Best+Lesson+Plan

This lesson was used to help students prepare for a concert. They knew the pieces and could easily just run through them. This lesson works on reinforcing concepts students have worked on in previous lessons so that they continue to keep improving. Students are put in the position to guide themselves and their growth and the instructor is there to provide feedback and instruction when students need assistance. The complete lesson should take around 35 minutes.


 * Concepts/Skills/Values:** Rhythm, Pitch, Tone


 * National Standards:** Performing-Rehearse, Evaluate, and Refine


 * Behavioral Learning Objective:** Students will sing pieces with proper tone and correct rhythm and pitches by using concepts they have learned in previous lessons.

Assess student work and provide feedback and instruction to students throughout the lesson.
 * Assessment:** Informal-Formative


 * Materials: "**Riversong" by Roger Emerson, "When I Hear Music" by Michael Martin, Piano

-Hmmming (54321) Start in C major go up to B major then back down to C major -Welcome the class and have them stand for warm-ups -Sing ee Sing eh Sing ah (58,58,58531) B Major up to F major down to A major -1,121,…123456787654321, 8, 878, … 876543212345678 D major and Eb major -Tell students what they were doing well in warm-ups. Give the students a plan for the day with what I want to accomplish during the class period. -Have students get ready to sing “When I Hear Music” and ask students what they think I will be listening for specifically in the piece. If students need help coming up with what I am wanting, guide them in the direction to help answer the question. Students should be thinking about not over singing and just forcing sound out. Rather students should be doing full body singing and thinking about "filling the barrel with sound" (have students hold their arms out in front of them in a circle or barrel to help visualize this) -Going off of the things students talked about listening for specifically work those sections -Instruct students to go to measure 50 and have everybody sing. Remind students that this section is working on tone and not over singing (fill the barrel). Once the students achieve a good tone without over singing move on to the next section. -Start at measure 20 and remind students that we are focusing on pitches in this section as well as maintaining the tone we established earlier. Have everyone sing at first but if guys are struggling have them sing by themselves especially starting at measure 24. -Run the song with accompaniment once those sections are mastered. If students struggle with sections during the run go back and review them quickly before moving on to the next piece. -Tell students what they did well with the piece and remind them what they need to continue to think about when singing that piece. Have the students move on to “Riversong” and remind them that they need to focus on the pitches at measure 41 -Have the guys start on the word “pebble” before measure 41 and then hold their pitches at 41. Once they have mastered this, add the ladies until it is mastered. -Run the piece with accomp. starting at measure 21. Remind the students to focus on the sections they have had issues in the past. (fill the barrel, stay strong on their part even when it clashes) -If there any spots where the students struggle during the run go back and address those sections especially listening for pitches at m.21 and m.87 Review with the students what they worked on during the day and highlight the things that they did well during the day. Provide any specific things that they should think about going forward in future rehearsals and performances.
 * Sequence and Duration:**
 * Start of Class: ** (3 min)
 * Warm-up: ** (8 min)
 * - ** Zee (12321) D major up to D major then go down by whole steps to D major
 * Informal Formative Assessment: ** Assess student work and provide feedback and instruction to students throughout the warm-up sequence.
 * Introduction/Transition 1: ** (2 min)
 * When I Hear Music: **// (Nat. Standard: Pr5.3.E) ( // 12 min)
 * Informal Formal Assessment: ** Assess student work and be prepared to provide feedback and instruction to students between repetitions. Ask students first and then provide your own feedback.
 * Transition 2: ** (2 min)
 * Riversong: **// (Nat. Standard: Pr5.3.E) // (8 min)
 * Wrap-up: ** (2 min)