Method TEACHER: Janine Gierus TERM: 3/2014 YEAR LEVEL: 7 DURATION: 1 !ee" Ter# 1 $ %#i& 'ess(& )ee"'* +AND , -TRAND: Ye.r 7,/ KNO!LEDGE 0 -KILL- THE ART- 1OCU- In Music, students e!ploration and understandin" o# the ele$ents o# $usic, $usical con%entions, st&les and #or$s e!pands 'ith their continued acti%e en"a"e$ent 'ith $usic( The knowledge and skills that students need to develop in Music include: The elements of music Music is learned throu"h de%elopin" s)ills and )no'led"e associated 'ith the ele$ents o# $usic( Musical ideas are concei%ed, or"anised and shaped *& aspects and co$*inations o# rh&th$, pitch, d&na$ics and e!pression, #or$ and structure, ti$*re and te!ture( Viewpoints In *oth Ma)in" and +espondin", students learn that $eanin"s can *e "enerated #ro$ di##erent %ie'points and that these shi#t accordin" to di##erent 'orld encounters( Types of music In each *and, students learn a*out increasin"l& co$ple! #or$s o# $usic as the& $a)e and respond to di##erent $usical st&les and "enres, #ro$ a ran"e o# historical and cultural conte!ts( Skills, techniques and processes Listening is the process throu"h 'hich $usic is e!perienced and learnt includin" ,e%elopin" aural s)ills( Composing is a *road ter$ #or creatin" ori"inal $usic( Performing in%ol%es pla&in" instru$ents, sin"in" or $anipulatin" sound usin" technolo"&, either as an indi%idual or ense$*le $e$*er( Materials The initial $aterials o# $usic are the %oice and *od&, instru$ents and other sound sources( -dditional $aterials include recorded $usic and scores, technolo"ies such as recordin" and pla&*ac) e.uip$ent and so#t'are, and spaces #or creatin", practisin" and per#or$in"( Learning in Music /tudents learnin" $usic listen, per#or$ and co$pose( The& learn a*out the ele$ents o# $usic co$prisin" rh&th$, pitch, d&na$ics and e!pression, #or$ and structure, ti$*re and te!ture( -ural s)ills, or ear trainin", are the particular listenin" s)ills students de%elop to identi#& and interpret the ele$ents o# $usic( -ural s)ills de%elop$ent is essential #or $a)in" and respondin" to a ran"e o# $usic 'hile listenin", co$posin", and per#or$in"( 0earnin" throu"h Music is a continuous and se.uential process, ena*lin" the ac.uisition, de%elop$ent and re%isitin" o# s)ills and )no'led"e 'ith increasin" depth and co$ple!it& Making in Music in%ol%es acti%e listenin", i$itatin", i$pro%isin", co$posin", arran"in", conductin", sin"in", pla&in", co$parin" and contrastin", re#inin", interpretin", recordin" and notatin", practisin", rehearsin", presentin" and per#or$in"( Responding in Music in%ol%es students *ein" audience $e$*ers listenin" to, en1o&in", re#lectin", anal&sin", appreciatin" and e%aluatin" their o'n and others $usical 'or)s( ( UNIT OVERVIE!: This is a unit of work designed to introduce students to the techniques and skills of classical singing using the Italian Open Throat Method. This method covers the first 4 vocal exercises designed to teach students different techniques to produce sound. Each week will build on prior knowledge and allow students to practise what the have learned so far. The term cultivates in a recording of the student!s performing a classical vocal piece as part of learning in Music. UNIT O1 !ORK 2 CLA--ICAL VOICE This unit of work is designed to be taught in "# minute sessions and can be taught to an individual student or class and covers an $# week period. %lease note& 'lassical vocal instruction is not suitable for children ounger than $$ or $( ears as prior to this the will not be phsicall read for this instruction. -TUDENT LEARNING !EEK LE--ON CONTENT $ In )esson $* students will be learning about the correct phsical posture for singing. and introduced to the vocal scale as teacher demonstrates b plaing on the piano. Introduction to Exercise $ + The Open ,ack ,reath. In this exercise students will use " fingers in a vertical position and place them in their mouth to form an -O. shape. The point of this exercise is to experience the coolness of breath at the back of their throat as it opens up. Once the feel this* the teacher will pla a basic /ocal 0cale in ' Ma1or and with mouth in 2O. position sing 34 up and down the scale. ( )esson ( will commence with Exercise $ and vocal scale. 5e will then progress to Exercise (. Introduction to Exercise ( + The 4ori6ontal Mouth %osition. 7uring this exercise* students will learn about the head voice or top voice and the techniques to produce musical notes in the hori6ontal position or smile position. In this exercise* students will discover how the bod is used in this technique and the use of hand positions in the exercise to help correct vocal placement as the sing the sounds EE4 334 344 and then 34 E4 EE O4 OO to the vocal scale remaining in hori6ontal position. " )esson " will commence with Exercises $ 8 (. 5e will then progress to Exercise ". Introduction to Exercise " + The /ertical %osition. 7uring this lesson* students will learn about the %assaggio or chest voice. 9sing the -O. mouth shape* students will learn hand positions and how these can help with breath and vocal control b activating the pelvic floor muscles. 9sing the lower end of the /ocal 0cale students will explore positioning and sound b singing the sounds 34 E4 EE O44 OOO. It is important in )esson " that the teacher ensures that each student is using the technique correctl and ad1ust if necessar. 4 )esson 4. In lesson 4* students will complete the first " exercises twice. It is important at this stage to consolidate the first " exercises before going on to exercise 4. : )esson : commences with students completing all " exercises. Introduction to exercise 4 + /ieni. Exercise voice introduces students to lifting the high palate in order to reach the ver high notes with clarit and resonance. This exercise teaches students the important aspects of singing such as pro1ection and resonance. 0tudents can do this exercise singularl with the teacher in a circle. This wa the teacher can assess correct placement and help student to make ad1ustments if necessar. ; )esson ;. In this lesson* students will complete the first 4 exercises. This will now be their regular warm<up. The importance of warming up to be discussed with students and practised prior to an performance or practice. It is now time to show the student!s the selected performance piece. The teacher will pla!sing the piece to the students and give them a cop of the sheet music. = )esson =. 0tudents will now look at the music* with the teacher!class* students will go through the entire song and make notations. 5e will look at the different musical components and what these mean* mark out breathing spots* parts etc. > )esson > commences with the vocal warm up + exercises $<4. The teacher will pla the musical piece and students will first be asked to hum along to get a feel for the song and determine how the will place their voice for the different parts of the song. The teacher will look for difficult sections of the song and pla these parts several times for the students while the hum. Teacher will then ask the student!s to sing the song gentl as the site read how the think the song should be sung and following the notes up and down. Teacher will give the student!s a cd of the music. ? )esson ? starts with the full vocal warm up + exercises $<4. 7uring this lesson* the students have the opportunit to sing the song several times with the teacher plaing. Teacher to stop and assist as required and help students to make vocal ad1ustments based on the techniques learned through the exercises. This will re<enforce the link between the exercises and techniques that are present in each one as the appl to singing a classical song. $# )esson $#. 7uring this lesson* students will be recorded performing their vocal piece. 'lassical voice techniques are refined and learned over man ears. 0tudents are not expected to be perfect but to demonstrate what the have learned over the $# week term. RE-OURCE-: %iano* 0heet Music* '7 recordings for each student* Music Theor Text ,ook* 5hite board to visuall demonstrate exercises if necessar* i%ad or camera to record. CURRICULUM OUTCOME- CRO-- CURRICULUM,GENERAL CAPA+ILITIE- -C-M2M032 4 5!peri$ent 'ith te!ture and ti$*re in sound sources usin" aural s)ills -C-M2M036 4 /tructure co$positions *& co$*inin" and $anipulatin" the ele$ents o# $usic usin" notation -C-M2M037 4 8er#or$ and present a ran"e o# $usic, usin" techni.ues and e!pression appropriate to st&le )iterac 'ritical 8 'reative Thinking ACHIEVEMENT -TANDARD YEAR 3,4 A--E--MENT 0 EVALUATION 9& the end o# :ear ;, students identi#& and anal&se ho' the ele$ents o# $usic are used in di##erent st&les and appl& this )no'led"e in their per#or$ances and co$positions( The& e%aluate $usical choices the& and others #ro$ di##erent cultures, ti$es and places $a)e to co$$unicate $eanin" as per#or$ers and co$posers( /tudents manipulate the ele$ents o# $usic and st&listic con%entions to co$pose $usic( The& interpret, rehearse and per#or$ son"s and instru$ental pieces in unison and in parts, de$onstratin" technical and e!pressi%e s)ills( The& use aural s)ills, $usic ter$inolo"& and s&$*ols to reco"nise, $e$orise and notate #eatures, such as $elodic patterns in $usic the& per#or$ and co$pose( Teacher lead class discussion and reflection. 0elf and %eer Evaluation and 'ritique Te.cher Assess#e&t 0 E5.'u.ti(&: Teacher evaluates student understanding through observation and keeping of anecdotal records* completion of individual evaluation form and critique for each student during performance. 0tudent evaluation for self and peers.