You are on page 1of 1

Hannah Larson October 9, 2012 Name:________________________________ Date:____________________

High School African Noel - Rehearsal One Grade:__________ Title:_________________________________________

Musical Focus : concepts/skills to emphasize Playing instruments Timbre Singing Harmony Melody Creating Rhythm Movement Expressive Qualities Form

Preparation: (link to prior knowledge or jump start)

Emphasizing Consonants: Were going to take our motorcycles to school today. -Start your engine (brrr lip trill) -Using my hand going up and down, follow the contour on zzz. -Speed bump! D g d g d g d g -We made it to school! Woooo! And now we have Concert Choir rehearsal. Yessss




Process & Personalization: (teaching sequence & student participation)

Breathe in through mouth and out on sss, zzz, and nnn -In for four, two, and one -Out for eight, twelve, sixteen -Put your hand/fingers near your throat and go sss. Do you feel anything? What about zzz? S is an unvoiced consonant. Youre not using your voice. Z is a voice consonant and thats why you can feel vibration. Try nnn as well. D Major: Mi meh mah moh moo (oo) Circle (111112321). Bb Major: Hi (1-2-3-4-5-4-3-2) mi i i i i (1 3 5 3 1) try doing two extremes. One as a slide and two, sing the notes more distinctly. Slow it down! Demonstrate the sliding and articulate for the first part. Ask them, What did we do last time? Rehearsal for measure 1-16: Approximate time, 10 minutes Teaching by rote: Im going to teach you four phrases and youll repeat them back to me in time. Lets start with the bass part. See if you can pay attention to and keep the beat. Sing the first four phrases in African Noel on the words. Use appropriate hands signs throughout to give it context. They will not be looking at the music right now. Start with basses and then tenors. Sing parts through after teaching them. -Add altos and sopranos. Sing parts.

Curwen Hand Signs

National Standard(s) Addressed:


Singing, alone & with others, a varied repertoire of music Performing on instruments, alone & with others, a varied repertoire of music Improvising melodies, variations and accompaniments Composing & arranging music within specific guidelines Reading and notating music Listening to, analyzing, and describing music Evaluating music & music performances Understanding relationships between music, the other arts, & disciplines outside the arts Understanding music in relation to history and culture

Learning Styles: I II Why What



Perform: (consolidation of lesson)

Objectives: Learners will


Stop. Put it all together! Once they have their parts down, add step touch. Have you ever seen a Gospel Choir? We need to have soul! Sing out!

Be able to (behavioral): Understand (cognitive): Encounter (experiential): Change/add value (critical):

Learn and perform the first four phrases


emphasize consonants and be musical


expressing and creating harmonies


energy and expression while singing

s Written Individual Group
s s

Informal Performance Other:

What does Noel mean? Take out music and follow along... Play a recording of African Noel and remind them that this will be a processional.