Date: December 3rd Intermediate BU School of Music ‘19-‘20

The goal of music for all students, (including those with exceptionalities) is to educate them to be sensitive to music, knowledgeable about it, and
somewhat skilled in its performance. TUNEFUL BEATFUL ARTFUL

Objectives: The students will be able to: Assessment: Specifically, how will you know?
1. Demonstrate dynamic contrasts 1. Questioning: Insert appropriate questions
throughout lesson — use this both as a reminder to the
students when their technique is not as strong as it
could be as well as an informal way to assess if they
are understanding concepts

2. Sing with appropriate vowels 2. Visual: Look at the students as they are performing.
Can I as the educator find faults in their technique
from sight alone. How is their posture? Are they using
their shoulders when breathing (which is a good sign
of shoulder/neck tension) ?

3. Sing the ending of the medley (the “Believe” 3. Aural/Listening: Listen to the sound and fix what is
section) with accurate pitches not being done successfully (vowel, intonation,
dynamics, etc.) and work on fixing one concept at a
time

Standards met (Indiana State Standards or National Core Arts Standards):

Cn.3.B.1, LR.4.B.1, LR.4.B.2, LR.6.B.1, P.7.B.1, P.7.B.3, P.7.B.4, P.7.B.5

Materials: Piano, IPad, Polar Express Scores

Procedures: (Add additional activities as necessary)

Musical activities: singing, playing, moving, listening, creating, rhythmic practice, pitch/melodic practice, expressive elements, etc..

Activity/Music Procedure Purpose/Objective

Date: December 3rd Intermediate BU School of Music ‘19-‘20

Anticipation Set Warm-Up 1/2

Opening
1. Voiced/Unvoiced Consonant Exercise (F/Vuh, K/Guh, T/Duh, P/Buh,
Activity Sh/Djuh
2. Engage breathing (nose/nose, nose/mouth, & mouth/mouth)
3. Leaky Tire
4. Lip Trill (Mi, Re, Do, Re, Mi) — Bb and modulate down, then return
to Bb and modulate up
5. Vowel with Dynamic — Ah Eh EE O Ooo on one pitch and conduct
bigger or smaller beat patterns and EXPLICITLY tell them
beforehand that a bigger gesture is louder with energy and smaller
is softer WITH energy
6. Fall of a cliff twice

Possible Questions:

1. How’s your posture

2. When playing with sound, what “fancy music term” are we dealing
with? —Dynamics
3. How’s your breathing?

1. Run Polar Play Polar and have them sing all the way through to the end without
stopping. Have students go through and take 20 secs to tell a neighbor
something that they need to fix

2. Believe 1. Review this section with the students part by part. Start w/ lowest 1/2/3
Section (mm. voice part and when that section gets through it successfully a
couple of times work with the next section and then put the two
149 until the together, then work on highest sounding vocal part and then put
end) the two together.
2. Play piano interlude before so they get into it
3. Make sure their is a voiced V sound with an [I] sound on
“Believe”

Aural Assessment!
This section of the piece tends to go wrong in terms of pitches.
Listen to see what pitches are slipping and assess why that might
be. It could be vowel, placement, or uncertainty of notes.

3. Spirit of the 1. Start with the interludic material to make sure they are 1
Season Section starting it with the proper tone and “fake-opera” sound. —
this is an opportunity to show conducting that reinforces
(MM. 138) concepts they learned with appropriate style
2. Uhm.... where is the baritone part? Let’s fix that! The bong
section that the baritones have is representative of a bells.
Have the students close to the “l” sooner to make it “ring.
3. Enforce dynamics! This will help especially this section

This section is very visual! They have got to show a

deliberate change of tone. — Visual Assessment

Baritone part needs to exist more!

Date: December 3rd Intermediate BU School of Music ‘19-‘20

4. Beginning 1. Have them speak the words with good vowels (speak it like 2
Section they sing it)
2. Then have them sing it and fix vowels as we go
(“Children
sleeping....” )

5. Put together Sing from the beginning with attention to: 1/2/3

Conducting size (dynamics)

Vowels
Style

Anticipation/What-ifs
What might go better than expected? What will you do?
1. Singing of the individual sections may Work on connecting material to ensure
go well success in change of style

2. Dynamics may be demonstrated Work on articulation

successfully

What might not go as well as expected? What will you do?

1. Believe section may fall apart Assess the section vocal part by vocal
part to ensure everyone is doing the same
thing thus producing a unified sound

2. Dynamics may not be strong on either Explicitly tell them and demonstrate the
end of the spectrum wrong way and right way

3. Vowels may not be unified Remind them of tall space on the inside.
The vowels tend to spread and this will
help fix that.