8/25/14-9/2/14-Charting Vocal Range

Charting Vocal Range

I can determine my vocal range by listening to my voice match pitches.  I can identify and classify vocal range.

Lesson Objective:SWBAT: Chart vocal ranges of themselves and others.  SWBAT: Identify and classify vocal range.

Essential Skill to be mastered: Analyze, Critique, and Graph- the aural range of vocal music production to the staff. After graphing the student will analyze the range and determine his or her voice type. They will also determine the voice type of those within their small group and determine patterns in music.

IPI level:Teacher-led instruction, Student Active Engaged Learning 

Teaching Strategy Utilized:  Day 1-Discuss the definition of range and have students match pitch with piano. Day 2-Match pitch on piano and mark range on chart as a large group. Day 3-Match pitch on piano and experiment with larger ranges than are found on the chart and add notes. Day 4-Within a small groups come to the small piano to check range and teacher assesses work. Small groups will determine range and discuss overlapping notes and finalize decisions.What do you notice about your vocal range? Do you notice any patterns in the ranges of your group members? Who has the smallest vocal range? Who has the largest vocal range? How does each member's range compare with the ranges for baritones, tenors, altos, and sopranos? Do they overlap different parts?    

Singing Activity: Students will sing "America" in three keys and determine which key is best for their range.

Assessment: Students will sing "America" by themselves or in a small group and will state which range is best for their voice before beginning the evalutation. The teacher will determine if they were correct.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Evaluation, Comprehension


Written Assessments:

Reflection:

If you could be any voice type what would it be? Why? Who do you most admire that sings this voice type?

9/8/14-9/12/14-Music Fundamentals

Music Fundamentals

Lesson Objective:SWBAT: Recognize and label parts of the grand staff and note names. SWBT:Create a method for identifying notes on the treble clef and bass clef. SWBAT: Identify and utilize ledger lines at least two above and below the staff. SWBAT: List the letters of the music alphabet. SWBT: Identify and draw a brace on the grand staff.

Essential Skill to be mastered: Students will be able to recognize and identify various notes on the treble and bass clef. Students will be able to utilize ledger lines on the grand staff. Students will be able to create a method for remembering the notes of the music alphabet and their placement on the grand staff to share with others.

I can statement: I can list the letters of the music alphabet. I can label and identify the lines and spaces of the treble clef. I can label and identify the lines and spaces of the bass clef. I can label and identify the lines and spaces of a grand staff. I can share and teach a system for learning the lines and spaces of the grand staff.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Pretest  Day 2: Introduction to the treble clef lines and spaces. Discuss methods previously learned that help identify the lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 3: Introduction to the bass clef. Discuss methods previously learned to help indentify lines and spaces. Students will work with a partner to create 10 music spelling examples with an answer key. Students will trade papers and fill in the blanks to see if they are correct. Day 4:Introduction to grand staff and brace. Review methods to remember lines and spaces. Have students share with class and teach to class. Students will be given a piece of music to label lines and spaces. Day 5:Review and Test

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Application, Synthesis

Music Fundamentals- 9/3/13-9/13/13

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

Rigor or Level reached on Bloom’s Taxonomy: Application, Composing

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.

Charting Vocal Range- 8/19/13-8/30/13

Charting Vocal Range

I can determine my vocal range by listening to my voice match pitches.  I can identify and classify vocal range.

Lesson Objective:SWBAT: Chart vocal ranges of themselves and others.  SWBAT: Identify and classify vocal range.

Essential Skill to be mastered: Analyze, Critique, and Graph- the aural range of vocal music production to the staff. After graphing the student will analyze the range and determine his or her voice type. They will also determine the voice type of those within their small group and determine patterns in music.

IPI level:Teacher-led instruction, Student Active Engaged Learning 

Teaching Strategy Utilized:  Day 1-Discuss the definition of range and have students match pitch with piano. Day 2-Match pitch on piano and mark range on chart as a large group. Day 3-Match pitch on piano and experiment with larger ranges than are found on the chart and add notes. Day 4-Within a small groups come to the small piano to check range and teacher assesses work. Small groups will determine range and discuss overlapping notes and finalize decisions.What do you notice about your vocal range? Do you notice any patterns in the ranges of your group members? Who has the smallest vocal range? Who has the largest vocal range? How does each member's range compare with the ranges for baritones, tenors, altos, and sopranos? Do they overlap different parts?    

Singing Activity: Students will sing "America" in three keys and determine which key is best for their range.

Assessment: Students will sing "America" by themselves or in a small group and will state which range is best for their voice before beginning the evalutation. The teacher will determine if they were correct.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Evaluation, Comprehension


Written Assessments:

Reflection:

If you could be any voice type what would it be? Why? Who do you most admire that sings this voice type?

11/19/12-11/30/12-"Jingle Bells"

"Jingle Bells"

Lesson Objectives: Students will be able to sing in two part harmony. Students will be able to compare and contrast the original version of the song with this two part variation. Students will be able to locate, describe, and perform the variations that occur within this arrangement.


Essential Skills to be Mastered:Students will be able to sing in two party harmony. Students will compare and contrast the original version of the song with this arrangement. Students will discuss rehearsal techniques.


I can statement: I can sing in two part harmony. I can compare and contrast two different arrangements of a piece of music. I can discuss how to rehearse a song.

IPI Level:Teacher Led Instruction with Student Engagement, Student Led Learning Conversations

Teaching strategy utilized: Day 1: Music will be passed out for students to compare and contrast between the familiar tune of Jingle Bells and this arrangement. What do you notice that is the same? What do you notice that is different? Students will discuss and then sightread the piece of music. Day 2: Students will sing the song and get as many correct notes as possible. Day 3: Students will evaluate and discuss measures in the song that they will need more rehearsal. How can we work together to create the harmony that is written on the music? What suggestions do you have for rehearsing this piece of music? Day 4: Practice using the suggestions the students have provided. Evaluate the results and discuss the accomplishments of the rehearsal. Discuss problem areas and what they notice will still require more practice. Determine the measures and the method of rehearsing. Day 5: Work on the suggested passages of the students and using their ideas work for mastery. Day 6: Sing the piece from beginning to end and record. Day 7: Listen to the recording and evaluate and discuss. Day 8: Take suggestions for polishing the piece of music and rehearse. Day 9: Record the piece of music again and discuss the effectiveness of the performance. Day 10: Sing the finished product as if singing for a concert.


Rigor or Level reached on Bloom's Taxonomy: Analysis, Evaluate

1/11/13-1/25/13-"Viva La Vida"

"Viva La Vida"

Lesson Objective: SWBAT sing in three independent parts with an additional descant part at the end of the piece. SWBAT perform pop style music. SWBAT will be able to discuss and determine repetition that occurs in the music as it relates to form. SWBAT to determine where unison and harmony occur in the song in their individual part and the three parts of the choir as a whole.

Essential skill to be mastered: Students will be able to sing a pop song in three part harmony. Students will be able to determine and perform unison and three part harmony that occurs in the song. Students will be able to discuss and determine repetition that occurs in the song as it relates to form.

I can statement: I can sing, identify, and perform unison and harmony. I can discuss and determine repetition that occurs in music. I can discuss and determine basic types of form.

IPI Level-Teacher led instruction, Student Active Engagement

Teaching Strategy Utilized: Day 1: Sightread-Scan for Soprano, Alto, Tenor, and Descant parts. Review the basic elements of sightreading such as tempo, time signature, etc. Scan and determine unison and harmony parts and where they occur. Have students say aloud the measure numbers. Sing getting as many correct notes as possible. Day 2: Look for repetition that occurs in the song and discuss. Say aloud the measure number and have students point to it in the music. Day 3: Rehearse unison and harmony parts and solidify. Day 4: Discuss basic types of form such as AB, ABA, and Theme and Variations. Determine songs they use these forms that students may have sung before. Day 5: Have students create a chart that uses shapes or figures that represent the basic types of form. Use partners to create the chart and present to the class. Day 6: Focus on the overall sound of the choir. What can be improved? What are we doing well? Day 7: Singing test-Small groups mm 37-57 listening for correct 3 part harmony. Day 8: Review the structure of the song and how to memorize music using form. Day 9: Record the song and play back for students to evaluate. Day 10: Polish expressive elements of the song and sing as if for an audience.


Rigor or Level reached on Bloom's Taxonomy: Application, Evaluation

1/04/13-1/18/13-"Don't Stop"

Subject:Don't Stop Believin'

Lesson Objective:SWBAT identify and perform rhythms that occur on the beat and off of the beat. SWBAT use expressive elements to perform in a pop style. SWBAT identify and perform sections of music that utilize unison and harmony.

Essential Skill to be mastered: Students will perform an alternating rhythm that occurs in the introduction and in between the verses of the song. Students will be able to perform expressive elements that create a pop style of music.

I can statement: I can sing rhythms that are on and off of the beat. I can sing in unison and harmony. I can sing in a pop style.

IPI level:Teacher led instruction

Teaching Strategy Utilized: Day 1: Scan the music and sightread trying to sing as many correct notes and rhythms as possible. Discuss the "dah" introduction section. Sopranos will clap on the beat and altos will clap off of the beat. Rehearse the rhythm slowly and gradually increase the tempo. Day 2: Review the "dah" section and work for the open "ah" and put hands on the face to check. Day 3-Discuss the solos that occur at the beginning of the song. Scan the music and determine where unison and harmony occur. Day 4-Work on independent parts and review rhythms. Use a thumb check to have students self-assess their grasp on the concepts that have been taught so far in the song. Day 5-Review and do a large group assessment-Sopranos and altos. Day 6-Sing a cappella and listen for accurate harmony. Day 7-Discuss and perform expressive elements. Day 8-Polish for performance and hold solo tryouts for the concert.

Rigor or Level reached on Bloom’s Taxonomy: Evaluation