Week: 3

Class: Show Choir (1)

Class Length: 85 minutes (Monday, Thursday, Friday - last 25 minutes are advisory), 55 minutes
(Tuesday & Wednesday)

Context/Class Information: This class is made up of sophomore, junior and senior treble singers. The
majority of the singers in this class consider this their secondary ensemble and also participate in one of
the four chamber choirs. These students all take on leadership in this class in some form, whether it be in
repertoire selection, communication with the ensemble, choreography, or making changes to music as
needed.

Weekly Objectives/ “I Can” Statements:

● I can sing my part in the spring concert repertoire with 90% accuracy.
● I can sing my part in the spring concert repertoire with the rehearsal track and less aid from the
piano.
● I can successfully learn and teach choreography for spring concert repertoire, both individually
and as groups.
● I can effectively collaborate with my peers to create choreography and make cuts to the music.
● I can make artistic choices that enhance the performance of repertoire and further convey its
mood.

Standards:
● HCI.2b Refine choral music ideas and skills collaboratively with peers and the teacher by giving
and receiving constructive criticism to improve performance
● HCI.5a Participate in a variety of performances and other music activities
● HCI.5b Cooperate and collaborate as a singer in rehearsal
● HCI.5c Apply active listening in rehearsal and performance
● HCI.12a Identify the components of a vocal score
● HCI.14g Sing an assigned vocal part in simple harmony or in ensemble
● HCI.16 Respond to music with movement by applying various styles of choreography to
different musical compositions

Materials:
● Piano
● Scores/music copies
● Bluetooth speakers
 ● Various costuming materials

Procedures (by day):

Monday 3/28
● Warmup (10 minutes)
○ Series of vocal warmups to prepare the voice for rehearsal
● Recap: Fabulous (15 minutes)
○ Review parts on Fabulous, answer questions about parts as needed, clarify parts, and
sing-through full song with moderate piano support
● Choreography: Fabulous (40 minutes)
○ Student-led teaching + cleaning of choreography; first section

Tuesday 3/29
● Warmup (10 minutes)
○ Series of vocal warmups to prepare the voice for rehearsal
● Recap: We’re All In This Together + Fabulous (25 minutes)
○ Review parts on Fabulous + We’re All In This Together, answer questions about parts as
needed, clarify parts, and sing-through full song with moderate piano support
● Choreography: Fabulous (20 minutes)
○ Student-led teaching and cleaning of choreography; review choreo learned last time and
finish learning song

Wednesday 3/30
● Warmup (10 minutes)
○ Series of vocal warmups to prepare the voice for rehearsal
● Recap: What Time Is It + Fabulous (25 minutes)
○ Review parts, answer questions, clarify as needed, and sing through song with moderate
piano support
● Choreography: What Time Is It (20 minutes)
○ Student-led teaching of choreography; first chorus of song

Thursday 3/31
● Warmup (5 minutes)
○ Series of vocal warmups to prepare the voice for rehearsal
● Recap: singing with rehearsal tracks! (6-7 minutes)
○ Singing through What Time Is It, Fabulous, and We’re All In This Together with the
rehearsal track and moderate piano support
● Group Time (40 minutes)
○ Choreography groups meet to discuss music changes, review and record choreography
for teaching after spring break, and discuss plans and idea for teacher approval
Accommodations

There are no students who currently have IEPs or 504s in this class, but specific winding accommodations
are used to benefit student learning. Music is broken into smaller sections for learning when needed, parts
are isolated or played against other parts in context, students are given multiple opportunities at difficult
sections and can utilize sectional rehearsal time. Students are encouraged to mark their scores whatever
way is most beneficial for them, whether it be in pencil or through color coding. In terms of pacing,
similarly to size, smaller sections are broken down to adjust pace or pitches and rhythms are isolated in
rehearsal until successfully learned. Students have the visual aid of the sheet music in front of them but
also utilize Noteflight Learn, a tool that can play their individual parts and show them where they are in
the music. Aurally, Noteflight is also a benefit for students to hear their parts in different contexts and
adjust the mixer as necessary to rehearse their parts during sectional time. Kinesthetically, students use
movement throughout warmups to model as an aid for proper vowel space, moving air when singing, and
projecting sound.

Lesson Reflections

I am extremely proud of this choir’s progress and their creative thinking this week! They adapt quickly
and are fast learners, so we’ve been able to lay an excellent foundation going into spring break. Methods
that worked most effectively were ensuring transition time was short to maintain focus, setting the
expectations at the beginning of class, and asking for student opinions musically. To improve, I’d like to
have more energy and listen in more carefully to provide specific feedback when they return from break –
our main focus to this point has been learning the pitches so we can refine after break.

One of my favorite things about this class is the way every student has unique leadership skills and
qualities to offer, and they do a wonderful job of respecting one another’s time and effort!