"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
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