4/9/14 plan for 8th grade

Objectives:
Behavioral
Students will be able to
Write counting for complete measures in preparation for the SGO test
Sing confidently
o Ms 1-16 of On this Delightful Day
o Ms 48-51 of Festival Cantate
And possibly ms 52-55
Cognitive
Students will understand
The importance of intention and text in Delightful Day
How dissonance affects music
The meaning of the Latin in Festival Cantate
Experiential
Students will encounter
Renaissance stylistic nuances
Constructivist
Students will make meaning of
Applying intention to their music making

Assessment will be:
Integrative
Are our goals for the day being met (note learning for todays set plan, building text-meaning skills) as well as
keeping on track for the marking period (SGOs, end concert goals)

Standards:
1.1.2.B.2
1.1.5.B.1
1.1.8.B.1
1.1.8.B.2

Prepare:
Rhythm examples for the day: Ms. Silver presenting?

Warm-up:
Stretch/Sigh(Football throws)
Lips, Teeth, Tongue
Lip trills
(Pine)ApplePear
Solfege with pause
D-DRD-DRMRD + D-DTD-DTLTD at same time
Building an A major chord, transition to actual piece

Present:
Rehearsal Plan:
1. Take out Delightful Day
2. Run through ms1-16
a. Spot check wrong notes or rhythms
b. Most likely the transition between A and B will be rough, and part 2 will need help from Ms. Silver
3. Run ms9-16 alone
4. Have parts 1+2 sing 9-12(16)
a. Have them stop at the dissonance point
i. Discussion of tension and release
5. Ask about musical intentions of this moment
a. Students should then sing the lines with different emotional tags
i. Happy
ii. Sad
iii. Angry
b. How do the different emotions affect things like posture or breath? or dynamics
6. Parts 1 and 3, ms1-8, together, while part 2 listens
a. Then add in part 2
7. Ask about musical intention in these moments
a. Why would we want to invite someone else to hear us sing?
i. Students should give reasons why they would want to invite another to hear
b. How do the different reasons affect things like posture? Breath?

Festival cantate
1. Students turn to ms. 48
a. Review words
i. Introduce the translation; Sing unto the lord a new song, sing unto all the earth
b. Review parts 1, 2 and 3 alone from ms.48-51
c. Put part 2+3 together
i. Remind about dissonance and how it works. How should they feel about the dissonance?
ii. Tension and release
d. Put all parts together
2. If enough time, teach parts 1, 2 and 3 of measures 52-55
a. Try together if confident. Most likely wont happen.

Close with a discussion of dissonance and how intention can affect the music. How would you use dissonance if you
wrote your own piece? For a comfort? To increase tension? To provide a relaxing calm after storm?