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Kianna Lackman

Sebastian Adams
Mu 286
October 17, 2018

Lesson Plan for October 25

Setting
Blevins Middle School eighth grade choir meets from 7:40-9:00 am on Tuesdays and
Thursdays under instruction of Brain Floyd. In this class there are approximately 20 students.
There are around the same amount of boys and girls mostly all beginner students. Some have
past experience in choir, but have never had private instruction so students are lacking in some
areas requiring harmonies. The students currently have memorized their repertoire for their
upcoming performance of ​Mary Poppins Jr ​with the other ensemble group.

Rationale
In choral ensembles, it is important to go over with each part their harmonies and understanding
how to read those harmonies as well as how to perform them together. By starting by reading
harmonies on solfege, students can focus on learning the correct notes instead of the words.
Students have been working on writing and singing solfege in a workbook, by applying what
they are learning to their music students can apply their knowledge.
Standards

Colorado National Common Core

Creation of Music Standard 1 Mu:ppr4.2.E.5a


Singing, alone and with Demonstrate, using music
others, a varied repertoire of reading skills where
music appropriate, how knowledge
of formal aspects in musical
Standard 5 works inform prepared or
Reading and notating music improvised performances.

Objective
Objective is to have students leave the classroom feeling as though they are able to
perform harmonies better for their song ​Supercalifragilisticexpialidocious ​measures​ ​78-86.
Students will be able to understand 80% of rhythm and solfege.

Materials
Piano, Mary Poppins Jr. Score

Anticipatory Set
1. Ask Students to stand up ask them to do some vocal sirens to warm up their voices. Ask
them to massage their jaws to loosen them up.
2. Split students into three groups. Have the first group of students sing Do. Have second
group sing Mi, and have the third group sing Sol. Have them hold notes out together.
Have them ascend by a half step and then return to tonic.

Procedures
1. Start with The River and have them sing in rounds
2. Give student Do-Mi-Sol have them go up a half step then back down to root position
3. Ask students if they know the technical term, Harmonies. Mention there are some
harmonies in their music. Ask question, Why are harmonies important? What makes
them hard? (raise your hand when you can tell me…) (1 min)
4. Have students pull out their book, and indict solfege syllables for their harmony parts
only. Give them a minute then to complete harmonies for measures 78-81. After done,
have them with a person of their same part go compare solfege. Then give the class
check your work. (5 minutes) * if possible have students pull out devices to record their
designated parts.
5. Then play and sing through each part with the students using piano. Start by having
them sing on solfege alone for each part and then together.

Assessment
1. Students will demonstrate through their learning in this exercise they are able to handle
the harmonies of their parts. By being able to sing harmonise on solfege and on words.

Closure
1. Ask for three volunteers to sing their harmonies in a trio for the class.
2. Ask them to take their videos home and have them listen to their parts and practice for
next class.