Third Grade

Simon Webb
Subject: Students continue to learn to sing in tune while singing two different melodies.
Materials needed for this lesson: a C.D. player, "Grab a Partner" teacher's handbook and
C.D. by Sally K. Albrecht and Jay Althouse, copies of the reproducible song sheet for the
song" 'Round the Mountain."
National Standard Addressed: National Standard #1: Singing alone and with others, a
varied repertoire of music.
Objective and Purpose: To develop independent two-part singing with young
performers. The use of a familiar, well-known melody, combined with another
independent melody is a fun and effective method to introduce the concept of two-part
smgmg.
Anticipatory Set: Ask the students if they remember what a "round" is? Remind the
students that a "round" is only one melody, sung at a different time by each group.
"Well, today we are going to learn two different melodies and then sing them together at
the same time! This is going to be a lot of fun! Let's get started."
Instructional Input/Procedure: Divide the students into two groups. I find that dividing
into boys and girls works well. Pass out the song sheets and tell the students that we are all
going to learn both melodies. Teach each part separately to all students. When you feel
that they are confident with each part have the boys sing part two, and the girls sing part
one together. Keep working on this until they learn to do both parts together. Be sure to
use the accompaniment C.D. so that you can help the two groups when needed. Then
switch parts so both groups have the opportunity to sing both of the parts. Then have all
students sing part one, then part two, and finally go into singing both parts simultaneously.
Be sure to add the tongue clicks, because the students really enjoy doing them! Once you
feel that the students are proficient, add the actions to the song. Remember to actively
participate with your students and have fun!
Closure: Be sure to praise your students for their hard work and accomplishment. Have
each student stand up, one at a time, and clap the rhythm of their name. The entire class
must then echo what the student claps. When the student is done clapping their name they
may go get in line, however they must pay attention so they can clap the rhythms of the
other students names.
Independent Practice: Encourage the students to sing this song outside of class with
their mends. (ex. Maybe during recess)

Fourth Grade
Simon Webb
Subject: The vocal instrument
Materials needed for this lesson: piano, pencils, crayons or colored pencils, stapler, and
copies of: Vocal music pages, Voice Placement Exercises, Define the Voice Activity Page,
Parts of the Vocal Instrument, A Healthy Approach to Singing page, Caring for Your Voice
page, Web Page for Singing.
National Standard Addressed: National Standard #1: Singing alone and with others, a
varied repertoire of music.
Objective and Purpose: Students will practice various singing elements such as diction,
breathing, posture, voice care, range, and quality.
Anticipatory Set: "Did you know that the voice is an instrument?" "We use our voices for
speaking, shouting, whispering and singing." Then tell the students that it is very
important that we take proper care of our instrument. Ask the students if they have any
ideas on how to properly care for their voice. (ex. Avoid straining your voice, limit
shouting, don't smoke, etc.) Then ask the students if they know how the sound is
produced when we sing. (ex. The breath is forced by the diaphragm upward from the
lungs, through the larynx, by the epiglottis, and into the mouth for producing a singing
tone. Well, today we are not only going to learn about caring for our instrument, but also
about good breathing technique, good posture and diction.
Instructional InputlProcedure: Teach "Rocky Mountain." Repeat the song numerous times
at a faster tempo each time. As the students what was difficult about singing the song so
quickly. Guide the students to the understanding that it was getting more difficult to sing
the words, to articulate, and to pronounce the words. Discuss the importance of diction
and it's role in music.
Sing "Rocky Mountain" again. Repeat the song and sing it softer each time. Afterwards,
try singing it louder and louder each time. Stress the importance of singing louder, NOT
shouting, Discuss the difference between voice uses like singing, talking, shouting, and
whispering.
Again, sing "Rocky Mountain." Have the students sing the song in phrases or partial
phrases. Ask the students to sing the partial or complete phrases in one breath. Slowly
increase the number of phrases they sing in one breath. Discuss proper breathing. Have
the students lie on their backs on the floor to demonstrate proper breathing. This will give
the students the opportunity to witness their stomachs moving up and down as they
breathe. This is what they need to develop for good breathing technique. Instruct the
students to think they are breathing a bubble in and down through the mouth and
windpipe. Have them picture an open ring for their vocal chords/folds (larynx). Finally,

I
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discuss good posture when singing. One final time, sing "Rocky MountaiIL" Continue
singing the song higher and higher. Discuss which area (low, middle, or high) or keys
were comfortable to sing. Discuss head tones and chest tones. Sing the Voice Placement Exercises
with the students. Discuss where one's voice is and which examples are easier
to sing. Stress the relaxation of the voice (vocal chords), particularly when the notes go
much higher or lower. Continue discussion of the voice by explaining the different kinds
of voices like soprano, alto, contralto, tenor, baritone, and bass. Also focus on the ;w - ~ ~~ ..,
cambiata voice. Finally, read and discuss the Caring for Your Voice Page. ~
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Differentiation Activity- Pass out a copy of A Healthy Approach to Singing Activity page. Instruct
the students to circle the statements or graphics that are healthier practices for
singing. Grade the papers and circle the number in the "Health Level" chart of the total number of
correct responses.
Closure: Compliment the students- tell them how great they look and sound when they
use the correct posture, diction, and breath control. Tell the students to remember that all
of the things we learned today are important to be successful music performers. Remind
them that we will use all the elements discussed today at each rehearsal.
Independent Practice: Give each student six copies of the Web Page for Singing Activity
page (stapled together). Have the students create a singing Web Page by selecting a
topic, writing the topic in the allotted spot, and adding pictures and whatever else will
help their pages. Be sure they color in the topic. They may also want to color their
pages.
Assessment of Learning:

Assessment of Teaching:

Fifth Grade
Simon Webb
Subject: Articulation in singing.
Materials needed for this lesson: piano, cards made trom Articulation Cards Page, and
copies of the Articulation Activity Page, map of Europe
National Standard Addressed: National Standard #1: Singing alone and with others, a
varied repertoire of music.
Objective and Purpose: Students will identifY and perform the articulations (slur,
staccato, marcato, and legato.
Anticipatory Set: Tell the students the following information about Hector Berlioz:
Hector Berlioz (1803- 1869) was born in France in a small town near Grenoble. (find
France and the city of Grenoble on a map) His father was a well-to-do physician (doctor),
expected his son to follow in his footsteps and become a doctor, too. However, music
intrigued Hector Berlioz much more than medicine. So, he made the decision to give up
medicine for music, much to his family's disapproval.
Instructional Input/Procedure: Teach the tune of the musical excerp,t trom "Symphonie
Fantastique" "The Ball." Ask the students to notice how some syllabl(ofthe words have - A-~ b

two or three notes connected and sung smoothly. Begin to focus on articulation. ~ T V\f'-l) ~
(
Demonstrate the differences between the slur, staccato, marcato, and legato. Use the 1 'r +0 J.t"v.
notes B, A, G on the piano to demonstrate examples of each articulation. Then have the
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students sing the examples of each articulation style using "doo." Have the students -rwz... ~LUJ

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perform the examples of articulation on the Articulation Activity Page. Then ask the A-~ It- -h~W

students to sing the syllables on any pitch or pitches. You may want to use the piano to ~c... ,\\"0 \ f-J
assist with this activity.

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Closure: Have the

students remain seated. Choose one student to hide their eyes. Show t. ~L s--~""'
the Articulation Cards, in any order, to all of the other students. Have them perform the
articulations in groups of four quarter notes. The selected student must decide what type
of articulation the rest of the class is performing. When the student chooses the correct
articulation style, he/she becomes the line leader, and the rest of the students will follow
him/her to the door imitating the type of articulation the student identified. (ex. tip-toe for
staccato, march for marcato, walk for legato, and slide their feet for the slur.)
Independent Practice: Ask the students to think of songs they have previously learned
that have the styles of articulation we discussed today. I will ask them next music class
and we will sing them.

Sixth Grade
Simon Webb
Subject: Voice Control/How to produce sound as a choir, or team.
Materials needed for this lesson: none
National Standard Addressed: National Standard #1: Singing alone and with others, a
varied repertoire of music.
Objectives and Purpose: To teach students to use proper vocal technique while learning to
sing as a part of a group (choir).
Anticipatory Set: Ask the students: "What is the first thing we need to make a voice?
(breath) Have the students stand up and bend over resting their elbows on their knees.
Tell them to take a deep breath. You can't do it, can you? Your pipes are bent. It's like
kinking the water hose, nothing can get out or in. You're pushing your belly into your
chest, so the lungs are trapped!
Instructional Input/Procedure: Have the students sit up and take that breath again. "See
now, wasn't that easy? The better the breath, the better the sound!"
First Rule: Sit Up!
"Next, we have to make room for sound". Ask everyone to close their mouth and let their
tongues rest on the top of their mouth. Close your teeth, too. "Now hum."
"Let's do that again and this time try to feel where the sound is vibrating. Go...........Stop."
Ask: "How many of you could feel your nose vibrate?" Tell the students that is because
the air is coming up, vibrating your vocal chords, then this vibration is being cut offby
your tongue. "We need to get the tongue out of the way. Let your tongue lay flat and do it
again." "Well, listen to that. Now what is vibrating?" Have the students do it again, tongue
down, teeth together, and then hum. Ask the students if they could feel their teeth vibrate?
Tell them that is because the air is now moving past your tongue and hitting the back of
your teeth. "Let's get the teeth out of the way, too."
" DO NOT DO THIS" (demonstrate stretching mouth wide with lips closed)
"Just relax your jaw and your teeth will separate. Keep your tongue down, relax your
jaw, teeth apart, now hum. Now what is vibrating? (lips) That is because the only thing
between the sound being made is your lips. That is the correct way to hum. Tongue flat,
relax jaw, teeth apart, lips barely touching. If your lips tickle, you're doing it right!"
Second Rule: Tongue flat!
Third Rule: Relax Jaw!
Fourth Rule: Teeth apart!
Next focus on the hum- Head voice concept. "I'm going to hum, and while I hum, you will
hear the hum start in my chest, move up to my neck, around my nose and come out the
ITont of my forehead." (demonstrate a hum ITom a very low pitch, sliding slowly

upward to a high pitch, coming out of the head) Ask the students: "Did you hear the
vibrations move? Now you do it, and concentrate on the vibrations as they move to your
forehead. Remember to keep your tongue flat and your teeth apart. Now hum."
"Did you feel the vibrations? That is what we call a HEAD VOICE, it sounds like the
vibrations are coming out your head."
Fifth Rule: Vibrations should be focused in your head!
''Now we need to find the same pitch. I'm going to hum again, to find the head vibrations
as I go up, this time I will stop on a specific pitch. Listen and do the same thing after me,
stopping on the pitch I stop on." After the students imitate what you have done ask them to
do it again, this time with you. (Time to match everyone is not needed. As pitch drills are
introduced and practice is increased, most students will learn to match pitches, without the
stigma of everyone knowing they can't. Reminders to sing higher, are fine. Some will sing
too high, reminders not to go too high are fine, too. When most are on pitch, so that the
pitch can be distinguished above the others, move on to the next step.)
Now we will turn the hum into a voice- The unexpected sound.
"I have my tongue flat, my teeth apart, the vibrations are focused in my head. What is the
only thing I need to do to make a voice? (open my mouth) RIGHT!"
"This will make the hum become the sound "ah." (Demonstrate with the matched pitches)
''Now you do it, just open your mouth. Wasn't that a nice sound? No stress, no straining,
just a nice pleasant sound!" "Let's do it again!" "That is the voice we want to use as a
chorus. Whenever we are singing as a group, that is the voice we use.
Shaping the mouth, directs the sound - one voice. "Now let's learn another vowel sound.
This time I will hum, turn the hum into an "ah" and then I will turn the "ah" into an "00."
"To do this, I will only move my lips! Watch." (demonstrate) "Now you do it! Don't
pucker! Keep it relaxed!" ''Now do it again and notice the sound seems to sound like ONE
VOICE." "Did you hear it? The "ah" was coming out of your mouth and spreading all
around the room. When we made the "00" it focused the air flow to a smaller opening
and. the
sound wasn't able to spread, it became a straight air flow so we sound like one
"

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Closure: Have the students sing a familiar sonJ(America, America The Beautiful
applying what they have just learned. ~ure that everyone is singing p ~\ ~
creating the "one voice" sound. Remember to compliment your grou! ~\ {

and ;nt-~)
focus
of

~ vowels and
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Independent

Practice: Encourage the students to constantly strive to produce their

sound in this manner. Remind them that we can only master this concept by practicing. '\ ~
Assessment of Leaming:

Assessment of Teaching:

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