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?
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