Date: October 11th Symphonic Choir BU School of Music

The goal of music for all students, (including those with exceptionalities) is to educate them to be sensitive to music, knowledgeable about it, and
somewhat skilled in its performance. TUNEFUL BEATFUL ARTFUL

Objectives: The students will be able to: Assessment: Specifically, how will you know?
1. Consistently take proper choral breaths 1.

2. Unify their vowels as an ensemble 2.

3. Demonstrate syncopated rhythms 3.

4. Demonstrate clean cut offs together as an ensemble 4.

Standards met (Indiana State Standards or National Core Arts Standards):

LR.5.B.2, P.7.B.1, P.7.B.3 P.7.B.4, P.8.B.1,

Materials: There’s No Business Like Show Business YouTube Video, SmartBoard

Procedures: (Add additional activities as necessary)

Musical activities: singing, playing, moving, listening, creating, rhythmic practice, pitch/melodic practice, expressive elements, etc..

Activity/Music Procedure Purpose/Objective

1. Warm-Up 1. Sing C 1/2/3
2. So Fa Mi Re Do - Zu/Zo
3. Do Re Mi Fa So Fa Mi Re Do - Doo Bee Doo’s
4. So Do(High) So Mi Do(Low) - I Love to Sing
5. [u], [o], [a], [E], [i] while accompanying chords are playing
underneath
6. Siren
7. Rhythmic Mirroring (refer to pre-planned rhythmic examples
to clap)
2. 1. Begin running the piece 1/2/3/4
2. Add articulations/dynamics (on with the show)
3. Reiterate shadow vowels (“w”) at the rests
4. Diction

Anticipation/What-ifs
What might go better than expected? What will you do?
1. Singing with forward sound AND in Work on phrasing (especially intentional
tune cresc. And decr.)
Date: October 11th
2. Rhythmic Mirror Exercise
3.
What might not go as well as expected?
1. Getting the articulations desired
2. Vowels are aligned
3. Getting to the stopping point I would
like to get to in the piece.
Symphonic Choir BU School of Music
Challenge them by adding the takadimi
cell (4 16th notes). DON’T GO INTO
THE MUSIC MATH OF THINGS. Just
tell them this is called takadimi and this is
what it sounds like
What will you do?
Explicitly demonstrate how I would like
it and compare it to what they are doing.
If it remains an issue, have them do the
two ways (the less correct way, and the
desired way) back to back so they can
feel the difference.
Mention that the vowels must agree
across the ensemble, and see if they can
fix it on their own. If not, have them do
the wrong way and then the right way.
Use examples out of the context of music
if necessary in order to get the correct
vowel.
Do what I can and let them end their time
with it doing a fairly achievable goal
(something they have demonstrated in
rehearsal that they can succeed at doing).
That way even if they feel they cannot do
something, their last efforts with some
aspect of the piece for today’s rehearsal
would be a happy and successful one.