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Karaoke Lesson Plan

by Adele Lowen
- Sing a Karaoke song to the students and encourage them to clap along to the beat.
- Show the students a microphone (real, toy, or homemade) and explain the rules:
- hold the microphone with 1 hand (it's not heavy and you can use the other hand for
actions or a dramatic double hand hold in an important part of a song)
- hold the microphone close to your mouth but do not touch it with your lips (no kissing,
licking, or resting the mic on your lips)
- Talk about 2 types of Karaoke songs:
1. music plays and there is a lead singer and backup singers (sing along music)
2. music plays and there are backup singers but no lead singer (Karaoke music)
- A lead singer sings the melody and the instruments and backup singers have the harmony.
- The karaoke song with a lead singer is easier to sing along to. Having a lead singer helps a
vocalist match pitch, know when to start and stop singing, hear the dynamics (where to sing
loudly or softly), keep the tempo, and to fill in unknown words. If a vocalist does not have
experience singing, using a karaoke lead singer song is great to sing along with several times
until their confidence is built up enough to try a true karaoke song.
- A true karaoke song, with no lead singer, is more challenging because the vocalist has to keep
pitch, tempo, phrasing, dynamics, and articulate the words on their own. Some karaoke songs
will have a bouncing ball or colored words to help the vocalist stay on track. A more
challenging song will have the words on the screen but no guide as to when to sing.
- Of course, the ultimate goal is to be able to sing a karaoke song without looking at the words,
having practiced so often that the words are memorized.
- Since there is never enough time in a music class for everyone to have a turn singing that
would like one, students can write their name on a piece of paper and place it in a bag. Pick 1
name out and that student chooses a song to sing. If there are 2 microphones, the student can
ask the rest of the class - the audience - who would like to sing too. From the raised hands, the
student selects a partner. The 2 students use the microphones and sing the karaoke song,
remembering to bow at the end of their performance.
- The audience - while students are singing, the rest of the class become the audience.
- Audience rules:
- listen quietly or sing along
- may clap along to the beat
- applaud when the song is over
- The student who had his name was pulled from the bag then pulls the next name out of the
Bow - When a performance is over, the performer takes a bow to thank the audience for paying
attention and listening/watching the performance. A guide for the length of time for a bow is
to bend over, look at your toes, think/whisper "Hello Toes! How are you today?", and then
straighten up.

Applause - When a performance is over, the audience members applaud to thank the
performers for doing their best.
Curriculum Concepts:
Rhythm: 1
Melody: 1, 2, 3
Harmony: 1, 2
Expression: 16
Listening: 3, 5
Singing: 5, 6, 7, 10, 15, 22,24

As students select songs, you can pull in other Curricular Concepts by discussing:
- Compare versions of songs, eg. I Will Always Love You by Dolly Parton and Whitney Houston,
discussing that a melody is changed when its rhythm is changed (Curriculum Concept: Melody 12)
- Duets and a capella songs demonstrate how voices with different pitch ranges can be
combined to create harmony. (Curriculum Concept: Harmony - 11) Voice pitch ranges are
Soprano, Alto, Tenor, and Bass.
- After a song is sung, ask the students:
- what the tempo of the song was - fast, slow, allegro, andante (Curriculum Concept:
Expression - 1, 8, 12)
- what dynamics they heard in the song - soft (p), loud (f) (Curriculum Concept:
Expression - 2, 10)
- what feelings did the song express (Curriculum Concept: Expression - 3)
- what was the meaning of the song lyrics and how was it expressed by the voice of the
vocalist and the instruments (Curriculum Concept: Expression - 16, 17; Singing 23)
- what was the musical style of the song, the genre eg. rock, pop, country (Curriculum
Concept: Expression - 18)
- identify the lead singer as a male, female, or children's voice (Curriculum Concept:
Listening - 12)
- did the song sound major or minor (Curriculum Concept: Listening - 15)