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Unit Plans: Week 22 (January 26-30)

ICS-UJB Spring 2015

Joseph Kim
Working on the Railroad
The students will be able to
1. Rote Learning/ Chunking: learn/ review different sections (mm. 21-24, 27-38)
by rote.
2. Style: speak and sing in Swing style. Compare and contrast.
3. Rhythm: understand micro and macro beats mm. 21-22.
4. Interval: practice singing in M3 moving in stepwise motion.
5. Score reading: read through the score after learning by rote.
6. Dynamics: circle ALL dynamic markings to observe.
7. Assessment: self-assess by giving a score (1-5)
8. Phrasing: identify arrival points for phrases (2 bar phrasing). Find exceptions.
9. Kinesthetic learning: step in rhythm, clap/snap on off beats, show dynamics
by raising/lowering the scores.
10. Triplet: conduct in four and speak tri-p-let
11. Chromaticism: describe the sound of chromaticism after listening to familiar
chromatic passages (Fur Elise, etc). Then sing mm. 43-47.
12. Performance: sing without scores w/ piano accompaniment.

Bonse Aba

1. Rote Learning/ Chunking: learn different sections by rote. Call & response.
2. Text and Rhythmic clarity: speak text in high, forward, speaking voice in upper
middle register on correct rhythm with understanding of the translation.
3. Style & Culture: perform with understanding of the cultural context and the
style of the music.
4. Call & Response: understand and be able to perform a call & response song
as a group.
5. Composition: compose a short rhythmic pattern on a drum.
6. Syncopation: understand and hear syncopation in a music. Example: Katy
Perrys Roar. Find them in the score.
7. Assessment: sing individually or in a small group to call for a response.
8. Performance: perform the complete piece by memory with appropriate style
and attitude.

Homeward Bound
1. Meaning: understand and make personal connections with the poem of the
2. Phrase and harmonic motion: identify arrival points for phrases (two bar subphrase/ four bar phrase). Find Exceptions. Mark rests in score.
3. Phrasing: use physical gesture (free) to express phrase direction.
4. Analytical listening: discuss the phrase of the piece after listening to a model.
5. Vocal technique: manage breath, sing legato to enhance the melody.
6. 3/4 vs. 4/4: walk in 3 and 4 to kinesthetically understand two different meters.

7. Performance: perform the entire piece with out scores with piano

Polly Wolly Doodle

1. Rote Learning/ Chunking: speak the text (chunks) in rhythm.
2. Vocal Exploration: warm-up voice by exploring different vocal techniques (zui-zu-i-za, sighs, lip trills, hums, high & low voices).
3. Theory & Score study: identify the key, time signature, and meter of the piece.
4. Dynamics: speak/sing with proper dynamics.
5. Diction and rhythmic clarity: speak with clear diction (focusing on consonants)
and rhythm.
6. Interval: identify M3, M4, P5 using familiar tunes as keys.
7. Memorization: discuss different ways to memorize (repetition, photographic,
meaning making).
8. Performance: sing (with/without body percussion) + piano & instrumental

Angles and the Saints

1. Syncopation: identify syncopated/ un-syncopated rhythmic passages (Katy
Perrys Roar). Compare mm. 25 vs. mm. 29.
2. Interval: learn/review M3, M4, M4 (all night), P5
3. Score study: observe and mark all dynamic, tempo changes and critically
analyze their purpose.

4. Phrase and harmonic motion: identify arrival points for phrases.

5. Mash-up: understand different technique of mash-ups through listening to
different mash-up recordings.
6. Performance: perform without scores w/ piano accompaniment.

1. Theory: find and identify key changes, meter, tempo changes. Share.
2. Conduct and speak while alternating between 3/4 and 6/8. mm. 53-68.
3. Add steps on strong beats while alternating between 3/4 and 6/8. mm. 53-68.
4. Syncopation: compose a syncopated rhythmic pattern.
5. Solfege game: identify do of different keys as a section. Briefly discuss fixed
do vs. movable do.
6. Solfege game: Audiate notes using solfege and/or intervalic relationships.
7. Rhythmic clarity: whisper text (but loud consonants) to enhance rhythmic
8. Performance: sing by memory w/ piano accompaniment

Personal note:
1. Model more
2. Use non-verbal instructions
3. Concise and clear instructions
4. Time management
5. Smooth transitions