Millicent Atkins School of Education: Common Lesson Plan Template

Music Education Lesson Plan

Dr. Wendy van Gent
Teacher Candidate Name: Katie Appl
Grade Level: 9-12 High School
Subject: Choir (1st and 4th Hour)
Date: 3/8/18
PLANNING
State Standard(s)
HSp.MUe.Re.8.1.a: Explain and support interpretation of the expressive intent and meaning of the musical
works; using elements of music, contexts, and the setting of the text.
Has.MUe.Pr.5.1.a: Apply and refine rehearsal strategies to address individual and ensemble challenges.
Learning/Behavioral Objectives
Students will be able to:
 Demonstrate independence during an a cappella piece by singing the correct notes and rhythms with
minimal piano guidance (Elijah Rock and Light in the Hallway).
 Apply a wider range of dynamics to match the melody and textual interpretations (Weep No More and
Light in the Hallway).
Rationale: Include pre-assessment and cite theories and theorists.
The students are prepared for this lesson because they have learned and can perform the majority of notes and
rhythms in these pieces. They have the majority of “Light in the Hallway,” so they can now use the music as a
minimal guide and start to develop their own phrasing ideas. The high school students are either in Piaget’s
concrete operational stage or formal operational stage. This information means that the majority of the
students should be able to process and apply multiple concepts at once. The students in the formal operational
stage will be able to use a higher level of abstract thought, which will assist in matching the phrasing,
dynamics, and musicality to the text. The students are can apply transfer of knowledge between the concepts
in the warm ups and pieces. I will use Vygotsky’s theory of scaffolding to develop the students’ independence
by initially playing the parts, then only playing key notes to regroup, and finally only playing the starting
notes.
I will incorporate a variety of Music Learning Theory (MLT) components into the lesson. During the sight-
reading portion, the students will demonstrate the audiation stages of aural/oral (identifying tonal center/key),
verbal association (speaking rhythm, singing rhythm on ‘do’), and generalization (identifying do, mi, and sol,
singing on solfege). The lesson will involve movement during “Weep No More.” According to MLT and the
Dalcroze method, movement can enhance the understandings of rhythm, pulse, and musicality while
improving audiation skills.
Materials and Resources
 Student music folders
 Piano
 Projector and screen
 Infinite Campus
 Sight Reading Factory
 Microphone system
Technology
 Sight Reading Factory and Infinite Campus (on computer)
 Projector and screen
 Microphone system
Accommodations
I will move students around the room according to their assigned part for the piece. If I find a few students
struggling, I will move them next to a stronger singer who can lead them through the part. I will use the
microphone system, so my voice easily projects to the back of the room. Students can hear me regardless of
the location their assigned position in the room.
Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental
needs in order to keep students on task and actively engaged throughout the lesson.
At the beginning of class, I will set the expectations and goals for the day and for the rest of the week. I will
be the substitute teacher for the day, so the students know that I will be writing an honest report of their
behavior. If the students accomplish the goals for the day, there is a possibility that I will introduce the class
to a new piece for graduation. I will offer frequent positive reinforcement and focus on student improvement.
I will keep the pace of the class moving. I will try not to spend too much time working with a particular
section, so that all students are engaged and participating equally. I will have the students move in different
positions in the room depending on the piece we are working on. The movement and change of position will
help students stay focused on our task. I will apply the typical structure and routines that the high school
choirs are used to.
Implementation
Lesson Opening (hook)
Attendance and Announcements
 Announcements will be ready on the board for the 1st hour class. Before class, I will determine the
new announcements that need to be read.
 I will take attendance as students enter the room. In 4th hour, there may be a student volunteer.
Warm Up
 Stand and massage while humming our opening vocalise (1-2-1-1-2-1-1-2-3-2-1), open to ‘oh’
 “Vee-vaa” vocalise: open and resonant tone, sing through the ‘v’ consonant, unify vowel shapes
 “mee-ma” vocalise: breath control, match staccato length, unify vowel shapes
 “Sing a litte” vocalise: sing as a group first, sing in two parts to create independence
 “do-mi-sol-mi-do” vocalise: match staccato and legato styles, develop solfege skills
 Sight reading example from the Sight Reading Factory: clap rhythm, sing rhythm on “do”, identify do,
mi, and sol in example, sing example on solfege
Teaching Procedures
Explain your procedures for the bulk of your class. Include specifics about techniques you will use such as: I
do-we do-you do; learning sequence activities (rhythm and tonal); musical activities within the literature;
rehearsal techniques, etc.
Light in the Hallway
 Move into circles for each part (soprano, alto, tenor, baritone/bass). Students will face into
the circle and sing to one another.
 Emphasize the importance of breathing together in order to enter together.
 25-coda: match vowel shapes, ends of notes, assist men’s notes as needed (25-36),
 Melody sections 9-24 and 50-65: discuss meaning and the important words with their
sections, everyone will sing the melody to work on shaping the phrase
 Add harmonies to the melody sections and have the background figures match the expression
of the melody.
Weep No More
 21-28: review notes and rhythms by working with individual sections and pairing different
parts together
 Line up the words “no” and “tear” between parts
 Stress the tenutos in the phrase “weep no more”; imagine small waves for each phrase
 Have the students physically move their hand and feel the pressure on “weep”; the students
can face another section member and be the mirror of one another
 Sing 37-45, 60-end: ladies emphasize “weep,” men emphasize “no more”
Lesson Closing (transition)
Elijah Rock
 Review and speak through the rhythm on the top of page 8
 Layered parts: start with the bass part and work up (tenor, alto, sopranos), play the part and
sing with each new group, have the previous part sing independently (repeat as needed)
 If time: sing page 8 to the end
Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies.
Describe what went well and what areas you need to revise in the future. Cite examples (from video) that
support your conclusions. Describe revisions that you could make if you were to teach this lesson again. Why
would you make each revision? Cite examples from the lesson plan, video and/or student work that would
prompt revisions.
I was impressed with the focus the group displayed today. Both of the classes met the goals, but I think the
first hour class met the goals a little faster in Light in the Hallway. Fourth hour was already introduced to the
Elijah Rock portion, so I did not have to time out the classes the exact same. Both of the classes came up with
some great descriptions of the song. I wrote a list, so I could share them with the classes. Fourth hour needed
extra review on a portion of Light in the Hallway. I am going to check this section with the first hour class
tomorrow now that I know it is a weaker area. The movement on Weep No More was very effective. The
first hour class was not too keen to move around right away, but eventually they were all participating.
It really helped to share the goals for the piece during the transition between pieces. During the transitions, I
allowed only 20 seconds of movement, which made the transitions go much smoother. During fourth hour, I
caught a lot of students on the phone. This does interrupt class a little, but it means that students will be
engaged in class instead of on their phones. It also shows that I am serious about the class and that we need to
stay focused and work hard.