9/4/12-10/1/12-"Peace Like a River"

"Peace Like a River"

Lesson Objective: SWBAT: Sing in two and three part harmony. SWBAT: Sing using expressive elements such as phrasing and dynamics. SWBAT: Identify and perform legato articulation. SWBAT: Identify, explain, and perform mixed meter. SWBAT: Identify and perform shifts in key signature.

Essential Skill to be mastered: Expressive singing elements of phrasing using precise breath control. Legato articulation using smooth and connected notes. Identify and perform dynamics using expressive singing and correct volume levels associated with the text. Perform mixed meter that changes from 4/4 to 3/4 and back to 4/4. Perform shifts in key signature that occur three times throughout the song.

 IPI-Teacher Led Instruction, Student Active Engaged Learning

Teaching Strategy Utilized:  Day 1-Students will scan the music for their part and find measures that have three part splits. Day 2-Discuss breath control and appropriate places to breath such as where punctuation occurs. Discuss time signatures and count the number of times the meter changes. Practice the phrase before the change and then going into the next. Day 3-Discuss and identify key signature changes-Why is it important to notice? How do the changes effect intonation? Perform in small groups using phrasing and evaluate. Check Soprano, Alto, and Tenor. Day 4-Review/introduce dynamic symbols and scan music to find. Practice performing dynamics as a large group. Day 5-Discuss why composers use dynamics and why it is important to apply to the music. Ask if there is any they would change if they were the composer and discuss. Day 6-Work for dynamics as a large group. Day 7-Have small groups perform dynamics as written in the music and evalute.Day 8-Introduce the articulation marking legato and demonstrate (teacher or student). Day 9-Evaluate small groups. Day 10-Discuss a system of communication between the director and the students for dynamics and legato. Why is this important? Discuss non-verbal communication. Day11-Have a student lead the class directing the dynamics. Day 12-Talk about applying dynamics to other pieces of music and increasing effectiveness. Day13-Perform as is they were in front of an audience. Disscuss possible reactions to the piece. Day 14-Evaluate in small groups for elements of expressive singing.

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

Writing Assessments:

Day 1:

1. Describe dynamics and give an

 example of how to apply them to

 an expressive song.

2. Sort these dynamic symbols and

 place them in order from softest to

 loudest.

 mp, ppp, f, mf, pp, ff, fff, p

Day 2:

Dynamics: Match the symbol with the Italian word.

1. ff                  pianissimo

2. pp                fortissimo

3. fff             fortississimo

4. ppp         pianississimo

Arrange them from softest to loudest.

Day 3:

Dynamics: Match the symbol with the Italian word.

1.  p                       a. mezzo piano

2. mf                      b. piano

3. f                         c. mezzo forte

4. mp                     d. forte

5. fff                      e.  pianissimo

6. pp                      f.  fortissimo

7. ff                       g.  fortississimo

8. ppp                    h. pianississimo

Now arrange them in order from softest to loudest.

Day 4:

Dynamics

1. What do you know about the term crescendo? Can you draw the symbol?

2. What do you know about the term decrescendo? Can you draw the symbol? What would you assume by looking at the prefix?

3. How are diminuendo and decrescendo related? Explain.

Day 5:

1. Sort and arrange these dynamics from softest to loudest:

    ff, p, ppp, f, mp, fff, mf, pp

2. In a sentence describe how to perform a crescendo.

3. In a sentence describe how to perform a decrescendo.

4. In a sentence describe how to perform diminuendo.

5. In a paragraph explain the purpose of dynamics and how the choir decides how to perform

    dynamics in a piece of music. Include an example from class.