10/22/12-11/09/12-"Hallelujah Chorus"

"Hallelujah Chorus"

Lesson Objectives-SWBAT sing in three independent parts. SWBAT locate and describe the contour of the music and how it creates harmony. SWBAT describe the historical context of this piece of music.  SWBAT locate and describe "sempre" as it is used in mm. 49 of the piece and "molto" as it is used in mm. 53 in the music. SWBAT to describe an audience and performance setting for this genre of music. SWBAT describe the differences and similarities of an opera and an oratorio.


Esssential Skill to be Mastered: Students will be able to sing a classical masterwork from Handel's historical time period. Students will be able to communicate the challenges of singing this type of music. Students will be able to add expressive elements and describe "molto" and "sempre" as used in the piece. Students will be able to describe an appropriate setting to perform this genre of music.

I can statement: I can sing in three independent parts. I can sing using expressive elements. I can describe and determine an appropriate setting for performing this piece of music. I can describe the similarities and differences of an opera and an oratorio.

IPI Level:Student Led Discussion, Teacher Led Instruction with Student Engagement

Teaching Strategy Utilized: Day 1: Listen to recording and follow in the music. What is challenging about this music? What parts do you anticipate will require extra focus?  Day 2: Scan music and locate symbols that will be used to sightread the piece of music. Sightread paying attention to the three parts as they begin in unison and then change their contour. Day 3: Scan music and discuss the slight changes in rhythm that occur in the alto part at mm. 25. What is the purpose for the altos coming in a beat early? Why did Handel include this at this point in the song? Where else do slight differences occur? Day 4: Discuss the text. What word definitions need clarification (such as omnipotent, reigneth, etc.)? Day 5: Large group evaluation of mm. 1-36 checking for part independence. Day 6: Discuss call and response. Examine mm. 36-47 for this concept. Day 7: Work mm. 47- end of the piece and discuss sempre and molto. How will the choir work to add these elements? Day 8: Sing each part independently from beginning to the end working for continuity. Do a thumb check to see where students are at with correct notes and rhythms. Ask for feedback from the students and work these measures. Day 9: Small group evaluation. Day 10: Reexamine the music and have students list any expressive elements that need to be performed. Day 11: Read the performance notes and discuss how the composer would like for this piece of music to be performed for a concert. Discuss the story of King George II and the tradition of standing. Do you think our audience will know the history of this piece of music? Discuss the time period and what was happening in history and the world of music. Why was this song such a big success? What is the difference between an opera and an oratorio? What are similarities? Day 12: Make a video and discuss facial expression. What do you notice about the group as a whole? Are there any singers who standout in the group? What can we do to be more uniform with our facial expressions? Day 13: Stand in front of the mirrors and have students check facial expression as they are singing. What do you notice? How will you improve? Day 14: Rerecord the video and evaluate the overall performance. Day 15: Polish the piece of music adding the final suggestions of students and the director.

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

Writing Activity:

1.  In the school where would you find a place that uses  contour?

10/16/12-11/2/12-"Have Yourself a Merry Little Christmas"

"Have Yourself a Merry Little Christmas"

Lesson Objectives: SWBAT sing in two-independent parts. SWBAT describe and perform a tempo. SWBAT perform and locate triplet patterns. SWBAT perform and locate accents that are pianissimo. SWBAT locate and perform a fermata. SWBAT describe venues of performance for this genre of music. SWBAT sing melody and harmony that are one octave below the piano accompaniment.

Essential Skill to be mastered: Students will be able to perform melody and harmony in 2-part music. Students will be able to perform "a tempo" and determine how to create a change in tempo. Students will be able to locate and perform triplets and be able to subdivide the beat. Students will determine where and when this type of music should be performed and be able to share with others. Students will be able to sing in a lower octave while the piano is playing the accompaniment.

I can statement: I can sing two independent parts. I can locate and perform a fermata. I can locate and perform a triplet pattern. I can sing one octave below a piano accompaniment. I can determine a performance venue for this piece of music.

IPI Level: Teacher Led Instruction with Students Engaged, Student-Led Discussion

Teaching Strategy Utilized:Day 1: Pass out music and have students scan. Discuss basics of the piece such as time signature, clef sign, key signature, and other expressive markings. Sing completing as many correct notes and rhythms as possible. Day 2: Discuss form of the piece. How is the piece composed? Does it include a verse and chorus format? If so, how is it utilized? Day 3: Discuss the accompaniment and how it uses a different voicing. Practice parts then put with the accompaniment to check for part independence. Day 4: Locate the key signature change and discuss the purpose. Day 5: Practice the "oo" section two measures before the key change and work for a smooth transition. What is  a half step? Review and practice moving down a scale using half steps. Day 6: Large Group Assessment Day 7: Locate expressive elements such as dynamics and practice as a large group. Locate the fermata and determine the length it will be held. Day 7: Formative Assessment: Have students evaluate their performance and analyze for improvements. Discuss and make a checklist. Day 8: Using the checklist fix the mistakes and listen for details. Day 9: Record the music and evaluate. Day 10: Small group assessment. Day 11: Discuss the appropriate venue to perform this piece of music. Day 12: Perform as if for an audience and polish.

Rigor or Level reached on Bloom’s Taxonomy: Evaluate, Analyze

10/16/12-11/2/12-"Inscription of Hope"

"Inscription of Hope"

Lesson Objectives: SWBAT sing in 2 independent parts. SWBAT describe and perform how to produce tall vowel sounds. SWBAT discuss and describe the historical connections of this song to World War II. SWBAT describe and perform semplice, a tempo, and freely as expressive elements.

Essential Skills to be mastered: Students will be able to perform two independent parts and connect the music to a historical event. Students will be able to perform tall vowels and focus on the production of those vowels. Students will be introduced to semplice, a tempo, and freely and perform as a large group.

I can statement: I can sing in 2 independent parts. I can describe how to produce and perform tall vowels. I can sing expressively. I can make historical connections through music.

IPI Level: Teacher led instruction, Student learning conversations.

Teaching Strategies Utilized: Day 1: Hand out music and have students scan for 1 minute. Discuss and review the sightreading process. Read the text aloud in sections. Have students notice the syncopated rhythm of the accompaniment and the voices at mm. 5. Sing through the piece. Day 2: Read the performance notes aloud. Discuss what students know about World War II. What is the significance of singing this piece of music? Why does the composer want the text to be read before we sing the song? Day 3: Discuss the breath marks and where they are placed. What is the purpose? Sing phrases noticing the markings and following as written. Day 4: Create an "oo" vowel and discuss how to produce the sound. Demonstrate or have a student model. Work for blend across the choir. Day 5: Discuss the term "semplice" and what it means. How do we produce this type of tone color? Day 6: Discuss the key change at mm. 57. Why do we go up a half step? What is the purpose or intent of the composer? Day 7: Discuss the various tempo markings and a tempo. Why is the ending marked "freely" and how do we determine how to sing those measures as a choir? Day 8: Work for part independence and check the progress with a formative assessment. Day 9: Record a performance and evaluate the expressiveness of the piece. Are we following the dynamics and other markings? Analyze and discuss corrections. Make a list on the board. Day 10: Follow the suggestion list on the board and listen for the changes that are being made. Discuss if the suggestions made a difference in the expressiveness of the song. Were they improvements that needed to be made? Were they effective? Day 11: Split into small groups and have them work on balance and blend. Come back together into large group and sing listening for balance and blend. Day 12: Small group evaluations. Day 13: Hold tryouts for the reading of the text and what type of tone color the voice should have. Day 14: Add the text at the beginning and then during the first 12 measures. Which is more effective? Day 15: Polish and perform as if singing to an audience.

Rigor or Level reached on Bloom’s Taxonomy: Evaluate, Analyze

10/16/11/2/12-"Carol of the Bells"

"Carol of the Bells"

Lesson Objectives: SWBAT sing in three-part harmony. SWBAT describe and perform a cappella. SWBAT discuss and describe the history of the song. SWBAT evaluate a performance and problem solve to apply solutions to improve a performance.

Essential Skill to be mastered: Students will be able to sing in three-part harmony a cappella. Students will be able to describe the history of "Carol of the Bells" and why it is a standard piece of literature.  Students will be able to evaluate a performance and analyze what should be done to correct mistakes and improve the performance.

I can statement: I can sing in three-part harmony. I can sing a cappella. I can listen and tune while singing. I can describe the history of "Carol of the Bells" and tell why it is such a popular song. I can evaluate a performance.

IPI level: Student-led discussions, Teacher-led instruction


Teaching Strategy Utilized: Day 1: Review sightreading procedures such as determining clef sign, unison or harmony sections, time signature, dynamics, expressive elements, and other symbols that are unfamiliar. Sing through the music obtaining as many correct notes and elements as possible. Day 2: Review/Introduce the term a capella. Model or have a student demonstrate. Chant the text in rhythm and then sing. Scan music for symbols that are unfamiliar and discuss. Day 3: Read aloud the performance notes and discuss the history of the song. How many years has this song been performed? What is the history of this piece of music? Why is this song still so popular after so many years? Day 4: Focus on part independence. Sopranos mm. 21 with the high g work on breath support. Altos emphasize the dotted half note rhythm. Baritones work on eighth note patterns on mm. 16. Day 5: Discuss accents, staccato, and tenuto markings. How are these performed? Why did the arranger add these to the text? Day 6: Large group assessment for part independence. Day 7: Work for group expressive elements with a focus on dynamics. Day 8: Sing from beginning to end a cappella. Evaluate the performance and do a formative assessment. Discuss tuning and why it is important in a capella music. Day 9: Work section by section a cappella slowly adding on more music from beginning to the end. Day 10: Small group assessment. Day 11: Work in small groups to focus on singing a cappella. Pair students and have them move around the room and sing to each other. Model how to give constructive comments. Day 12: Large group performance while recording. Day 13: Evaluate the recording for accuracy. Were our notes accurate? Was the choir singing expressively? Were all parts equal and blending? Day 14: Polish the song for the performance. Day 15: Hand music back out and have students look at it as if they are getting ready to sightread for the first time. Review words and symbols. Perform as if for an audience.

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

10/01/12-10/15/12-"Amazing Grace/Pachelbel's Canon"

"Amazing Grace/Pachelbel's Canon"

Lesson Objectives: SWBAT: Sing in three-part harmony. SWBAT: Sing and describe the difference between a round and a canon. SWBAT: Identify and describe the term poco rit. and a tempo. SWBAT: Perform and define legato. SWBAT: Define and locate examples of contrapuntal techniques within the music. SWBAT: Use expressive elements to perform the song for a concert.

Essential Skills to be Mastered: Students will be able to sing their parts independently for the song "Amazing Grace" as it is partnered with the sounds of "Canon in D." Students will create a smooth legato style of singing and work for long phrases. Students will scan the music for expressive elements and perform as a large ensemble.

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

Teaching Strategy Utilized:  Day 1: Read aloud the text and sightread. Day 2: Discuss and review legato sound and underlying eighth note pules. Sing mm. 4-20 with all voices unison and on a neutral "noo" syllable pulsing the eighth notes in precise alignment with the accompaniment. Add the text when the pulse is internalized. Day 3: Discuss 2nd verse and importance of alto moving parts mm. 22, 26, 29, 31, 34-35. Why is the moving line more important than the melody? Day 4: Discuss and define canon-focus on the alleluia voices. Use a staccato "doo" until the choir can distinguish between all the moving voices. Determine if this piece of music has the qualities to be considered a partner song? Day 5: Review last verse. Focus on mm. 56-60. Use a syllable to accentuate the descending alleluias. Focus on part independence in a large group assessment. Day 6: Define contrapuntal and scan for parts of the song that this technique is utilized. Day 7: Discuss and perform expressive elements and polish for concert. Day 8: Self-assessment over the entire song. Discuss the venues for this type of music to be performed. Day 9: Polish for the performance. Day 10: Combined rehearsal for the performance. 

Rigor or Level reached on Bloom's Taxonomy: Explain, Produce