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Brenda Contreras/ Alexa Marsellos Daniel Rodriguez/ Matthew Warner David Aguiar Grade: High School Beginning Choir


Date: October 8, 2013 Title: Nine Hundred Miles

Preparation: $link to prior kno%ledge or &'ump start()
1. Listen to the piece. This gives students an opportunity to hear the final product. 2. Discuss the piece. Asking question to determine mood, character, and interpretation of text: ---What is the speaker doing? ---Who is the speaker (male/female, time period, etc.)? ---What do you feel the letter says/would say? ---How do you feel after you listen to it? Why? ---After the students finish making these discoveries, fill in the gaps. Give them the historical context of the piece, what it is thought to mean, etc. 3. Physical/Vocal Warm-up (Vocalize in natural minor mode)

Musical Focus: concepts/skills to

emphasize Playing instruments x Singing Timbre

Harmony Creating x Melody !o"ement x hythm x #orm x Expressive Qualities


Computer/Laptop/CD Internet (Optional) Piano(s)

Po Process & Personalization: $teaching se*uence + student participation)

Standards -ddressed x Sunshine State Standards $music)

MU 1.S.2 MU 1.S.3 MU.2.C.1.2 MU.2.O.1.2

Sunshine State Standards $.ther Sub'ect)

1. Sightread through the piece once, with piano playing accompaniment. --- Read/Chant aloud first --- Sing second time --- mark dynamics and breath marks --- clarify vowels sounds for students 2.Considering that the song contains repeating rhythms and melodies, compare these components to how a train moves with different pistons and pulleys happening at different times simultaneously. Incorporate an exercise that deals with practicing, through singing or clapping different rhythms and using canons for melodies and rhythms. 3. Divide voice parts for student-led sectionals for 15 to 20 minutes. ---Students will rehearse rhythms and melodic lines. This ensures that each voice part will have a strong, unified sound. --- Allows students to take ownership of the piece. 4. Come back together and read through the piece once more. Address any rhythmic or melodic issues that occur. 5. Discuss form (what works). ---Explain how the lyrics accent the melody's structure. ---Explain how Dynamics and lyrics fit into form. ---Give students an example of a roller coaster, without loops, it does not bring any excitement. 6. Bring the group back together for a combined rehearsal. Pay special attention to the passages with tricky rhythms and harmonies. Perform: $consolidation o, lesson or Closure)

Objectives: /earners %ill0

x 1nderstand $cogniti"e): The objective of this rehearsal is to learn to interpret and incorporate elements of form, diction and dynamics into the piece. 2ncounter $e3periential):

After the piece is sung throughout, ask the students what they heard and what they think should be improved? How would they improve the possible problem(s)? ---Have the students suggest solutions that address the areas that need improvement

Notes Extension: Find !ays to apply t"is concept to all t"e pieces bein# studied in class$
4ritten X 5n,ormal x 5ndi"idual Per,ormance x Group .ther:

Simply singing the song will not do the song justice for itself. Having the students give insight on the piece will give the song life and the students ownership on the song. Perhaps the students can take time to come up with a back story for the piece, to discover their own character.