Lesson Plan

Choral Rehearsal Lesson Plan

Mary Yong
Choral Methods 376 Grade: 15 n: 16
Teaching Time: 10:00 A.M.

Prerequisite Knowledge and Skills for this rehearsal

Read/Perform Level 1 and 2 tonal/rhythmic exercises

Behavioral Objectives
At the conclusion of this lesson, students will be able to:
-Accurately read/perform/echo translate level 1 and 2 tonal and rhythmic patterns (INAS7)
-Demonstrate quality vocal tone and proper use of head/mixed/chest voice when instructed
(INAS7)
-Be able to perform measures 5-16 with accuracy and musicality (INAS7)
Materials
Piano
16 copies of Still Still Still

Procedures

(00:00)-Have everyone stand up and stretch/ sirens

-breathing exercise in4 out 8, then 12 and in 2 out 8, then 12
(01:00)-Sing Do, do re do, do re mi re do
-Stop, correct legato; paint brush analogy (Articulation) could be staccato but our
intent for this one is legato
-Let’s sing it as if you don’t know what is coming next (inflection)
-I think we also need more drive, how about we add dynamics, growing louder
and softer (dynamics)
(6:00)-Sing exercise with all suggestions applied
(7:00)-Reveal sentence on board “ With awe and wonder we behold him”
-Call on someone to read sentence as boring and monotone as possible
- Remind students that these are exact lyrics from their music Still Still Still.
-”Now, while (blank) did a great job reading it monotone, I don’t think we want to
sing those lyrics like that” “Good thing we learned some ways to spice up this sentence
and add more to it”

(9:00)-”Let’s start with articulation” (demonstrate staccato vs legato)

-Have students say it with legato
(10:00)”Let’s add some inflection and syllable stress, what words do we think need to be
highlighted here” syllable stress (awe and wonder)
-say it with legato and add inflection
(11:00)-’Let’s add some dynamics’
-say line with all 3, then sing it (give C4)

(12:00)-”So what we just did was expressive phrasing. We took a musical phrase and are not just
singing or hearing the words, we are feeling and giving it intent. We created intent and feeling by
adding articulation, inflection and dynamics but there are many different ways we could have
changed the phrase or add expression to phrases in our music.”

(13:00)-Keep this in mind while we keep singing, show Sight Singing Exercises
-practice rhythm with each line and then singing each part, then split up

(16:00)-Turn to music and see if there are ways we could add expressive phrasing
-(dynamics are piano, meaning of words, ect)
-sing on words
(19:00)-teach next phrase by rote
(23:00)-review expressive phasing and examples
-sing through acapella and then with accompaniment