Lesson Plan - Griswold

Bella Voce - Period 1

1. Student Objectives
a. Diction and Dynamics for - Wake Me Up
b. Diction and Dynamics for - That Lonesome Road
c. Diction and Dynamics for - Scars to Your Beautiful
2. Essential Question/Learning Goal
a. What is diction?
b. What are dynamics?
c. Why are diction and dynamics so important?
d. What are general rules across singing for diction and dynamics?
e. What is more important, vowels or consonants?
3. Formal/Informal Assessments
a. Informally assess through random questioning about diction and dynamics
b. Ask students to analyze difficult sections in the music throughout class
c. Ask students to give input about how we use dynamics and diction
d. Ask students to rate themselves on the sight-reading exercises
4. Instructional Activities
a. Warm Up
i. Physical
ii. Breathing exercises
iii. Vocal exercises
b. Song 1
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
c. Song 2
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
 2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
d. Song 3
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
5. Connection to Prior Knowledge/Real World
a. Building upon basic music reading skills
b. Reinforcing the Key of
c. Using solfege to learn new music
d. Solfege for sight-reading success
6. Differentiation
a. Kinesthetic emphasis through warm ups, solfege hand signs, and keeping time
b. Auditory emphasis through ear training, call and response
c. Visual emphasis through sight-reading off the Dell TV/sheet music
7. Homework
a. None
Concert Choir - Period 2

1. Student Objectives
a. Diction and Dynamics for That Lonesome Road
b. Diction and Dynamics for Go the Distance
c. Diction and Dynamics for Seize the Day/Jolene
2. Essential Question/Learning Goal
a. What is diction?
b. What are dynamics?
c. Why are diction and dynamics so important?
d. What are general rules across singing for diction and dynamics?
e. What is more important, vowels or consonants?
3. Formal/Informal Assessments
a. Informally assess through random questioning about diction and dynamics
b. Ask students to analyze difficult sections in the music throughout class
c. Ask students to give input about how we use dynamics and diction
d. Ask students to rate themselves on the sight-reading exercises
4. Instructional Activities
a. Warm Up
i. Physical
ii. Breathing exercises
iii. Vocal exercises
b. Song 1
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
c. Song 2
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
 4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
d. Song 3
i. Dynamics
1. Circle and identify all dynamic markings in the score
2. Point out all crescendos and decrescendos
3. Isolate and practice those crescendos and decrescendos
4. Run transitions between phrases and measures where the dynamics drastically change
5. Talk about the dynamic arc of the entire piece
ii. Diction
1. Point out the common beginning and final consonants in words and phrases
2. Point out the internal voiced consonants
3. Discuss voiced versus unvoiced consonants
4. Point out any diphthongs throughout the piece
5. Isolate and practice holding out first vowel in diphthongs
6. Run tricky rhythmic sections where the words could trip us up
7. Begin running full sections and focusing on diction
5. Connection to Prior Knowledge/Real World
a. Building upon basic music reading skills
b. Reinforcing the Key of
c. Using solfege to learn new music
d. Solfege for sight-reading success
6. Differentiation
a. Kinesthetic emphasis through warm ups, solfege hand signs, and keeping time
b. Auditory emphasis through ear training, call and response
c. Visual emphasis through sight-reading off the Dell TV/sheet music
7. Homework
a. None