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6th Grade Choir

Warm ups, Erie Canal

1. ART.M.I.6.1 Sing and play with expression and technical accuracy, an increasingly
diverse repertoire of literature at developmentally-appropriate levels. Perform at least
one selection from memory.
2. ART.M.I.6.2 Sing melodies with confidence in a large group.

1. Students will be able to accurately sing the notes and rhythms written in their music.
2. Students will be able to sing with balanced 2-part harmony, balanced volume between
the 2 parts.

Warm ups
1. Stretches - pick a student who raises their hand quietly to lead stretches in front of class
a. Students in 6th hour need to be listening to the announcements at the beginning
of class
2. Play CDEF on the piano as soon as stretching leader starts to go back to seat, students
clap twice and stop talking
a. Redo if they are not quiet the first time
3. Lip trills - E chord descending 5 1 5
a. Play the notes with them on the piano
4. Yoo hoo hoo hoo hoo- 13531 start on C ascending, then skip around
5. Loo loo loo loo loo - 13531 sing connected, start on C ascending, skip around after
going up by half step a few times
6. Pizza is great - start on C ascending

Erie Canal
1. Students sing first 2.5 pages from memory
2. Show students what my hand will look like when I want them to hold the long note on the
word Buffalo and what it will look like when I cut off the note
3. Sing the word Buffalo 3 times, students should be looking up at me to watch for the
cutoff instead of looking at their music
4. Tell students that the cut offs will look like that for all of the longer notes and that they
need to look up each time so they know how long to hold those notes
5. Make a game by having students sing Buffalo but I change the length of the note each
time so they need to be watching and need to understand what the cut off looks like and
what it means
6. Part 1 start at Albany, sing to low and hold your note on low - 3 times
7. Repeat step 2 with part 2
8. Repeat with both parts singing together without me playing on the piano to help them
with finding notes
9. Start at the top of page 4 and students sing through page 5 a cappella
10. Transition on the top of page 7, have students listen to each part being played once,
then have them sing their own part (part 1, then part 2) after they have listened to it
11. I chant the lyrics to the rhythm that is written in the music at the top of page 7, have
students repeat after me
12. I sing part 1 at the top of page 7, they repeat after me, then repeat process with part 2
13. Students sing both parts together, I'll sing with part 1 the first time, then I'll sing with part
2 the second time
14. Students sing measures 40-42 without my help, a cappella
15. Last 2 measures of the song, all students chant lyrics to the written rhythm, I show
students how I will cue them
16. Part 1 sing last 2 measures, then part 2, then together
17. Sing the whole song, students may have music out and look at it if needed, but should
try to do as much as they can from memory (first 2.5 pages will be from memory already)

1. Are students cutting off the longer held notes when I provide the cut off? Are they
understanding that those notes are longer and how to interpret a conductors cues?
2. Watch students during the last sing through. Are they still looking at their music the
whole time or are they able to look up because they know their music well enough?
3. When listening to only one part at a time (each half of the class), are all students
engaged and singing? (paying more attention to individual students)