Learning Plan

Day 1 Show 3 different versions of the Silent Night Questions to ask after: a. What makes each version enjoyable? Put in pairs to discuss and then share out b. What are some of the major differences that you heard? Use a 3-way venn diagram on the Elmo to compare/contrast their performances * This is what is called interpretation. Its having the ability and knowledge of a piece of music to be able to perform a piece your way. 1. 2. Ideally--this lesson will touch on the artistic aspects of interpretation. These aspects are only observed or noticed as an audience member. This has lot to do with dynamics, articulations, and the emotional involvement/expression of the performer. Day 2 Remember what we talked about yesterday, with the different versions of the SSB... What did I call those differences? (Interpretation) Today we are going to look at more examples of different interpretations of music. On the Elmo I will show the students the hymnal version of Amazing Grace. In their hands will be the jazz choir arrangement and another choral arrangement. In small groups, students will discuss the differences between all three using a 3-way venn diagram. Share out with large group after. Introduce vocabulary of arrangement, interpretation, performance, artistic liberties, composer, and arranger. Questions after: What did you find? How were findings different from yesterdays findings? (Written differ ences vs. Performance differences) Todays pieces were the arrangers and composers interpretation, yesterday was the performers interpretation of the piece (the next step). What all goes into an interpretation these pieces of music? (Composers ideas vs. Artistic liberties of the performer) Day 3 This day will introduce the listening journals. In this activity, students will listen to or watch a recording/performance of a particular piece. This activity will be completed (ideally) once a week and is a written activity to prepare students for the final performance task of writing their own program notes for a certain piece. February 18thThe Road Home February 25thLux Arumque March 4thShenandoah March 11thThe Roof by Andrea Ramsey or a different All-State piece

March 11thHe Never Failed Me Yet by Robert Ray March 18thCome Again March 25thFor Good from Wicked April 1stNo Rehearsal April 8thThe Pasture April 15thWork on program notes activity. April 22ndWork on program notes activity. April 29thProgram notes assessment activity due.

Day 4 This day we will review what the students discovered the listening journal activity. I will lead a think-aloud in which I go through my thought process when listening and interpreting a piece of music. During the think-aloud Ill answer two essential questions #2-What does this performance mean to you? And #4-What makes this piece enjoyable? Day 5 Class-wide listening journal with Ding Dong, the Witch is Dead focusing on vocabulary. Day 6 Class-wide listening journal with The Roof again focusing on vocabulary. Day 7 Introduce Do You Hear What I Hear? arranged by Harry Simeone. Students will work in their sections and write in the solfege for their specific part. They will then work to sing the entire song on solfege syllables. In their individual lessons that week, they will have to sing the song for me, demonstrating correct rhythms and pitches. Day 8 Students will look at the text of Do You Hear What I Hear? In small groups, students will read the poem/text and draw the story of the song using a graphic organizer. Each group will have 30 minutes to work and then present their graphic story to the class. For their individual lessons, students will write a one-paragraph reflection on the story of Do You Hear What I Hear? They will have to answer two essential questions--#1-How can different interpretations of the same piece change its meaning? And #2-What does this text mean to you? Day 9 This day will be the listening journal for Do You Hear What I Hear? I will also explain the program note performance task. Day 10 Students will review solfege for their parts on Do You Hear What I Hear? Sopranos and Tenors will practice their parts together. Altos and Basses will practice their parts together.

Day 11 Students will practice in the same groups they were in the previous day, adding text. Groups will also write in their music dynamic markings and articulations that help portray the intended interpretation. Each group will perform for each other and as an ensemble we will discuss and decide which musical choices portray the desired interpretation. Day 12 Run through Do You Hear What I Hear? and other carols to be sung at the upcoming winter concert. Following the run through, students will work on the program note performance task. Day 13 Listen to run through and fill out concert evaluation worksheet. This will be used to evaluate the final performance the following week. Students will then pair up and share what they discovered in their listening activity.