the ______________ and the _____________ that creates breath support and control. (2pts)Stage 24. Match the term to its appropriate location. Some terms are used more than once. (10pts.)Epiglottis B. Vocal FoldsC. Tongue D. LarynxE. Trachea F. Esophagus-114300104775001.________2.________3.________4.________5.________6.________7.________8.________9.________10._______ 5. Air passes through the vocal folds and causes them to vibrate creating sound. This process is called _________. (1pt.)The LarynxMuscular antagonismRespirationThe Bernoulli EffectStage 36. List the three articulators. (3pts.)1.________________2.________________3.________________-114300243205007. Look at the bolded consonants in each word. Circle the word if the bolded consonant is voiced. Underline the word if it is unvoiced. (4pts.)FABULOUS SUMMER HOPE BEACH8. List the two things you should do to create tall vowels. (2pts)1.____________________________2.____________________________Vocal Health9. Vocal Nodules are: (1pt)Symmetrical masses on the vocal folds that can develop as a result of misuse of the voice.Cancerous masses on the vocal folds.A thinning of the vocal folds due to old age.A swelling of the vocal folds due to acid reflux.10. Miss. Banton wants to be a famous singer. When she sings she notices that her voice has begun to hurt and sound different. What three things would you recommend to her? (3pts)11. True or False Drinking Caffeinated Beverages, Smoking, and Drinking Alcohol can negatively effect the voice. (Circle your answer 1pt.)12. True or False If you experience vocal problems for more than 2 weeks make an appointment with the Ear, Nose and Throat Doctor. (Circle your answer 1pt)Not graded** What did you learn in the past few weeks that you didn’t know before?Vocal Health Unit: Post Test (Answer Key)Name:AccentsScore________/ 32Answer the following questions about vocal health and anatomy to the best of your knowledge.________________________________________________________________________Label the three stages of singing on the diagram below: (3pts.)114300212725003._Resonance_________________2._Phonation_________________1._Respiration_________________Stage 12. When inhaling the diaphragm __________ and the rib cage expands. When exhaling the diaphragm _________ the abdominal muscles contract. (1pt.)Relaxes, ContractsContracts, RelaxesRelaxes, TensesTenses, Contracts3. Muscular Antagonism is the interaction between the _Diaphragm_____________ and the _Abdomen____________ that creates breath support and control. (2pts)Stage 24. Match the term to its appropriate location. Some terms are used more than once. (10pts.)Epiglottis B. Vocal FoldsC. Tongue D. LarynxE. Trachea F. Esophagus-114300104775001.__c______2.__a______3.__b______4.__e______5.__f______6.__a______7.__b______8.__d______9.__e______10._f______ 5. Air passes through the vocal folds and causes them to vibrate creating sound. This process is called _________. (1pt.)The LarynxMuscular antagonismRespirationThe Bernoulli EffectStage 36. List the three articulators. (3pts.)1.__Lips______________2.___Teeth_____________3.___Tongue_____________-114300243205007. Look at the bolded consonants in each word. Circle the word if the bolded consonant is voiced. Underline the word if it is unvoiced. (4pts.)259080019685106680019685FABULOUS SUMMER HOPE BEACH8. List the two things you should do to create tall vowels. (2pts)1.__Drop Jaw__________________________2.__Raise Soft Palate__________________________Vocal Health9. Vocal Nodules are: (1pt)Symmetrical masses on the vocal folds that can develop as a result of misuse of the voice.Cancerous masses on the vocal folds.A thinning of the vocal folds due to old age.A swelling of the vocal folds due to acid reflux.10. Miss. Banton wants to be a famous singer. When she sings she notices that her voice has begun to hurt and sound different. What three things would you recommend to her? (3pts)Stop singingSee a doctorRetrain your voice11. True or False Drinking Caffeinated Beverages, Smoking, and Drinking Alcohol can negatively effect the voice. (Circle your answer 1pt.)12. True or False If you experience vocal problems for more than 2 weeks make an appointment with the Ear, Nose and Throat Doctor. (Circle your answer 1pt)Not graded** What did you learn in the past few weeks that you didn’t know before?Unit Data GraphsNarrative StatementsUnit NarrativeThis unit was the first time I had ever planned and taught an entire unit for students. It was rewarding to see my students learn over time and reflect upon my planning. This unit covered vocal anatomy and health. The two main standards covered in this unit were national standard one and eight. Students learned about vocal health and anatomy concepts relating to science and health classes. Students then took what they learned about proper technique and applied it to their own daily singing. I felt like this worked really well because it fell into the category of comprehensive musicianship. Students learned about musical concepts and experienced these concepts through music making. Some other standards were utilized to help support the unit and student growth. Students experienced activities that promoted listening and analyzing music as well (standard 6.) Accents is an all-women’s intermediate choir. In this group there were no students with special needs and only a couple of high ability students. Because of this I did not have much individualization to consider while planning this unit. In order to make sure each learner was successful, I catered to several different learning styles throughout my unit. Visual learners were addressed through the several PowerPoint’s, pictures, and videos shown in class. Students where also given a study guide with pictures to help them with the diagrams. My aural learners where reached through lectures, sound clips, vocal models, and experiencing sound themselves. These learners had several opportunities to listen to the lecture and listen to what the voice should sound like. Kinesthetic learners were addressed in the skills connection of the lessons. Students experienced each aspect of singing through warm up as they learned about each component in class. Students were encouraged to use motions to help them remember the correct technique for each exercise. For example, the sirens exercise, students were to create a bug rubber band with their hands to show the expansion of the vocal folds. These learners where also encouraged to make sounds to figure out whether consonants were voiced or unvoiced. Students that were high ability were asked more application questions in class. Instead of having them recite information, I would have them apply their knowledge to an assessment of a student. Another way I challenged high ability learners was that I had them look at more challenging consonant combinations and work out whether it was voiced or unvoiced. Most of my accommodations for high ability students were in my questioning. For students that were struggling I created an online study guide on a website that uses the study terms for several different games. This was very effective for students who missed several days of class. Assessment NarrativeThroughout my Vocal Health Unit students were assessed formally and informally. The results of these assessments influenced my day to day lesson plans. Because I did not have any students with special needs in my classroom I did not make and specific formal assessment accommodations. I did have two students that were gone for a long period of time and created the online study guide as a tool for them to keep up with the material. If I did have a student with special needs I would have changed the way questions were asked on the pre and post tests. I would have had more word banks and less short answer questions. For the skills assessment I may have sang along with the student or narrowed the range of the exercises. My adjustments ultimately would have been based on what the student needed to be successful.The first assessment I did for this unit was a pretest highlighting the basicareas of vocal health I wanted my students to understand. Each area had a maximum of 4 questions. These questions were made up of multiple choice, filling the blank, matching, and short answer. Each section highlighted the most important areas of vocal health I wanted my students to understand. For the post test I covered the exact same content but changed some of the questions formatting. I did this to get a better idea of what the students learned over the unit. Students were to answer a few application questions as well as knowledge based. Another assessment done at the end of my unit was the vocal skills assessment. In this assessment students were to apply their knowledge of vocal health to their own singing. Students were assessed on proper respiration, phonation, and resonance in the form of consonants and vowels. The students had to perform specific exercises that highlighted each area and be evaluated . There were three columns for each exercise. Students either performed the exercise with consistent good technique, inconsistent technique, or bad technique. Each area has an explanation for the specific criterion I was focusing on. The format of my rubric was based on singing test rubrics the students already use in class. I did this to keep it consistent. Instructional NarrativeThroughout this unit students received directions very clearly. I always made sure to highlight key areas of the PowerPoint by bolding or underlining what exactly I wanted students to write down. I made sure to give students verbal and written reminders about the final test and skills assessment. I liked to have reminders as a slide in the PowerPoint so students could visualize and hear me explain directions. The study guide gave students a specific guidelines for the unit. There was never a question as to what the students were supposed to know at the end of each day. This unit's project was the skills assessment. The skills assessment directly related to the unit because it gave the students the opportunity to apply their knowledge of healthy singing to their individual voice. This lined up directly with the projects standards of singing and relating music to other content areas. The singing test did not specifically account for student differenced because every student was capable of completing the skills assessment with no trouble. This project was direct application of the knowledge presented in class. Students learned about how one stage of singing worked, learned a warm up exercise that highlighted that area of singing, and were able to apply specific technique and anatomical knowledge to their own sound. The criteria for this project were explained each day during the warm up time. Students would review what good technique looked and sounded like. Students had several days of practice and feedback before their final assessment. Even the day of the assessment, students were informed exactly what the instructor was looking and listening for. Results/ Interpretation Narrative Collectively, students performed very poorly on the pretest. The average score for the pretest was a 39%. The highest score in the class was a 68% and the lowest score was a 9%. None of the students were able to answer what the three stages of singing where. Students performed the worst on the phonation section of the test were the average score was only 28%. The highest performing section of the test was vocal health, where the average score was 61%. Overall students did not know much about the content of this unit beforehand. I decided to not make any content adjustments after the pretest. Even though students performed decently in certain sections of the test, it was not consistent which questions were answered right. Also sections with more multiple choice questions had a better chance of students answering them correctly. I also found that students were guessing the same answer for several questions, meaning that they didn’t really understand the content at all. Because of this, I continued with my content plan. I however did decide to change some of the question formatting so that I received the specific answers I was looking for. The project data was not graphed because students all got between a 14 and 16 out of 16 on their singing tests. The rubric allowed full points to students who performed the specific element for a particular warm up, consistently. If it was not consistent, the students score was lowered, and if the element was not there, students received minimal points. I think the rubric was a good form of assessment for this skills test. It was very objective grading essentially on the scale of "yes, sometimes, and no." I liked having few categories because it allowed me to be objective with my student’s skills assessments. My students performed much better on the posttest than the pretest. I am happy to say that my students really retained most of the information taught in the unit. The average score went up by 50% to 89%. 15 of the 28 students received an A on the test! Each section saw a dramatic improvement as well. On the pretest none of my students got and credit for the question on the stages of singing. On the posttest all but one student got this question completely correct. Each section saw a dramatic improvement in scores. For phonation the average score increased from 28% to 92%. Vocal health was the highest scoring section of the pretest and increased by over 30% to an average of 93%. I really feel like my students achieved my objectives for this unit. My students did a great job reciting information for the test. I think I could have done more application, because my students struggled more with the application portions of the test. I also would like to make the test more even points wise so each section had the same weight. I hope to use this project as a supplemental unit as I did for this choir class. The unit was a good break from the typically rehearsal, but still applied in every way to the musical content of the class. The value in completing this unit is being aware of your voice mechanism and understanding how to properly sing. Knowing how to properly sing can prevent permanent damage. As a result of this unit I hope that if my students experienced any vocal issues they would be proactive about them. ................
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