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Name: Melinda Morgan

Date Lesson to be taught: February 13, 2013 Grade Level: 9-12 Course: A Cappella Unit of Study: Will There Really Be A Morning Womens Sectional Topics/Concepts to be addressed: Correct Vowel Shapes Deep breathing Expression Articulation Intonation Materials needed by the students (including use of technology): Sheet Music Pencil Materials needed by the teacher (including use of technology): Sheet Music Pencil

Category of Special Needs (e.g. reading disability, gifted, hearing impaired, above grade level, ELL ect) N/A

Accommodation (based on knowledge of students, content, and best practices in education)

ENDURING UNDERSTANDINGS Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and performed by others.

Objective: The Student Will Be Able To: Sight-read with technical accuracy Sing through warmups using proper posture and breath support.

Means of Assessment: Informal Observation:

I will walk around the classroom after giving both sections their starting pitch and will assess student accuracy I will visually assess the students on their posture I will listen to the warm-ups and will assess through tone quality whether students are using proper breath support and space I will listen to the alto section and soprano section separately to assess proper vowel placement

Sing with taller vowel shapes Sing with better intonation and balance

PROGRESS POINTS Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.

1PR Sing

or play, alone and/or in ensembles, demonstrating accurate intonation and rhythm, fundamental skills, advanced technique and a high degree of musicality. sightreading abilities at a mastery level of complexity.

1PR Demonstrate

Planned procedure and material information you wish to cover. Put these in an orderly logical flow so you can go step by step. Be a thorough as possible in your first lesson plans so you can get through the entire lesson smoothly: 1) Warm-Ups: 1. [Hmm] 5 note descending scale starting on G above middle C moving chromatically down the piano. This will be done to warm the voice up. This exercise should last about 1-2 minutes. This should cover the middle to lower range. 2. Yah 3 note descending arpeggio starting on G above middle C moving chromatically up the piano. This should be done to help lift the palate. This exercise should last about 1 minute. This will cover the middle/ upper range of the voice. 3. Chester-Cheetah chewed a chunk of cheese. Put these words to an ascending and descending 5 note pattern scale. This should be done to help with diction. Work chromatically up the piano. This exercise should last about 1 minute. This will cover the middle/ upper range of the voice. 4. Me-Ah 5 note ascending scale arpeggio down. Start the exercise on Me concentrating on an open [e] sound opening to an Ah for the descending arpeggio. This should be done starting on G above middle C working chromatically up the scale. It should last about a minute. This will work the middle/upper range of the voice. 5. I love to sing full octave jump, starting on middle C with a descending arpeggio down the scale. Work chromatically up the scale to warm up the middle to upper range of the voice. This should last about a minute. 6. [Bidi-Bahm] 5 note descending scale. Start exercise on a G above middle C and progressively work up the middle and upper range of the voice. This should last about a minute. 2) Sight-Read 1. Have students get out sight-reading books and turn to page 15 2. Play through parts one time with the piano 3. Give students time to evaluate their first read through, give feedback and allow two minutes for students to look at areas that caused them problems 4. Give students their starting pitches and walk around the room to listen for accuracy Sectional: 1. Have students turn to Will there really 2. Begin at the beginning of the piece and work through this section 3. Play the individual parts on the piano (as little as possible) 4. Talk to the students about the tall vowel shapes needed for the piece-stop and correct any bad vowel shapes

5. 6. 7. 8. 9.

Work individually with altos on key change on page 3 Work with sopranos individually Add both parts together and have them sing this section Work on getting a deep breath and singing through the whole phrase on page Work on ending where both parts come back into unison

Closure Activity (Brining the lesson to an appropriate and timely conclusion): N/A Extension activity, if applicable providing additional activities for practice, investigation or further learning opportunities, or advanced study of the topic addressed in a lesson: The students will be asked to take their music home to continue practicing the sections of the piece that caused them trouble.

Reflection Although I felt that this was a successful lesson, I feel that I needed to stress posture more to the women in A Cappella. I tried to focus on the sound that the women were producing and should have given more feedback on posture and breathing. I feel like the women were responsive to what I asked them to do and improvements were made. Next time I will work harder to get away from the piano and walk around the room more so I can give better individual feedback.