High+School+Choir-Balance+and+Blend

I used this plan with a non-auditioned choir made up of mostly freshmen. I also used the same basic outline with an auditioned women's choir. This worked fairly well with the non-auditioned choir, but worked even better with women's choir members as they were a bit older and better at focusing during the warmup activities. I used this plan two weeks before out first concert of the year. We waited to talk about blend until the students were making enough sound and comfortable enough with each other so that when we used the word "blend" they didn't take it to mean "I will stop singing so my voice doesn't stick out." One part of this lesson that worked very well was asking students to circle up by sections. Most of these activities could be done while in these smaller circles, or while in a larger group circle. Another modification might be, have students come up to the front and use them to demonstrate blend while you (the teacher) stick out as one with flat vowels, a "poppy" sound, bad posture, no breath support, etc.Something else that would bring in another listening component would be to have recorded the students on these pieces the day before and then after introducing the blend/balance concepts, listen to the recording and evaluate how well we have been doing those two things so far. Students could even answer, and turn in, some basic questions like "who had the melody in this section?" and "could you hear the melody in this section."


 * [[image:file:///Users/erinvanderschaaf/Library/Caches/TemporaryItems/msoclip/0/clip_image001.png width="542" height="7"]] ** Teacher Name: ** || Erin VanderSchaaf ||  ||   ||


 * ** Subject/Grade: ** || Freshmen Choir ||


 * ** Concepts/Skills/Values: ** || Balance, Blend ||


 * National Standards (check 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 ** ||   ||   ||
 * ** x ** || ** 6. Listen ** || ** x ** || ** 7. Evaluate ** ||  || ** 8. Related Arts ** ||   || ** 9. History/Culture ** ||   ||   ||

** Learning ** ** Objectives: ** || Students will be able to describe ways of creating a blended sound Students will be able to describe ways of creating a balanced sound Students will be able to sing “Comes the Rain” and “Sing for Joy” with a blended and balanced sound. ||
 * ** Behavioral **

Let the Music Dance ||
 * ** Materials: ** || Comes the Rain

** Activities and Assessment: ** || Warmup: Echo breathing/clapping 4-bar phrases/ 8-bar phrases I, IV, V7, I chords on ooh 1, 5, 5, 4, 3, 2, 1 on doot (bouncy and smooth) Start on C, on oooh, move half steps My country tis of thee Match vowels from middle out, aw, eh, ee, oh, oooh Senuah
 * ** Sequence of **

Comes the Rain: Ask: What are some things we can do to blend better? Write answers on board. (accurate pitches, rhythms, supported sound, same style, vowels, listen to each other) Remind students to remember these answers for the end of class. Students move to standing in circles of sopranos, altos, etc. m. 5-14 all on parts on lu  m. 15-23 with “pop” sound on text (flat vowels, swoops) m. 5-23 on text with vowels through “oooh filter” What is the difference between balance and blend? Does balance mean parts are equal all the time? (take into account guys vs. girls, melody, moving notes) m. 24-32, sopranos melody, altos moving notes at 27 m. 37-end, guys melody 37-42, remind sopranos to not overpower

Let the Music Dance: m. 22-25 sing fa la with bright sound, sing with dark sound, sing in between, we want in between 18-34 –check word “measure” not “maysure” m. 50-end with piano, check pitches beginning-16-address altos and balance at m. 10

All students stand in big circle, sing whole piece, remind them to listen to each other

Assessment: Erase board. Ask students to write on notecard (which they will have in their folder), five things we can do to blend better. Worth 5 points, one point per answer. ||