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
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