EDUC 250

10/24/2017

Dr. Klickman

Teacher Broderick Lemke

Title Sight Singing in C Major
Central Students will sight-sing (acapella and accompanied) with solfege syllables, hand signals,
Focus (CF) and correct rhythms at the proficient level on the attached rubric. The students will
self-critique their errors, and improve at least one aspect of their performance on a
second run-through of the piece.
Learning Students will sight-sing Circus Time! from Patterns of Sound (acapella and
Target (LT) accompanied) with proper solfege syllables, hand signs, and correct rhythms at the
proficient level on the rubric. Special attention will be paid to rests and repeats.
Students will self-critique their performance on a rubric and improve one section of
their performance upon a second reading of the piece.
Academic Repeat Sign A sign that the phrase encapsulated by it should be repeated
Language - A meter that is common in western music. Popular with classical dance styles.
Warm-Up Teacher will lead students through several warm-ups Students will repeat the warm-
using hand signals, going through do-re-mi-fa-sol. up exercises to the teacher.
The teacher will include exercises that are stepwise,
as well as skips between members of the tonic chord.

Practice Teacher will introduce the concept of the repeat Students will practice utilizing
Activity sign, and write a phrase on the board with repeat the repeat symbol and identify
signs surrounding it and ask the students to repeat it in the standard notation of
that phrase. The teacher will then pass out copies of the piece.
the music to the students and a copy of the self-
critique rubric. The teacher will ask students to
locate the repeat sign on their music and to point to
the beginning and end and then check where their
neighbor is pointing to make sure theyre both
correct.

The teacher will go through the rubric and explain Students will fill in their rubric
each category, which they should be familiar with by as instructed and review the
this point. The teacher will remind students that the other categories on the rubric.
boxes in other musical considerations change from
piece to piece. The teacher will have the students
write Student follows the repeat sign at the
appropriate time. And have students cross out the
two middle boxes and under developing, have the
students write Student does not follow the repeat
sign at the appropriate time.
The teacher will count the students off and give them Students will clap the rhythm of
one measure, and have the ensemble clap the the piece.
rhythms in the piece. If correction is needed, the
 teacher will address it. The teacher will give students Students will speak the solfege
time to write in any solfege syllables that may be syllables to the rhythm of the
difficult for them, and then the teacher will have piece.
students speak the solfege syllables in rhythm.

The teacher will establish the key with students and Students will sing the piece
then have the class sing the piece acapella with acapella.
correction pitches given from the piano if necessary.

The teacher will play the accompaniment and have Students will sing the piece
the students sing their part. with accompaniment.
Reflection The teacher will ask students to make an X in the Students will self-critique their
and boxes their performance falls in on the rubric. The performance and identify one
assessment teacher will provide several minutes to work on this, area in which to improve.
and then ask the students to pick one thing that they
want to work on improving as they sing it a second
time.

The teacher will play the accompaniment again on Students will sing the piece
the piano and have students sing their parts. with accompaniment.

The teacher will have students make a checkmark in Students will update their
the boxes that they felt they were in the second time rubrics with their improved
and to write in the comments box what and how scores and make comments on
they improved, and if they did not improve, what their performance.
they are struggling with. Students may write other
comments as well. The teacher will then collect the
rubrics and move on to the next part of the lesson.
Assessment The three main categories on the rubric provide a
Relation to chance to measure the students perception of their
Learning accuracy with the three criteria being evaluated. The
Target students practice self-critique through the rubric,
and create a plan and goals to improve their
performance the second time, and record the
improvement.
Name: ____________________________________ Period: _______ Grade: _________ Date: _________

Sight Singing Exceeds

Self-Critique Expectations Proficient Satisfactory Developing
Rubric 10 Points 8 Points 6 Points 4 Points Score
Solfege Student sings the Student sings the Student sings the Student sings the
Syllables piece with piece with piece with piece with
accompaniment accompaniment accompaniment accompaniment
for the first time for the first time for the first time for the first time
with no incorrect with no incorrect with three or less with more than
solfege syllables. solfege syllables. incorrect solfege three incorrect
Student writes-in Student writes-in syllables. Student solfege syllables.
up to two solfege up to five solfege writes-in up to Student writes-in
syllables before syllables before ten solfege more than eleven
singing. singing. syllables before solfege syllables
singing. before singing.

Hand-Signs Student sings the Student sings the Student sings the Student sings the
piece with piece with piece with piece with
accompaniment accompaniment accompaniment accompaniment
for the first time for the first time for the first time for the first time
with no incorrect with two or fewer with three to six with more than
hand signs. incorrect hand incorrect hand six incorrect hand
signs. signs. signs, or the
student uses no
hand signs.

Rhythms Student sings the Student sings the Student sings the Student sings the
piece with piece with piece with piece with
accompaniment accompaniment accompaniment accompaniment
for the first time for the first time for the first time for the first time
with no incorrect with two or fewer with three to six with more than
rhythms. incorrect incorrect six incorrect
rhythms. rhythms. rhythms.

Other Musical _____________ _____________ _____________ _____________

Considerations _____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________

Total Score ____________

Student Comments:

Teacher Comment: