8/28/12-9/28/12-"Lift Up Your Voice, Alleluia"

"Lift Up Your Voice, Alleluia"

Lesson Objective: SWBAT: Demonstrate singing skills using a singing voice and match pitch in an appropriate range. SWBAT: Demonstrate appropriate singing, posture, breath support, and diction. SWBAT: Perform harmony in at two part song.

Essential Skill to be mastered: Students will be introduced to two part independent singing. Basic skills of singing will be focused on such as posture, breath support, and diction. Attention will be given to vowels and the proper pronunciation, physical aspect, and avoidance of common dipthongs.

I can statement: I can read and clap patterns with basic syncopation. I can sing with clear diction. I can read and sing in two idenpendent parts.

IPI level:Teacher-Led Instruction, Student Active Engaged Learning, Student Learning Conversations

Teaching Strategy Utilized:  Day1: Rhythm drill activity-Scan music and perform basic rhythms. Students will read aloud text and discuss words that they do not know. Review sight-singing basics and sing through. Day 2-Sight sing again and discuss problem areas. Identify measures of the song that will need focused practice. Day 3-Independent part rehearsal to work for harmony. Day 4-Review vowels-focus on the word alleluia and show phonetic spelling. Practice correct physical aspect. Day 5-Discuss the term dipthong-demonstrate and have students listen as they sing for other examples. Day 6-Put the two parts together and work for a improved entrances. Day 7-Students will come in on their own without the aid of the director.Polish vowel sounds. Day 8-Large group evaluation. Day 9-Examine the song for expressive elements-discuss and perform. Day 10-Perform on risers and have students complete the written student self-assessment. Day 11-Discuss answers from assessment with class and ask for students to problem solve to fix.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Synthesis, Application

https://docs.google.com/file/d/0B091GG70BzyEQzByaHJtbjBXenM/edit

8/23/12-9/6/12-"Tomorrow"

"Tomorrow"

Lesson Objective:SWBAT sing in unison on the song "Tomorrow" from the musical Annie. SWBAT identify and define unison. SWBAT sing in the expressive style of a musical. SWBAT: Sightread music in unison.

Essential Skill to be mastered: Students will be able to sing in a musical style and discuss how to perform music from a musical. Students will be able to sightread and build skills to read basic symbols of music such as time signature, clef sign, and key signature. Introduction to composers intent and artists responsibility to perform.

I can sing expressively in a musical style. I can sing with clear diction. I can sightsing in two or three independent parts.

IPI level:Student Active Engaged Learning, Teacher-Led Instruction

Teaching Strategy Utilized: Day 1-Sightread-Introduce/Review Time signature, clef sign, key signature-establish the order of these symbols when sightreading. Discuss sightreading and what singers are expected to do. Read through text (student volunteers) and discuss any word they are not familiar with-explain if necessary. Sing through. Day 2-Sing through song and work for more correct notes. Pay attention to large intervals especially on "there'll be sun"-go over measure slowly and work to match pitches. Look for other intervals that are large and will be places to check for tuning. Day 3-Discuss the 12 and 7 starting in measure 24. Talk about rests and review the time signature-beats per measure. Day 4-Discuss rall. check for prior knowledge. Explain how to perform/Demonstrate (rule at least half of the last measure). Day 5-Introduce the term diction-Demonstrate using speaking, have class practice speaking clearly, then singing. Day 6- Listen in large groups-Soprano, Alto, Tenor/Baritone-Evaluate Day 7-Discuss singing songs from musicals-expressive elements such as breathing, tone color, diction, and dynamics. Ask a student to demonstrate for the class. Point out positives. Practice as a class. Day 8-Perform as if for an audience. Discuss their perspective. Discuss the composers intent and our obligation to perform as written. Discuss the story of the song and how to perform. Day 9-Practice as a large group from memory. Discuss memorizing techniques-have a student share their method. Day 10-Evaluate in small groups.

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Evalution, Analysis

Written Assessment:

1. Describe two expressive elements used by singers to hold the attention of his or her audience.

2. Which of these two elements have you performed in the past? Were they successful and why?

In a paragraph describe 3 expressive elements that we have used to perform the song "Tomorrow" in class. Pretend that you are explaining this to someone who has never been in a choir class before. 

8/20/12-8/28/12-Charting Vocal Ranges

Charting Vocal Range

I can determine my vocal range by listening to my voice match pitches.  I can identify and classify vocal range.

Lesson Objective:SWBAT: Chart vocal ranges of themselves and others.  SWBAT: Identify and classify vocal range.

Essential Skill to be mastered: Analyze, Critique, and Graph- the aural range of vocal music production to the staff. After graphing the student will analyze the range and determine his or her voice type. They will also determine the voice type of those within their small group and determine patterns in music.

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

Teaching Strategy Utilized:  Day 1-Discuss the definition of range and have students match pitch with piano. Day 2-Match pitch on piano and mark range on chart as a large group. Day 3-Match pitch on piano and experiment with larger ranges than are found on the chart and add notes. Day 4-Within a small groups come to the small piano to check range and teacher assesses work. Small groups will determine range and discuss overlapping notes and finalize decisions.What do you notice about your vocal range? Do you notice any patterns in the ranges of your group members? Who has the smallest vocal range? Who has the largest vocal range? How does each member's range compare with the ranges for baritones, tenors, altos, and sopranos? Do they overlap different parts?    

Singing Activity: Students will sing "America" in three keys and determine which key is best for their range.

Assessment: Students will sing "America" by themselves or in a small group and will state which range is best for their voice before beginning the evalutation. The teacher will determine if they were correct.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Evaluation, Comprehension


Written Assessments:

Reflection:

If you could be any voice type what would it be? Why? Who do you most admire that sings this voice type?

Goal Setting

Goal Setting

1. Write a short term goal you have for your voice and this class.

2. Write a long term goal you have for your voice and this class.

3. Describe how you are going to achieve these goals.

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                   Sincerely, 

                                                                                   The 7th & 8th Grade Choir Team