Come to the Music Peer Teaching #2 Basic Information Alisha Reeve MUSE 356 Class Dr.

Ester 11 November 2013, 8am Prerequisite Knowledge and Skills for this rehearsal Students will have previous knowledge and skills in these areas: Be proficient through 3B Compound Rhythm. Be proficient through 3B Major and Minor Tonal. Demonstrate proper breathing techniques. Demonstrate proper vowel production. Demonstrate proper English Diction and Latin Diction (Alleluia and Hosanna). Demonstrate use of legato and staccato. Demonstrate understanding of asymmetrical meter. Behavioral Objectives At the end of this lesson, students will be able to: Demonstrate improved vowel formation (NS1) Accurately echo and translate 3B Compound Rhythmic and 3B Major/Minor Tonal exercises (NS5) Demonstrate improved Latin diction (NS1) Demonstrate improved performance of legato and staccato (NS1) Perform mm. 5-33 accurately and expressively (NS1) Materials 15 copies of Come to the Music by Joseph M. Martin Procedures 0:00 Set: Students will stand and stretch as led by the Music Educator. 0:01 Music Literacy 1. Students will follow level 3B Major and Minor Tonal echoing, translation a. Uses do re mi fa sol la ti do 2. Students will follow level 1-3B Compound Rhythm echoing and translation a. Incorporate rhythmic patterns from literature selection b. Students will read mm. 21-33 on Takadimi syllables 0:03 Literature 1. Come to the Music CMP Focus: Asymmetrical Meter

a. Student will review mm. 21-33 by singing the section a cappella, remembering the proper expressive focus of the last lesson. 2. Students will learn mm. 5-20 a. Female students will begin at mm. 5 i. First teach by rote mm. 5-8, then mm. 9-12 1. Ask the students what they notice about these two sections. Are they the same? Different? ii. Male students will learn the same sections by rote iii. Put these two parts together, mm. 5-12 iv. Ask female students what they notice about mm. 1120 in comparison to mm. 5-12 1. Have the females sing this section a cappella v. Teach the mens part by rote mm. 13-20, use octave displacement and teach from the piano 1. First mm. 13-15, then 14-20 2. Men will sing mm. 11-20 a cappella b. Students will perform mm. 5-20 all together a cappella i. Students will discuss asymmetrical meter and that the eighth note remains constant. Have students clap eighth notes and teacher will clap larger beats ii. Students will clap the larger asymmetric beats while the teacher claps the steady eighth notes c. Students will perform all together mm. 5-33 a cappella, remember focuses from both lessons 0:14 Closure Students will be reminded of expressive elements and asymmetrical meter and perform mm. 5-33 with piano accompaniment.