Lesson Objectives: SWBAT locate and describe key signature changes and why they are utilized. SWBAT sing and describe 4/4 time and 2/2 time. SWBAT locate the accompaniment and compare/contrast it with what they are singing.
Essential Skills to be mastered: Students will be able to locate and describe key signature changes and why composer use them in music. Students will be able to describe and sing "Common" time and how it changes to "Cut" or "Alla Breve" time. Students will be able to examine the accompaniment and compre/contrast the notes to what they are singing.
I can statements: I can locate and describe key signatures. I can locate and describe the difference between 4/4 time and 2/2 time. I can locate and compare/contrast the accompaniment with what the choir is singing.
IPI level: Teacher led instruction with student engagement, Student led learning conversations
Teaching Strategies Utilized: Day 1: Read the text and discuss where harmony and unison occur. Sightread singing as many correct notes as possible. Day 2: Locate the key signature at the beginning of the piece of music. Have students scan and find all the key signature changes paying close attention to the ending of the piece of music. Why are so many key signature changes found in this piece? Day 3: Discuss the time signature found at the beginning of the piece and the use of a C for 4/4 or common time. Locate the next time signature change and discuss the slash through the C and what it means for each note value. Practice transitioning from one time signature to the other. How will we find the beat in the new time signature? Day 4: Work on independent parts and securing the harmony. Day 5: Large group evaluations of the parts. Day 6: Discuss the accompaniment of the piece of music and the contrast it creates. Why would a composer use a contrasting accompaniment? What effect does it have on the piece of music? Day 7: Revisit expressive elements and locate in the music. Practice creating the dynamics as a large group. Day 8: Have students partner up and practice the music together checking to see if the partner is singing correct notes, rhythms, expressive elements, etc. Day 9: Gather back as a large group and sing as if performing for an audience. Make a checklist of this to improve. Discuss successes within the piece of music as well. Day 10: Go through the checklist and fix problem spots. Perform as if for an audience.
Rigor or Level Reached on Bloom's Taxonomy:Analyze, Evaluate
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