High+School+Choir+-+Style,+Dynamics,+Pitches+and+Rhythms


 * Introduction:** This lesson was used with the top, auditioned choir and focuses on solidifying some pitches and rhythms, as well as improving the expressive elements like style and dynamics. The lesson should take about 20 minutes.

**National Standards:** Performing - Analyze, Rehearse, Present.
 * Behavioral Learning Objective: ** Provided with technical instruction via warm ups and models of success, students will demonstrate an understanding of legato singing, dynamics, and the proper pitches and rhythms in ensemble singing within the context of the piece “//Zion’s Walls.”//

**Assessment**: Informal - Formative. Students will demonstrate mastery of the pitches and rhythms in the piece “//Zion’s Walls,//” perform legato style by group singing, as well as respond to individualized oral questions about the aforementioned topics from me.

**Materials**: // Zion’s Walls // by Aaron Copland, SATB.Binder of warm ups.

0:00 - WELCOME: “Good Morning! Happy Friday. You’ve made so much progress with this piece in such a short time. Today, we’re going to hit a couple of the trouble spots, transitions, and start to work on making more music and being expressive."
 * Sequence: **

0:30 - TRANSITION: “Before we jump into //Zion’s Walls//, let’s take some time to prepare your voice and your brain for the singing we’re going to be doing this period. Stand up and we will have a physical and vocal warm up.”

1:00 - WARM UP:


 * Stretch up with both arms and then relax arms while keeping sternum lifted in proper body alignment.
 * “Half note followed by dotted quarter” – Breathing exercise where students perform a previously taught series of gradually smaller rhythmic patterns on sounds “s” and “sh.” Clasp and open hands on every rest, every breath, to mimic and assist the intake, especially the opening of the throat.


 * “Loo, Loh, Lah / [lu, lo, l a ]” (see book of warm ups) – Begin the exercise on a hum and progress to an open mouthed hum, [u], and [ a ], as the exercise goes higher in range. Maintain the space and breath from the previous exercise. Take the forward resonance of the hum and work to keep that sensation when we move to the [ a ].
 * ** “ ** Hmm, hmm, ah.” – Teach new vocal exercise by rote. In ¾ time, say “hmm, hmm, ah” on solfege syllables “do, do, do, sol, mi, do.” Try to have a bouncy, lifted feel in this exercise. Increase the resonance of the pitch prior to the upward leap to help avoid straining.


 * “Sing Legato” (see book of warm ups) - Smooth, connected melodic line with pure vowels and proper breath. Watch for common issue of sagging pitch on the [ a ] vowel.

7:30 - TRANSITION: ”Let’s take the concept of legato singing and pure vowels and apply that to the piece at measure 27. ** (Nat. Standard: **** MU:Pr5.3.E.Ia) **

// 8:00 - ZION’S WALLS: //


 * Look at measure 27 and think about legato singing that we just discussed in the warm up. Run through this brief section. How’d it go? Remember we’re going to move through all of those dotted quarter notes, connecting the phrases. Can you exaggerate that any more? I’d like you to breathe prior to the phrase, “Come join us in singing.” Let’s try that section again, this time thinking about dynamics. **Informal Assessment** – Ask ensemble and specific members “Who has an idea for what we can do dynamics?” //Progressively get louder//.
 * Really crescendo and lean into the chord change in measure 36. Listen to each other.
 * Let’s go back to the beginning and really think about communicating all of those words. **Informal Assessment** – “How would you characterize this opening section? What’s the style?” (Bouncy, joyous, declarative). “How is it different from the section we’ve just worked on? Why would the composer go for that sort of feeling?” ** (Nat. Standard: **** MU:Pr4.2.E.Ia **** ) **
 * Let’s give the beginning section a shot then we can address some things. Remember to keep the emphasis on important words. Continue to use the open, pure vowels. Run section while looking at music 75% of the time. ** (Nat. Standard: **** MU:Pr5.3.E.IIIa) **
 * Look at measure 17. Have sopranos and altos sing together then the tenors and basses. Work to meet together on the downbeat and have students feel the pulse and rhythm of their individual parts via physical gesture.
 * Let’s run the whole piece. Watch me! Respond to what is happening with my gesture and have fun! **(Nat. Standard:** ** MU:Pr6.1.E.Ia) **
 * ** Informal Assessment ** – Actively assess ensemble performance to inform future instruction.
 * React to what happened. Provide encouragement regarding the positive things and list a couple aspects that we will continue to work on.

19:00 - WRAP UP: We’ve talked about dynamics, style of different sections, and reinforced some pitches and rhythms. We brought the pure vowels, tone, and dynamics from the warm ups to the piece. It’s important to utilize all of these musical ideas to bring the music to life. As we continue to rehearse and get better, do your best to be expressive and have fun with the music!