Aligns with NJ CCC Standards: 1.3.8.B.1, 1.3.8.B.

2
Aligns with National Core Music Standards: MU:Pr5.3.E.IIa
Teachers Name: Adam Kishbauch Grade: 7/8
Title: Concert Choir First Warm-up

Objectives: To prepare the body, mind, spirit, and voice to be prepared and engaged in
healthy participation of choir rehearsal. (Body loosen up, get blood flowing, posture;
Mind call and response challenge; Voice achieve resonance, find forward placement,
and melodic leaps)

Learning Goals: What Learners will

Be able to do (behavioral): By the end of the warm-up, students in the 7
th
/8
th
grade
Concert Choir will be able to sing with improved singing techniques when learning
repertoire with an accuracy of 80%.

Understand (cognitive): By the end of the warm-up, students will apply their knowledge
of breath support to the pieces in the rehearsal.

Encounter (experiential): singing in an ensemble setting

Construct Meaning (constructivist): By the end of the warm-up, students will transform
their understanding of how breathing affects their singing.

Materials
Piano

Procedure:

- BODY: March in place, Climb and reach for the sky, Beat yourself out like a rug.
o Posture review Who can raise their hand and share what they know
about good singing posture?
! Foot position: hip or shoulder width apart, dont buckle knees
! Ribcage elevated
- BREATH: fill up like a balloon Find low abdicostal breath. Imagine that air is
poured into the mouth and fills up the entire space like a balloon. Ask students
how you think we should breath or how theyve been taught to breathe.
- MIND: Speak rhythms in four, then two measures of 4 (use dotted 8
th
-16
th
and
16
th
-16
th
-8
th
) on ch
- VOICE:
o Mm (marshallow mouth) (DRDTD)
o ZOO (SFMRD)
o Nyah Nyah Nyah (brightness/forward placement) SFMRD
o There is a Time (SDSMD)




ENSEMBLE WARM-UP PLAN

Assessment

Formative: Improvement in ensemble overall sound throughout warm-up. Increased
understanding of Breath support through questioning and clarifying.
Summatve: Students will participate actively in rehearsal, singing pieces while paying
attention to breath, rhythmic accuracy, and vocal quality.

Integrative: (for the teacher) Were the students engaged in each part of the warm-up?

Yes! The students seemed to have fun through the warm-up and paid attention
throughout. They seemed eager to answer questions and offer their ideas as well.

Were the students able to add value to the lessons by offering their prior understanding of
breath and posture?

Yes. The students offered many ideas to improve posture, though it would have been
better for them to offer more ideas following further questioning on my end, such as
revisiting posture after a warm-up; I could have asked them to monitor their neighbors,
say good or bad posture, and suggest ways to fix it.

What can be done to meet the learning goals more effectively next time?

GET AWAY FROM THE PIANO. This caused me the teacher to lose focus on improving
the choir and assessing if they had internalized the discussions.
Look for improvements in what we discuss
Ask students to partner up and assess their partner on posture and/or breathing