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. Behavioral Objectives At the end of this lesson, students will be able to: Demonstrate improved vowel formation through performance of a Latin text (NS1) Accurately echo and translate 3B Compound Rhythmic and 3B Major/Minor Tonal exercises (NS5) Demonstrate improved Latin diction by using pure vowels and appropriate diction (NS1) Demonstrate improved performance of legato and staccato in performance of measures 21-33(NS1) Perform mm. 5-33 accurately and expressively (NS1) Students will demonstrate knowledge of the definition of changing meter and can identify it in a score (NS1) Materials 15 copies of Come to the Music by Joseph M. Martin Time Signature from score on the board Procedures 0:00 Set: Students will stand and stretch as led by the Music Educator to gain focus before beginning ML exercises. 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, general patterns associated with these levels and previous levels.

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2. Students will follow level 1-3B Compound Rhythm echoing and translation a. Incorporate rhythmic patterns from literature selection i. Ta-ki-da, rest ki-da, ta, b. Students will read mm. 21-33 on Takadimi syllables Literature 1. Come to the Music CMP Focus: Changing 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. Students will begin at mm.5 i. Students will discuss changing meter and that the eighth note remains constant. Have students clap eighth notes and teacher will clap larger beats 1. Changing meter is when the time signature changes within the song. 2. Students will identify places where this occurs in the music ii. Students will clap the larger asymmetric beats while the teacher claps the steady eighth notes b. Treble students will begin at mm. 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. Males (Changed) will learn the same sections by rote iii. Put these two parts together, mm. 5-12 iv. Ask treble students what they notice about mm. 1120 in comparison to mm. 5-12 1. Have the trebles 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 c. Students will perform mm. 5-20 all together a cappella d. Students will perform all together mm. 5-33 a cappella, remember focuses from both lessons

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Closure Students will be identify in the score instances of expressive elements and changing meter and perform mm. 5-33 with piano accompaniment.