Shalanda R.

Jackson Ensemble Name: Mixed

Chorus
Tittle: Wexford Carol Grade: !
th
"
th
"
#th
$rran%ed b&: John Rutter
Learning Goals
Behavioral: Sin%ers of the Mixed Choir 'ill be able to memori(e and )erform
Wexford Carol arran%ed b& John Rutter recited at their 'inter concert 'ith the
accurac& of *!+
Cognitive: The sin%ers 'ill inter)ret and a))l& the musical content and the text to
)erform the meanin% of the )iece.
Encounter: Students 'ill ex)erience hearin% the son% )erformed b& another
ensemble and ex)erience )erformin% this aca))ella son% at their 'inter concert.
Constructivist: Members of the Mixed Chorus 'ill reali(e the im)ortance of
)ortra&in% the meanin% of the )iece and 'ill understand ho' each )art ,ts to%ether
to create a lar%er 'ork.
Technical skills: -alancin% of the choir 'ith the solo line" understandin% that the
solo" melodic" line is the most im)ortant. Sta%%er breathin% for the bass and
breathe su))ort for the other )arts. Correct )osture consistentl&. -alance and clarit&
of the dissonance notes. $))ro)riate in.ection of the text. The abilit& to memori(e
the )iece and all of the musical as)ects that are in the )iece.
Musical Concepts: Correct and articulate rh&thm for exam)le in the s&nco)ation
section. Clear and distin%uished )arts. $rticulation of the text. Clarit& of the
accidentals and non/ma0or sections of the )iece. Clarit& of the unison )arts in both
the same or di1erent octa2es.
Empowering Musicianship: -& learnin% to sin% this )iece" the members of the
ensemble 'ill understand and a))l& the im)ortance of balancin% bet'een sections
and bet'een t'o choirs so that the text is al'a&s the clearest )art the audience
understands.
Process
Present: 34 did not do this )art &et.5 The teacher 'ill )ass out Wexford Carol
arran%ed b& John Rutter. Sin%ers 'ill listen to t'o or three di1erent choirs sin%
Wexford Carol. $fter listenin% to each choir" 'e 'ill discuss the similarities and the
di1erences of each )erformance. We 'ill also discuss 'hich choir the students think
did the best )ortra&al of the music.
Present: Sin%ers in the Mixed Chorus 'ill recei2e a co)& of Wexford Carol. The
choir sin%s a ma0or and melodic minor scale. $fter sin%in% the scale" 4 'ill ask them
'hat three )itches 3solfe%e names5 are lo'ered in melodic minor. 4 'ill 'rite that on
the board and then tell the students to circle and 'rite in the minor solfe%e in each
section. 4 'ill also ask 'hat ke& are 'e in" and it is 6 ma0or. 4 'ill %o throu%h each
section" there are three sections" and 'ill ha2e the students count and cla) their
rh&thm. Then re)eat that ste) a fe' times and 'ill add )itches. The students 'ill
count sin% and then 4 'ill add the text. 4 'ill then address an& issue for exam)le
linin% u) the correct s&llables 'ith the correct beat. 7urin% the lesson" the instructor
'ill ask 'hat the choir can im)ro2e on and if the& can identif& 'here and 'hat
mistakes occurred. Then re)eat these ste)s for each section.
Personalize: $s re.ections of the )artner" the students 'ill e2aluate 'hat the& are
doin% 'ell and 'hat the& can im)ro2e. We 'ill discuss ho' the students inter)ret
the text and ho' it relates to their e2er&da& li2es.
Perform: The students 'ill )erform this )iece at the 'inter concert 7ecember *
th

and 'ill use" a))l& and )erform as much of the musical attributes as )ossible that
'e discussed in class.
Assessment
ormative: Measurin% the students8 en%a%ement and e2aluatin% if all of the
students are sin%in%. 9a2e a small %rou) or indi2idual students sin% certain sections
of the son% 3:uartet testin% or sectionals5. 9a2in% a small :ui( on the text"
)ara)hrasin% 'hat the text means to them if the text is in En%lish.
!ummative: The abilit& to sin% throu%h the entire )iece 'ith master& 'ith the
other choirs at their 'inter concert.
"ntegrative: Re.ect dail& on e1ecti2eness of teachin%. $s a conductor 4 'ill ask
m&self 'hether or not 4 'as 4 clear in 'hat 4 'as ex)ectin%; $s a teacher did 4
create learnin% moments for the students; 7id the students retain the information
from the )re2ious da&<lesson" and if not ho' to 4 %et them to retain the information;
7id the students understand ho' the di1erent melodic and harmonic lines ,t
to%ether;