Lesson

Plan
NICHOLAS PREZIOSI


Name: Nicholas Preziosi Date: 9/21/2019

Grade: N/A (for example, 14 Boy ) Class Type: Private Voice

1. Measurable Objective(s): (Measurable learning objectives use action verbs to describe what you
want the students to be able to do by the end of the class, course, or unit)

Student will perform measures 45 – 64 without straining of “You’ll be Back”


2. Required Prior Knowledge and Skills: (What must students know to be successful)

Forward vocal placement
Diaphragm breathing
‘Hamilton the Musical’
Resonance
Major Scales

3. Review Needed: (What needs to be reviewed to reinforce prior learning related to this lesson)

First verse, first chorus of “You’ll Be Back”



4. Materials, Repertoire, Equipment needed:

Sheet music for “you’ll be back”. Key Board (or speaker)

5. Agenda: (list items to be taught and post – use large paper and dark marker if white board is not
available)
1. Check in
2. Breathing
3. Warm ups - Slides
4. Warm ups – Technique
5. Warm ups – Theory
6. Rep review *optional
7. Rep ‘current song’ (hw check)
8. Rep ‘new section’

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6. Lesson Sequence (be sure to list time in the pacing section) Pacing
2-5
1. CHECK IN: 5 min max
How are you doing?
One great thing that happened this week?

2 WARM UPS: 10 min,
15 MAX
1. PHYSICAL WARM UP

- Stretching to ceiling, to walls, to floor
- Arm Circles/shoulder rolls
- Head rolls (NO HEAD BACKWARDS

2. Breathing
- have student inhale with hands on stomach, and exhale- making sure the
shoulders stay in place and the stomach (diaphragm) expands and compresses
- have student stand against wall if shoulder’s begin to move.
- Have students hiss
- inhale four beats (80 bpm), hiss four beats 2x
- inhale four beats, hiss 8 beats 2x
- inhale four beats, hiss 12 beats 2x
- inhale four beats, hiss 16 1x

3. VOICE WARM UP.
- Hums with inner space, ‘oo’ vowel mouth closed, buzzing in front of mouth, slide
3rds, (typically one octave, Bb to Bb, at the appropriate octave).

-“oo” with inner space, fifths Bb to Bb, listen for tone- if the voice seems warmer,
extend to low A or Ab, and high B natural or C.

- ‘Yah’s’ down a fifth, starting in the key of Eb (or Db) and descend with ‘Yah’,
staccato, allowing the jaw to move, but not FORCING the jaw to move, the jaw
should hang like a puppet, and move like a hinge. The tongue should stay down.

-‘N-yah’s’, one n’yah, major scale down a fifth, teaches forward placement and good
mixing and belting placement!

-‘ha-ha-ha-ha’; arpeggiate a fifth, with open space, loose jaw, tongue down, and
allow the diaphragm to support an open ‘Hah’ vowel, on each note of an. Arpeggio
ranging a fifth. Have the singer sing the arpeggio 3 times, with a singular hah on
every note. This should be sung in a staccato style. Then, have the singer sing the
same exercise with one long “ha” in a legato style. ,

-Zee-yah’ legato, range warm up with forward placement, start at Ab, and arpeggiate
a whole octave

*optional, depending on the student

-“octave (or arpeggio) with descending scale starting on the ninth”, have student
jump octave on Ah or arpeggiate on Ah, and sing a major scale descending. I
typically aim an octave and a half minimum movement.

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3: REPERTOIRE:
1. Review old Rep –

Ensures that the student is still practicing, and applies technique to songs.

2. Review Assigned Rep

Checks that. Students are practicing, and initiates further learning and critique of
the song. This is where I go into the piece and fix vocal placements, and phrasing.

3. New Section.

Assign new section to practice, go over the new phrasing and new voice placements
of the parts.

4. Have students sing through the previously assigned rep, now attached with the
newly assigned piece of the rep.



D. Closing/Wrap-up:
*Typically, if I am making great time with the lesson, I will do cool downs, they
consist of vocal slides again, and hums like the beginning. Otherwise, I do like to end
the lesson with the completed assigned piece of music as a send off.



E. Assignment:

New Section: YOU’LL BE BACK 65-80