Whisper through the piece on rhythm and

emphasize the beginning and ending Huesmann, Abigail Have students express the phrasing in
consonants their bodies while they sing (pointing, etc.)

Have students mark cutoffs and ending

constant in score with notated rhythm Diction Have students listen or sing through and
Phrasing raise their hands where they think
Have students mark stressed and phrases end; compare with neighbor
unstressed words in the text
Text Pair up and sing through while pulling and
Read other poems from the set; discuss
similarities and themes present releasing stockings to feel tension and
release
Give students information about Percy Expression
Bysshe Shelley; discuss era of Indian Poetry
Exoticism and how that informs the poem On any note, students sing the dynamics
shown by the conductor
Students rewrite the poem in their own
words and recite interpretation
Watch and imagine conducting various
Sing in sections alone; add in parts one at articulations and dynamics in passages
a time and focus each time on blend
Dynamics
and then sing with the
Sing sections with eyes closed as a whole articulation/dynamics
and in small groups; listen to your Unison
neighbor/section Dreams of Practice mezzo di voce warm ups on tall
Thee vowels
Sing warm ups on vowels slowly while
“stirring the pot” and listening by Eric
Melody
William Sing through rhythmic phrases on
Isolate lines with difficult leaps; sing as a staccato
warm up in different keys
Barnum
Scaffold leaps by adding notes in Leaping Do an isolated rhythm call and response
between, then taking them away Lines Rhythm warm up, end with teaching the rhythm at
m. 41-42
Sing interval warm ups such as “do, do re
do, do re mi re do..” and solfege leaps
Step with the melodic movement and sing
Listen to a recording of the piece. Discuss Rhythm and through the song
the difference in feeling at m. 59 and Meter
identify what indicates that in the score
Half of the class tap or snap the
sub-division while the other half taps the
Have students write in descriptive words Separate beats, sing through
above music in the different sections of Thematic Form
the piece (what should they be thinking Sections
about/feeling?) Meter Step the beats and sing through the song

Walk around the class with one type of Students practice conducting the intro and
movement; from 53-65 move with a instrument line to feel the relation to the
contrasting movement. Compare how the downbeat and the melody
singing felt.