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