Kianna Lackman

Sebastian Adams

October 30, 2018

Lesson Plan 2

Setting

Blevins Middle School eighth grade choir meets from 7:40-9:00 am on Tuesdays and

Thursdays under instruction of Brain Floyd. In this class there are approximately 20 students.

There are around the same amount of boys and girls mostly all beginner students. Some have

past experience in choir, but have never had private instruction so students are lacking in some

areas requiring harmonies. The students currently have memorized their repertoire for their

upcoming performance of ​Mary Poppins Jr ​with the other ensemble group. Musically, students

are able to repeat

Rationale

In choral ensembles, it is important to understand the meaning of lyrics and have those reflect

into their singing. Tone, dynamics, and facial expression all have a part in how music comes

across.

Standards
 Colorado National Common Core

Expression of Music Standard 3 Mu:Crl.1. E.8a2.

The expression of music is Improvising melodies, Compose and improvise ideas

the process of practice, variations, and accompanies for melodies and and

refinement, and performance rhythmic passages based on

of acquired musical Standard 9 characteristics of music or

knowledge and skills to Understanding music in text(s) studied in rehearsal

communicate a range of relation to history and culture

thoughts and emotions.

Objective

Objective is to have student will be able to leave the classroom demonstrating have

perform 80% of the piece, ​Feed the Birds​ have a better understanding of the history of the show

and how to perform with accurate demonstration.

Materials

Piano, Mary Poppins Jr. Score, article

Anticipatory Set
 1. “Good morning students if everyone could please stand up….”

2. Vocal Sirens, neck movements and jaw massages

3. The River She is Flowing… warm up

4. Have students sing through together…. Change dynamics and tone

a. Piano

b. Forte

c. Happy

d. Sad

e. Bright tone

f. Warm tone

5. Ask students the questions:

6. what they noticed about what I was asking them to do and how it made a difference in

the piece

7. How should we sing this piece?

a. Could we know that if we knew the background?

Procedures

● End the game, and ask everyone to sit down

● Discussion

a. Ask why is history important in the context of understanding and

performing pieces?
 b. Why is it important for us to understand the background of our characters?

● Ask students to read out loud from article

https://www.trafalgarsquare.com/v/history/

https://artsandculture.google.com/theme/pgJCwo0_gblwKA

● Ask students what are 5 main things we can take away from these readings and

apply to this piece

● Have them write this in the beginning of their piece

● Go through the song and pick out the lyrics that are related to the reading and to

historical accuracy, what are we trying to convey?

● How can we demonstrate with words: articulation, tone, dynamics

● Look at a piece of text and talk about how we can demonstrate what we learned

about the characters and time period

Assessment

Split students into 2 groups, have group 1 sing through the song with musical choices.

Group 2 listens and gives feedback. Then group 2 sings, while group 1 listens. Sing

together at end

Closure

1. Tell them if they have time before the performance to do these for all of there pieces and

look at ​Savings Mr. Banks

2. Have them go through all of the pieces at home and think about what we talked about in

class