Professional Documents
Culture Documents
Standards
MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied
Objectives
Students will demonstrate their understanding of the meaning of the symbols and lyrics
Students will connect the similarities and differences between the original chorale and the
Students will participate in discussion to determine how the information learned about
Materials
Baton; Score of “Heart’s Cry;” lyrics to “Heart’s Cry” chorale; Copy of “Heart’s Cry”
melody with words underneath; Some form of presenter (projector or TV); pitch pipes;
Pitched Drone app; Speakers; Students responsible for instruments, accessories, etc.
Play concert B-flat drone over speaker system, loud enough to fill room (but not so that
o Sing through excerpts from “Heart’s Cry” on solfege, perhaps tricky intervals or
Heart’s Cry as both a Chorale and Brass Feature: Learn about the words (11-14 min)
Ask students to write down on a piece of blank paper for about a minute or 2 their
o Have a short discussion about the two main figures represented: salmon and
o Then Sing it – based on the words and how the piece sounds, where might we
o Do the same for Section B – it translates in the chorale to the next two sections!
o There is a difference in the last section B – Let’s figure out how it is different.
Run the piece through with the emphasis that was decided earlier.
Assessment
Formative: fix any issues that might appear in either the singing or the playing. Also,
collect what the students wrote down on the paper to put in their portfolios.
Summative: Have students complete a short paragraph after done with the lesson
describing the meaning behind the song and one way they might convey that meaning in