CHORAL REHEARSAL LESSON PLAN
[pic]CHORAL REHEARSAL LESSON PLAN [pic]
CHORAL LAB 2010
TUESDAYS IN SEPT., NOV., & DEC. 8:15-9:15 a.m.
Silver 302
Victoria Cole, Facilitator
Teacher Candidate : Kaela Raku Date the lesson is to be taught: 9/13/10 & 9/17/10
Target Grade Level: 9-12 Length of Lesson: 20-30min
PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE!
|#1 Singing alone and with others, a |#2 Performing on instruments |#3 Improvising melodies, variations |#4 Composing and arranging music |#5 Reading and notating music |
|varied repertoire | |and accompaniments | | |
| | | | | |
|sing accurately and with good breath |perform on at least one instrument |improvise simple harmonic |compose short pieces within specified |read whole, half, quarter, eighth, |
|control throughout their singing |(band or orchestra, keyboard, fretted,|accompaniments; |guidelines (particular style, form, |sixteenth, and dotted notes and rests |
|ranges, alone and in small and large |electronic) accurately and |improvise melodic embellishments and |instrumentation, compositional |in 2/4, 3/4, 4/4, 6/8, 3/8, and alla |
|ensembles; |independently, alone and in small and |simple rhythmic and melodic variations|technique), demonstrating how the |breve meter signatures; |
|sing with expression and technical |large ensembles, with good posture, |on given pentatonic melodies and |elements of music are used to achieve |read at sight simple melodies in both |
|accuracy a repertoire of vocal |good playing position, and good |melodies in major keys; |unity and variety, tension and |the treble and bass clefs; |
|literature with a level of difficulty |breath, bow, or stick control; |improvise short melodies, |release, and balance; |identify and define standard notation |
|of 2, on a scale of 1 to 6, including |perform with expression and technical |unaccompanied and over given rhythmic |arrange simple pieces for voices or |symbols for pitch, rhythm, dynamics, |
|some songs performed from memory; |accuracy on at least one string, wind,|accompaniments, each in a consistent |instruments other than those for which|tempo, articulation, and expression; |
|sing music representing diverse genres|percussion, or classroom instrument a |style, meter, and tonality; |the pieces were written; |use standard notation to record their |
|and cultures, with expression |repertoire of instrumental literature |__________________ |use a variety of traditional and |musical ideas and the musical ideas of|
|appropriate for the work being |with a level of difficulty of 2, on a | |nontraditional sound sources and |others |
|performed; |scale of 1 to 6; | |electronic media when composing and |____________________ |
|sing music written in two and three |perform music representing diverse | |arranging |E. STUDENTS WHO PARTICIPATE IN A |
|parts |genres and cultures, with expression | | |CHORAL OR INSTRUMENTAL ENSEMBLE OR |
|E. STUDENTS WHO PERFORM IN A CHORAL |appropriate for the work being | | |CLASS SHOULD SIGHTREAD, ACCURATELY AND|
|ENSEMBLE SHOULD SING WITH EXPRESSION |performed; | | |EXPRESSIVELY, MUSIC WITH A LEVEL OF |
|AND TECHNICAL ACCURACY A VARIED |play by ear simple melodies on a | | |DIFICULTY OF 2, ON A SCALE OF 1 TO 6 |
|REPERTOIRE OF VOCAL LITERATURE WITH A |melodic instrument and simple | | | |
|LEVEL OF DIFFICULTY OF 3, ON A SCALE |accompaniments on a harmonic | | | |
|OF 1 TO 6, INCLUDING SOME SONGS |instrument | | | |
|PERFORMED FROM MEMORY |E. STUDENTS WHO PARTICIPATE IN AN | | | |
| |INSTRUMENTAL ENSEMBLE OR CLASS SHOULD | | | |
| |PERFORM WITH EXPRESSION AND TECHNICAL | | | |
| |ACCURACY A VARIED REPERTOIRE OF | | | |
| |INSTRUMENTAL LITERATURE WITH A LEVEL | | | |
| |OF DIFFICULTY OF 3, ON A SCALE OF 1 TO| | | |
| |6, INCLUDING SOME SOLOS PERFORMED | | | |
| |FROM MEMORY | | | |
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|#6 Listening, analyzing & describing |#7 Evaluating music and performances |#8 Understanding relationships |#9 Understanding music in relation to |#10 Identify the range of careers in |
| | |between music and other arts and |history and culture |music |
| | |disciplines | | |
|describe specific music events (entry |develop criteria for evaluating the |compare in two or more arts how the |describe distinguishing |______________________ |
|of oboe, change of meter, return of a |quality and effectiveness of music |characteristic materials of each art |characteristics of representative |a. identify occupations; |
|refrain) in a given aural example, |performances and compositions and |(that is, sound in music, visual |music genres and styles from a variety|b. identify local resources where |
|using appropriate terminology; |apply the criteria in their personal |stimuli in visual arts, movement in |of cultures; |people can take part; |
|analyze the uses of elements of music |listening and performing;] |dance, human interrelationships in |classify by genre and style (and, if |c. identify professions where |
|in aural examples representing diverse|evaluate the quality and effectiveness|theatre) can be used to transform |applicable, by historical period, |arranging and composing skills are |
|genres and cultures; |of their own and others’ performances,|similar events, scenes, emotions, or |composer, and title) a varied body of |used;; |
|demonstrate knowledge of the basic |compositions, arrangements, and |ideas into works of art; |exemplary (that is, high-quality and |d. recognize that people evaluate |
|principles of meter, rhythm, tonality,|improvisations by applying specific |describe ways in which the principles |characteristic) musical works and |music and performances |
|intervals, chords, and harmonic |criteria appropriate for the style of |and subject matter of other |explain the characteristics that cause| |
|progressions in their analyses of |music and offer constructive |disciplines taught in the school are |each work to be considered exemplary; | |
|music |suggestions for improvement |interrelated with those of music |compare, in several cultures of the | |
| | | |world, functions music serves, roles | |
| | | |of musicians (lead guitarist in a rock| |
| | | |band, composer of jingles for | |
| | | |commercials, singer in Peking opera), | |
| | | |and conditions under which the music | |
| | | |is typically performed | |
Title, Composer/Arranger, & Publisher of piece to be rehearsed:
- “Till the Stars Fall from the Sky” Jay Althouse arranger, Sally K. Albrecht composer, Alfred Publishing
- “Merry Christmas to All” Jay Althouse arranger, Alfred Publishing
Student Objectives
Students will:
➢ Sing their parts correctly
➢ Listen while the teacher is working with another section
➢ Learn their parts if they don’t already know them
➢ Intently watch the conductor for expressive gestures
THE LESSON:
Greeting & Warm-up Activities:
➢ Physical Warm-ups Minutes: 1-2min
➢ Breathing exercises Minutes: 1-2min
➢ Vocal Warm-ups Minutes: 5-7min.
Rehearsal:
o Begin by going through “Till the Stars” to see where we are
o Review section by section anything that they didn’t remember to do
o Then sing the whole song after done reviewing
o Begin teaching “Merry Christmas to All” just doing the first two, maybe three sections
o Take it section by section, working from part to part, reminding students to not be talking while I’m going over another sections part, and instead to be studying their part
o Get the students to keep their eyes on the conductor and follow the conductors movements, not choose when to cut off and when to crescendo on their own
Assessment:
➢ Listen to the students singing in tune
➢ Observe students listening
➢ Observe students watching the conductor
Reflection
Today’s lesson went very well. The students are beginning to realize they can’t be talking all the time when I’m working with them. We got through everything easily as I had hoped and learned the part of the song I had wanted to work on. The only thing I had a problem with was getting the altos to make enough sound. No matter what I did they barely give me any sound while working on the new song. So, later on when they were working on another song and giving plenty of sound I told them how great they sounded and that they needed to bring that to the song we had been doing earlier. I hope it worked!
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