"Do, Re, Mi"
Lesson Objective: SWBAT: Sightsing in two independent parts. SWBAT: Sing the solfege syllables of a scale ascending and descending. SWBT: Perform the Curwen hand signs for each solfege. SWBAT: Recognize solfege patterns within this song and other songs. SWBAT: Compose a 2 measure composition using solfege and teach to the class.
Essential Skill to be mastered: Students will be introduced to the solfege syllables of do, re, mi, fa, so, la, ti and high do. The hand signs will also be demonstrated by the teacher and performed by the students. The students will be able to sing a scale ascending and descending with the solfege syllables as well as various combinations. Students will be able to recognize patterns of solfege withint the music and compose a 2 measure phrase that they will teach to the class.
I can statement: I can sightsing two part music. I can sing a scale using solfege. I can sing and perform the solfege hand signs. I can recognize solfege patterns within songs. I can compose using solfege syllables.
IPI level: Teacher-led Instruction, Student Learning Conversations
Teaching Strategy Utilized: Day 1: Introduction to the solfege syllables of do, re, mi, fa, so, la, ti, and high do. Teacher will demonstrate the Curwen hand signs for students. Practice a cappella. Day 2: Review the hand signs with students and have them sightread "Do, Re, Mi" the song. Before sightreading have them scan the music for places that solfege occurs. Have volunteers read the lyrics aloud to the class. Is there a pattern or order that occurs within the text? Day 3: Practice hand signs and solfege. Sing through for the second time. Discuss problem spots that will occur and need extra practice. Remind them of "tall vowels" when singing. Speak the lyrics using tall vowels. Day 4: Large group evaluation: Check to see if sopranos, altos, and tenors can perform the solfege and hand signs. Day 5: Sing parts and work for part independence. Day 6: Discuss expressive elements: breathing, dynamics, and any other markings. Apply to song and work for whole group cohesiveness. Day 7: Discuss composers intent and how to perform effectively. Discuss different interpretations and ideas and try them to see what sounds the best. Day 8: Review and then small group evaluation. Day 9: Reflection and polishing for performance.
Rigor or Level reached on Bloom’s Taxonomy: Composing, Analyzing, Application
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