8/23/12-9/6/12-"Tomorrow"

"Tomorrow"

Lesson Objective:SWBAT sing in unison on the song "Tomorrow" from the musical Annie. SWBAT identify and define unison. SWBAT sing in the expressive style of a musical. SWBAT: Sightread music in unison.

Essential Skill to be mastered: Students will be able to sing in a musical style and discuss how to perform music from a musical. Students will be able to sightread and build skills to read basic symbols of music such as time signature, clef sign, and key signature. Introduction to composers intent and artists responsibility to perform.

I can sing expressively in a musical style. I can sing with clear diction. I can sightsing in two or three independent parts.

IPI level:Student Active Engaged Learning, Teacher-Led Instruction

Teaching Strategy Utilized: Day 1-Sightread-Introduce/Review Time signature, clef sign, key signature-establish the order of these symbols when sightreading. Discuss sightreading and what singers are expected to do. Read through text (student volunteers) and discuss any word they are not familiar with-explain if necessary. Sing through. Day 2-Sing through song and work for more correct notes. Pay attention to large intervals especially on "there'll be sun"-go over measure slowly and work to match pitches. Look for other intervals that are large and will be places to check for tuning. Day 3-Discuss the 12 and 7 starting in measure 24. Talk about rests and review the time signature-beats per measure. Day 4-Discuss rall. check for prior knowledge. Explain how to perform/Demonstrate (rule at least half of the last measure). Day 5-Introduce the term diction-Demonstrate using speaking, have class practice speaking clearly, then singing. Day 6- Listen in large groups-Soprano, Alto, Tenor/Baritone-Evaluate Day 7-Discuss singing songs from musicals-expressive elements such as breathing, tone color, diction, and dynamics. Ask a student to demonstrate for the class. Point out positives. Practice as a class. Day 8-Perform as if for an audience. Discuss their perspective. Discuss the composers intent and our obligation to perform as written. Discuss the story of the song and how to perform. Day 9-Practice as a large group from memory. Discuss memorizing techniques-have a student share their method. Day 10-Evaluate in small groups.

Rigor or Level reached on Bloom’s Taxonomy: Knowledge, Evalution, Analysis

8/20/12-8/28/12-Charting Vocal Range

Charting Vocal Range

I can determine my vocal range by listening to my voice match pitches. I can identify and classify vocal range.

Lesson Objective:SWBAT: Chart vocal ranges of themselves and others.  SWBAT: Identify and classify vocal range.

Essential Skill to be mastered: Analyze, Critique, and Graph- the aural range of vocal music production to the staff. After graphing the student will analyze the range and determine his or her voice type. They will also determine the voice type of those within their small group and determine patterns in music.

IPI level:Teacher-led instruction, Student Active Engaged Learning 

Teaching Strategy Utilized:  Day 1-Discuss the definition of range and have students match pitch with piano. Day 2-Match pitch on piano and mark range on chart as a large group. Day 3-Match pitch on piano and experiment with larger ranges than are found on the chart and add notes. Day 4-Within a small groups come to the small piano to check range and teacher assesses work. Small groups will determine range and discuss overlapping notes and finalize decisions.What do you notice about your vocal range? Do you notice any patterns in the ranges of your group members? Who has the smallest vocal range? Who has the largest vocal range? How does each member's range compare with the ranges for baritones, tenors, altos, and sopranos? Do they overlap different parts?    

Singing Activity: Students will sing "America" in three keys and determine which key is best for their range.

Assessment: Students will sing "America" by themselves or in a small group and will state which range is best for their voice before beginning the evalutation. The teacher will determine if they were correct.

Rigor or Level reached on Bloom’s Taxonomy: Analysis, Evaluation, Comprehension

Goal Setting

Goal Setting

1. Write a short term goal you have for your voice and this class.

2. Write a long term goal you have for your voice and this class.

3. Describe how you are going to achieve these goals.

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                        Sincerely, 

                                                                                        The 6th Grade Choir Team