Spring Arbor University School of Education Lesson Plan Essential Elements Title: Becoming Musically Literate (Part I) Subject:

Concert Choir (Beginning Choir) Grade Level: Middle School or High School Time Allotted: 20 Minutes

aterials !e"uired: Recording of Cho in!s Prelude in c minor (htt "##$$$%youtu&e%com#$atch'()*m+d,*y-./M) Pictures to ost on the &oard of these dynamic mar0ings1 Pianissimo2 Piano2 Me33o Piano2 Me33o 4orte2 4orte2 4ortissimo2 Crescendo2 5ecrescendo ##################################################################################### $ational %oalition for %ore Arts Standards: Performing" 6naly3e 7 6naly3e the structure and conte8t of a musical $or0 and their im lications for erformance &bjective's(: 9he students $ill identify common musical directions of dynamics in music% ##################################################################################### )nstructional Procedure: Time Essential Element Allotted : min *+ Anticipatory Set: (Posted as a slide as the students $al0 into the room) ;4R<5<RIC CH=PI>" PR<L?5< I> C MI>=R 6s you listen to this iece2 $rite do$n the &iggest contrast you hear in the music%@ Begin the music 2 minutes &efore class &egins2 and then lay it again once class has officially started% - min ,+ State Purpose and &bjective's( of Lesson: ;9hat iece $as $ritten in the -A00s and is also nic0named Funeral March% Bhat did you hear' Bhat $as the &iggest 0ind of contrast'@ (6ns$er" the dynamics) ;9oday $e!ll &e loo0ing at different characteristics that ma0e music interesting% Some of those characteristics are called dynamics% Say that $ith me% C5ynamics%! RightD Let!s sho$ you the most common dynamics%@ -+ Plan for )nstruction: 6% .ynamics , min -) Softer dynamics ha(e a p. p means ; iano@2 $hich in music means soft% (S ea0 this softly to model2 and sho$ this on the &oard%) 7 <(eryone say ; iano%@ (6lso s o0en softly%) pp means ; ianissimo@2 $hich in music means (ery soft% Because the letter is dou&led2 it!s li0e saying ;dou&ly soft%@ (S ea0 this (ery softly to model2 and sho$ this on the &oard%) 7 <(eryone say ; ianissimo%@ (6lso s o0en (ery softly%) mp means ;me33o iano@2 $hich means medium soft% 6dding an m is li0e saying ;medium%@ (S ea0 this medium softly to model2 and sho$ this on the &oard%) 7 <(eyone say ;me33o iano%@ (6lso s o0en medium softly%) Let!s re(ie$% S ea0 and ha(e students echo" ; iano2 soft@ E ; ianissimo2 (ery soft@ E ;me33o iano2 medium soft@ in the a ro riate dynamic le(els% , min 2) Louder dynamics ha(e a f. f means ;forte@2 $hich in music means loud% (S ea0 this loudly to model2 and sho$ this on the &oard%) 7 <(eryone say ;forte%@ (6lso s o0en loudly%) ff means ;fortissimo@2 $hich in music means (ery loud% 7 Ho$ do I 0no$ this' Student res onse" Because the letter is dou&led2 it!s li0e saying ;dou&ly loud%@ (S ea0 this (ery loudly to model2 and sho$ this on the &oard%) 7 <(eryone say ;fortissimo%@ (6lso s o0en (ery loudly%) mf means ;me33o forte@2 $hich means medium loud%

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Ho$ do I 0no$ this' Student res onse" 6dding an m is li0e saying ;medium2@ so it!s medium loud%@ (S ea0 this medium loudly to model2 and sho$ this on the &oard%) 7 <(eyone say ;me33o forte%@ (6lso s o0en medium loudly%) Let!s re(ie$ the loud dynamics% S ea0 and ha(e students echo" ;forte2 loud@ E ;fortissimo2 (ery loud@ E ;me33o forte2 medium loud@ in the a ro riate dynamic le(els%

F) Com osers also ut in $ays to change dynamics (?se Total Physical !esponse) ;crescendo@ means get louder% (;crescendo@ and its sym&ol should &e dis layed on the &oard% Bhile saying ;crescendo@ ma0e sure it starts soft and gets louder% 6lso2 $hene(er saying ;crescendo@ from no$ on2 start $ith hands together and s read them a art (ertically%) 7 <(eryone say ;crescendo@ (using dynamic le(els and motions)% Re eat 2 G F times% ;decrescendo or diminuendo@ mean get softer% (;diminuendo@ ;decrescendo@ and their sym&ol should &e dis layed on the &oard% Bhile saying ;diminuendo@ and ;decrescendo@ ma0e sure it starts loud and gets softer% 6lso2 $hene(er saying ;decrescendo@ and ;diminuendo@ from no$ on2 start $ith hands s read $ide (ertically and &ring them together%) 7 <(eryone say ;decrescendo@% <(eryone say ;diminuendo@ (using dynamic le(els and motions)% Re eat 2 G F times% 2 min /+ %losure: -) Re(ie$ all of the ne$ (oca&ulary terms as a grou $ith the a ro riate dynamic le(els and motions% Sho$ a icture of the musical sym&ol2 and the students $ill res ond $ith the teacher%

Spring Arbor University School of Education Lesson Plan Essential Elements Title: Becoming Musically Literate (Part II) Subject: Concert Choir (Beginning Choir) Grade Level: Middle School or High School Time Allotted: F0 Minutes

aterials !e"uired: Recording of Cho in!s Prelude in H MaIor (htt "##$$$%youtu&e%com#$atch'

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Pictures to ost on the &oard of these tem o mar0ings Largo2 6dagio2 6ndante2 6llegro2 Presto2 6ccelerando2 Ritardando Pictures to ost on the &oard of these dynamic mar0ings1 Pianissimo2 Piano2 Me33o Piano2 Me33o 4orte2 4orte2 4ortissimo2 Crescendo2 5ecrescendo (5iminuendo) Small .i loc &ags filled $ith sym&ols of each of these mar0ings% (- Bag for F students) Larious articles of clothing of different colors% ##################################################################################### $ational %oalition for %ore Arts Standards: Performing" 6naly3e 7 6naly3e the structure and conte8t of a musical $or0 and their im lications for erformance &bjective's(: 9he students $ill identify common musical directions of dynamics and tem o in music% 9he students $ill categori3e common musical directions of dynamics and tem o into related grou s &ased on ho$ the affect the erformance% ####################################################################################### )nstructional Procedure: Time Essential Element Allotted 2 min *+ Anticipatory Set: 6% (Posted as a slide as the students $al0 into the room) ;4R<5<RIC CH=PI>" PR<L?5< I> H M6M=R 6s you listen to this iece2 identify $hat ma0es the melody so different from the accom animent%@ Begin the music - minute &efore class &egins2 and then lay it again once class has officially started% - min ,+ State Purpose and &bjective's( of Lesson: ;9his iece $as $ritten &y the same man $ho $rote the song $e listened to yesterday $ith the dynamic contrasts% Bhat did you hear in this one' Bhat $as so different &et$een the melody and the accom animent'@ (6ns$er" accom animent $as fast2 melody $as slo$) ;9oday $e!ll &e loo0ing at more characteristics that ma0e music interesting% 9hey are called tem o mar0ing% Say that $ith me% C9em o%! RightD 9he tem o controls ho$ fast or slo$ a iece is erformed% Be!re going to loo0 at some of the most common tem o mar0ings right no$%@ -+ Plan for )nstruction: , min 6% Tempo ar0ings (using Total Physical !esponse) -) Largo means (ery slo$. S ea0 this (ery slo$ly to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher mo(es in (ery slo$ motion% <(eryone say ;Largo2 (ery slo$%@ (6lso s o0en (ery slo$ly mo(ing in slo$ motion%) 2) Adagio means slo$ly. S ea0 this a little less slo$ly that Largo to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher s$ays &ac0 and forth slo$ly% <(eryone say ;6dagio2 slo$ly%@ (6lso s o0en slo$ly s$aying &ac0 and forth slo$ly%) F) Andante means at an easy $al0ing ace. S ea0 this in a rela8ed tem o to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher strolls in a small circle%

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<(eryone say ;6ndante2 easy $al0ing ace%@ (S o0en at a ro riate tem o strolling in a small circle%) N9hese are the slo$er tem os :) Allegro means fast. S ea0 this some$hat fast to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher mo(es in runs in lace% <(eryone say ;6llegro2 fast%@ (6lso s o0en /uic0ly running in lace%) ,) Presto means (ery fast. S ea0 this (ery /uic0ly to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher runs (ery fast in lace% <(eryone say ;Presto2 (ery fast%@ (6lso s o0en (ery /uic0ly $hile running (ery fast in lace%) B% %hanging Tempos -) Accelerando means get faster (li0e ;accelerate@) . S ea0 this starting slo$ and get faster to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher $al0s in lace and gets faster to start running in lace% <(eryone say ;6ccelerando means get faster%@ (S o0en slo$ and getting /uic0er and also $al0ing in lace and changing to running in lace%) 2) Ritardando means get slo$er. S ea0 this starting fast and get slo$er to model2 and sho$ this on the &oard% Bhile s ea0ing the teacher runs in lace and gets slo$er to start $al0ing in lace% <(eryone say ;Ritardando gets slo$er%@ (S o0en fast and getting slo$er and also running in lace and changing to $al0ing in lace%)

, min C% !ehearse -) Re(ie$ all of the tem o mar0ings together2 using the a ro riate actions and rate of s eech% 6lso ma0e sure to sho$ the sym&ol on the &oard $hile re(ie$ing% 2) Re(ie$ again the dynamic sym&ols2 using the a ro riate dynamic le(els and motions if necessary% 6lso ma0e sure to sho$ the sym&ol on the &oard $hile re(ie$ing% 5% )ndependent Practice (using the agic 1ag Activity) -) Introduce the Magic Bag 6cti(ity &y sorting out articles of clothing &y color% 2) Students di(ide into grou s of F and come to the front of the room to collect a &ag% 9ogether they sort the sym&ols &ased on any categories they come u $ith% (Most li0ely loud (s% soft and slo$ (s% fast% 5ecrescendo (5imuendo)2 Crescendo2 6ccelerando2 and Ritardando may &e in their o$n grou s if students feel that is more a ro riate%) F) Students then on a iece of a er ma0e a list of their grou s $ith the mar0ing under the correct categories% :) Students $ill discuss as a class the grou s they ut the mar0ings in and discuss the similarities and differences of grou ings% Students may change their grou ings after grou discussion if needed% /+ %losure: -) Students ut their &ags a$ay and then o en u the ne8t song to rehearse% 9heir directi(e is to oint out the first tem o and dynamic mar0ings in the music that they recogni3e%

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