KeownBestLesson


 * ** Teacher Name: ** || ** Lisa Keown ** || ** Date: ** || ** 12 March 2007 ** ||
 * ** Subject/Grade: ** || High School Choir ||


 * ** Focus Concepts/Skills: ** || Compare/contrast recordings, Solidify notes, Phrasing ||

|| Be able to compare/contrast different versions of //When Sunny Gets Blue//; Develop independence from piano || || · While performing physical warm ups and massages, listen to George Barnes's version of //Sunny//. (Before playing recording, list things and concepts for the students to be listening for) Finish with vocal warm ups. · Have students sit down, then listen to Sarah Vaughan's //Sunny//. Compare/contrast this recording with the George Barnes version and the version students are singing. Brainstorm and write on the board at least three terms that describe what they have in common and three that describe how they are different. Ask students to write one term in the actual music at the beginning, middle, and end. Ex. smoky, smooth, melancholy. Discuss with students how to create the general vocal effects with their voices and have students sing different sections of the music experimenting with the different colors and effects. · Begin at the B section of //Sunny// -- where the key change is and where students experience the most difficulty -- and run through. Work out any problems, but it should mostly be review. Use piano assistance in an increasingly sparse amount as rehearsal progresses. · Sing the song from beginning to end without piano assistance. || || Use leading questions to assess students’ ability to listen and evaluate related works; Informal observation of students performing the piece ||
 * National Standards (put X before all that apply): **
 * ** X ** || ** 1. Sing ** ||  || ** 2. Play ** ||   || ** 3. Improvise ** ||   || ** 4. Compose/Arr. ** || ** X ** || ** 5. Read/Notate ** ||
 * ** X ** || ** 6. Listen ** || ** X ** || ** 7. Evaluate ** ||  || ** 8. Related Arts ** ||   |||||| ** 9. History/Culture ** ||
 * ** Learning **
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