Getting+Show+Choir+adjusted+to+singing+in+Auditorium

This lesson could be used with any choir, not just show choir, to get them used to singing in the performance space. The focus is more on dynamic contrasts, phrasing and projection (cause thats what we needed to work on)

Music- Take II Show Choir/ Grades 9-12 ||
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Dynamic contrasts, Phrasing, Projection on stage ||
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 * National Standards : Sing, Listen, Evaluate, Read/Notate**

Without the use of music, the student will be able to sing “Shadowland”, “Endless night”, and “He Lives in You”, with a focus being on dynamic contrasts, phrasing, and projecting their sound so that the audience will be able to hear them in the auditorium. They will be performing group assessments on whether they think they performed the dynamics/phrasing/projection to a level that can be heard in the auditorium, and then the teacher will offer their assessment. || Warm-ups -Physical -Shake-out -Rag Doll -Vocal -Ya ha ha ha ha/Zim zim zim zim zah (54321) - Sing counting to 4,6,8,10 - Sing counting adding dynamics (1-5 cresc, 5-10 dim.) - lip trill exercise Lion King 1. Identify that the focus for the day is on dynamic contrasts, phrasing, and projection and tell students that they will be responsible for listening to see whether or not they think they are performing to a level that can be heard in the auditorium/ is contrasting enough. 2. Perform a straight run through of Shadowland. Ask for student assessment of dynamic contrast, phrasing, and projection. Students will raise their hands with a number of 1-5 with 5 being most and 1 being least. Students will then run through Shadowland again implementing the changes they/the teacher felt needed to be changed. Students will assess whether or not the changes happened/were enough. 3. Students will lip trill Shadowland all the way through to emphasize how much diaphragmatic support is needed for the dynamic contrasts, phrases and to project. Repeat steps 2 and 3 with Endless Night and He Lives in You.
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I know that this seems like a short lesson plan, but it really gets the students thinking about their dynamics, and you could even have a student or two go out in the auditorium so they can hear what everyone sounds like and rate 1-5 from there. Also, with the addition of lip trills, it required support and fast air, which will then translate when the go back to singing it. Sometimes simple lessons just work really well!