Professional Documents
Culture Documents
Learning
Target/Objective
Warm-up
voice
and
body,
engage
breath,
introduce
style
for
upcoming
song
Video
Sequence
1)
Stretch
2)
Breathing
exercise:
vocal
percussion
patterns
on
ch,
ss,
f,
k
3)
Sound
effects
to
find
upper
and
lower
registers
(siren
noises,
Mrs/
Doubtfires
hellooo,
I
sing
like
I
speak:
chest
resonance.
Use
modeling
4)
Use
first
measure
of
song
as
a
vocal
warm-up:
s-l-d-l-s
(start
on
C
and
ascend)
Materials
-
piano
(for
starting
pitches)
Time
7
-
Sheet
music
-
piano
(for
starting
pitches)
Part Learning
20
Part Learning
Sing through
-
Sheet
music
-
piano
(for
starting
pitches)
20
-piano
10
Lesson
#2
Long
Time
Traveler:
Expressive
Elements-
Phrasing
and
Dynamics
National
Standards:
Performing:
Analyze,
Interpret,
Rehearse,
Evaluate
and
Refine
Responding:
Interpret
Activity
Warm-ups
Mark scores
Learning
Target/Objective
Warm-up
voice
and
body,
engage
breath,
listening
and
adjusting.
Sequence
1)
Stretch
2)
Breathing
exercise:
vocal
percussion
patterns
on
ch,
ss,
f,
k
3)
Sound
effects
to
find
upper
and
lower
registers
(siren
noises,
Mrs/
Doubtfires
hellooo,
I
sing
like
I
speak:
chest
resonance.
Use
modeling
4)
Vee-ya-ha-ha
(1-2-3-4-5-3-1)
for
flexibility
5)
Chord
with
moving
parts:
SAT
triad.
Parts
move
in
half
steps
as
directed.
Have
students
listen
for
blend
and
intonation
and
adapt
accordingly.
Students
will
be
able
to
use
1)
Show
students
what
a
breath
mark
looks
breath
and
phrasing
marks
like
by
holding
out
the
marked
score.
to
show
expressive
2)
Where
are
logical
places
to
breathe
within
elements
in
the
score
the
score?
(A:
periods,
commas)
3)
Have
students
hold
their
pencils
up
to
make
Students
will
interpret
and
sure
they
all
have
them.
Quickly
go
through
all
identify
points
of
dynamic
the
breath
marks,
by
calling
out
measure
and
phrasing
contrast
number
and
word.
4)
Look
at
first
four-bar
phrase:
Where
is
the
Students
will
be
able
to
peak
of
the
phrase?
Why?
(A:
on
the
word
make
and
justify
musical
well-
eighth
notes
ascending
creates
decisions
using
music
momentum,
highest
note
in
the
phrase,
occurs
terminology
in
the
middle
of
the
phrase.)
5)
Have
students
write
in
phrasing
marks
for
first
four
measures
Materials
Time
-
piano
(for
starting
7
pitches)
-
Long
Time
Traveler
scores,
pencils
Mark scores
Song Shape
Brief
shape-
note
-
Long
Time
Traveler
scores,
pencils
Lesson
#3
Introduction
to
Shape-notes:
Listening,
History,
Style
Comparison,
Vocal
Technique
National
Standards:
Performing:
Interpret,
Rehearse,
Evaluate
and
Refine
Responding:
Analyze,
Interpret
Connecting:
#11
Activity
Listening
Exercise
Learning
Target/Objective
Students
will
identify
number
of
voice
parts
and
form,
explore
harmony
and
melody,
and
sing
along
with
recording
Sequence
1)
Play
the
first
30
seconds
of
the
recording.
Ask
students
to
identify
how
many
different
voice
parts
they
hear.
(A:
4)
2)
Play
the
segment
again
and
ask
them
to
find
2
pitches
that
can
be
sung
throughout,
like
a
drone.
(Also,
can
you
identify
any
of
the
words?)
As
the
segment
ends
have
them
sing
one
of
the
two
pitches
they
heard.
(A:
They
should
be
singing
an
Eb
or
Bb)
What
is
the
syllable/
interval?
(A:
P5)...
well
return
to
the
syllables
later...
3)
Listen
again
and
hum
along
with
the
melodic
line.
4)
Sing
along
with
recording:
split
class
in
half:
one
side
of
the
class
alternate
between
singing
the
root,
5th,
or
octave
while
the
other
half
sings
along
with
the
melodic
line.
5)
There
are
three
types
of
form
in
Sacred
Harp
singing:
hymn
tunes
(four-bar
phrases,
multiple
verses),
fuguing
tunes
(polyphonic
sections,
emphasizes
4th
and
5th
intervals),
and
anthems
(longer
songs
that
do
not
Materials
Recording:
Alabama
(#196)
from
Smithsonian
Folkways
Time
15
Warm-up
Sight-singing
on
solfege
15
Show
students
the
four-note
system
and
sing
through
the
scale
as
a
class.
What
is
the
pattern?
What
shape
is
each
syllable
(A:
fa-
triangle,
sol-
oval,
la-
square,
mi-
diamond).
3)
Sing
through
the
hymn
using
the
more
familiar
7-note
solfege
system
4)
Note
and
interval
check.
Go
over
tricky
sections
(skips
and
leaps)
Sight-singing
on
solfege
Show
students
the
four-note
system
and
sing
through
the
scale
as
a
class.
What
is
the
pattern?
What
shape
is
each
syllable
(A:
fa-
15
Lesson
#4
Fine
Tuning:
Onset/breath/vocal
technique
National
Standards:
- Performing:
Analyze,
Rehearse,
Evaluate
and
Refine
Activity
Sight-Reading
Learning
Target/Objective
Students
will
use
sight
reading
tools
(solfege,
counting)
to
read
musical
excerpts
Listening
Warm-ups
Sequence
1) Ask
students
why
they
think
doing
exercises
like
this
are
important
in
life?
Why
should
we
learn
how
to
read
music?
2) Rhythm:
What
is
the
time
signature?
How
many
beats
per
measure?
3) Tap
the
beat
and
speak
the
rhythm
4) Solfege:
What
key
are
we
in?
How
do
you
know?
Tonicize
on
piano
(d,
m,
s,
m,
d)
On
what
solfege
syllable
do
we
start?
5) Read
through
excerpt
1) Before
playing
video,
ask
students
to
keep
the
beat
and
pay
attention
to
the
singers
onsets
(starting
pitches).
How
do
they
start
the
sound?
Which
beats
are
accented?
A:
strong,
accented;
beats
1
and
4
(6/8
time)
2) Play
video
3) Class
discussion:
onset,
accents,
style.
How
are
the
onsets
and
phrasing
different
from
the
folk
arrangement?
4) Model
punch
breath
and
onset
and
have
students
repeat.
Contrast
with
glide,
flick,
press
(Laban
conducting)
1)
Continue
modeling
punch
breath
and
onset
and
have
students
sing
a
partial
scale
while
imitating
my
motions
2)
Breathing
energy
exercise:
strike
a
pose.
Use
first
measures
of
LTT(SN)
to
sing
a
pattern
and
strike
a
pose:
students
must
focus
on
Materials
- Smartboard
- 4-Minute
Mastery:
Lesson
#4
Time
5
Youtube
5
recording:
The
Alabama
Shape-
Note
Convention
(https://www.y
outube.com/wat
ch?v=WOoXL5P
qY-w)-
Halleluja
- piano
Shape-note
Hymn
-
-
-
Folk Arrangement
-
sheet
music
-
piano
for
starting
pitches
15
-
sheet
music
-
piano
(for
starting
pitches)
20
Lesson
#5
Assessment:
Comparing
styles
and
connecting
to
performance
National
Standards:
Performing:
Interpret,
Rehearse,
Evaluate
and
Refine,
Present
Activity
Class
discussion/
Assessment
Warm-ups
Learning
Target/Objective
Students
will
be
able
to
contrast
shape-note
singing
with
folk
singing
Sequence
1)
Hand
out
quiz
to
each
student
2)
Place
students
into
groups
of
4-5
and
assign
each
group
one
of
the
following
musical
terms:
dynamics,
phrasing,
onset/breath,
tone
quality.
3)
Have
the
students
take
5
minutes
to
contrast
shape-note
singing
and
folk
singing
(based
on
the
two
songs)
in
relation
to
their
given
word.
4)
Have
one
person
in
each
group
report
to
the
whole
class.
5)
Add
to
or
clarify
student
answers.
Invite
other
thoughts
from
the
class.
Students
will
warm
up
1)
Stretch,
move,
rhythmic
echoes
with
body
their
voices
and
bodies
and
percussion
and
vocal
percussion,
phonate,
focus
on
contrast
of
tone
breathing
exercises
(in
for
four/hold/out
for
quality
and
breath/onset.
four,
etc.)
2)
1-5-1
on
different
vowels
(model
forward
tone)-
breathe
together
3)
punch
vs.
press
onset
and
breath
exercise
from
last
lesson-
emphasizing
contrast
4)
solfege
exercise
from
last
lesson
(use
punch
and
press
articulation
with
kinesthetic,
)
Materials
Time
-
Quiz
15
-
Whiteboard
(to
assign
each
group
a
word)
- piano
Run-through pieces
15