ࡱ> a $jbjb,, 'DNN2:::::::(###8#$#L(LD$D$"f$f$f$f$f$f$$L&L&L&L&L&L&L,YNRPRL:f$f$f$f$f$RL&::f$f$gL&&&f$d:f$:f$$L&NT::::f$$L&&nH::K8$ #$I K}L0LIQ&Q@K&:(($LD((LCHORAL REHEARSAL LESSON PLAN  CHORAL LAB 2010 TUESDAYS IN SEPT., NOV., & DEC. 8:15-9:15 a.m. Silver 302 Victoria Cole, Facilitator Teacher Candidate : Kaela Raku Date the lesson is to be taught: 9/13/10 & 9/17/10 Target Grade Level: 9-12 Length of Lesson: 20-30min PLEASE HIGHLIGHT AND/OR UNDERLINE THE APPROPRIATE SUBSTANDARDS BELOW. YOU MAY SELECT MORE THAN ONE! #1 Singing alone and with others, a varied repertoire sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles; sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory; sing music representing diverse genres and cultures, with expression appropriate for the work being performed; sing music written in two and three parts E. STUDENTS WHO PERFORM IN A CHORAL ENSEMBLE SHOULD SING WITH EXPRESSION AND TECHNICAL ACCURACY A VARIED REPERTOIRE OF VOCAL LITERATURE WITH A LEVEL OF DIFFICULTY OF 3, ON A SCALE OF 1 TO 6, INCLUDING SOME SONGS PERFORMED FROM MEMORY#2 Performing on instruments perform on at least one instrument (band or orchestra, keyboard, fretted, electronic) accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control; perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6; perform music representing diverse genres and cultures, with expression appropriate for the work being performed; play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument E. STUDENTS WHO PARTICIPATE IN AN INSTRUMENTAL ENSEMBLE OR CLASS SHOULD PERFORM WITH EXPRESSION AND TECHNICAL ACCURACY A VARIED REPERTOIRE OF INSTRUMENTAL LITERATURE WITH A LEVEL OF DIFFICULTY OF 3, ON A SCALE OF 1 TO 6, INCLUDING SOME SOLOS PERFORMED FROM MEMORY #3 Improvising melodies, variations and accompaniments improvise simple harmonic accompaniments; improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys; improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality; __________________#4 Composing and arranging music  compose short pieces within specified guidelines (particular style, form, instrumentation, compositional technique), demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance; arrange simple pieces for voices or instruments other than those for which the pieces were written; use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging#5 Reading and notating music read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures; read at sight simple melodies in both the treble and bass clefs; identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression; use standard notation to record their musical ideas and the musical ideas of others ____________________ E. STUDENTS WHO PARTICIPATE IN A CHORAL OR INSTRUMENTAL ENSEMBLE OR CLASS SHOULD SIGHTREAD, ACCURATELY AND EXPRESSIVELY, MUSIC WITH A LEVEL OF DIFICULTY OF 2, ON A SCALE OF 1 TO 6#6 Listening, analyzing & describing describe specific music events (entry of oboe, change of meter, return of a refrain) in a given aural example, using appropriate terminology; analyze the uses of elements of music in aural examples representing diverse genres and cultures; demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music#7 Evaluating music and performances develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing;] evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of music and offer constructive suggestions for improvement #8 Understanding relationships between music and other arts and disciplines compare in two or more arts how the characteristic materials of each art (that is, sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art; describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music#9 Understanding music in relation to history and culture describe distinguishing characteristics of representative music genres and styles from a variety of cultures; classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary; compare, in several cultures of the world, functions music serves, roles of musicians (lead guitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions under which the music is typically performed #10 Identify the range of careers in music ______________________ a. identify occupations; b. identify local resources where people can take part; c. identify professions where arranging and composing skills are used;; d. recognize that people evaluate music and performances  Title, Composer/Arranger, & Publisher of piece to be rehearsed: Till the Stars Fall from the Sky Jay Althouse arranger, Sally K. Albrecht composer, Alfred Publishing Merry Christmas to All Jay Althouse arranger, Alfred Publishing Student Objectives Students will: Sing their parts correctly Listen while the teacher is working with another section Learn their parts if they dont already know them Intently watch the conductor for expressive gestures THE LESSON: Greeting & Warm-up Activities: Physical Warm-ups Minutes: 1-2min Breathing exercises Minutes: 1-2min Vocal Warm-ups Minutes: 5-7min. Rehearsal: Begin by going through Till the Stars to see where we are Review section by section anything that they didnt remember to do Then sing the whole song after done reviewing Begin teaching Merry Christmas to All just doing the first two, maybe three sections Take it section by section, working from part to part, reminding students to not be talking while Im going over another sections part, and instead to be studying their part Get the students to keep their eyes on the conductor and follow the conductors movements, not choose when to cut off and when to crescendo on their own Assessment: Listen to the students singing in tune Observe students listening Observe students watching the conductor Reflection Todays lesson went very well. The students are beginning to realize they cant be talking all the time when Im working with them. We got through everything easily as I had hoped and learned the part of the song I had wanted to work on. The only thing I had a problem with was getting the altos to make enough sound. No matter what I did they barely give me any sound while working on the new song. So, later on when they were working on another song and giving plenty of sound I told them how great they sounded and that they needed to bring that to the song we had been doing earlier. I hope it worked! 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