9/25/12-10/01/12-"Catch a Falling Star"

"Catch a Falling Star"

 SWBAT: Sightread in two independent parts, SWBAT: Identify, describe, and perform a round, SWBAT: Perform syncopated and Latin American style rhythms, SWBAT: Identify and perform a key signature change, SWBAT: Identify, describe, and perform repeat signs with first and second endings.

Essential Skill to be mastered: Students will be able to identify and perform a round in two parts. They will be able to explain how to create a round to a partner or the class. Students will perform syncopated rhythms and be able to recognize measure that use syncopation. Students will be able to locate repeat signs in the music and understand how to utilize a first and second ending. Students will be introduced to a key signature change, locate it in the music, and perform.

I can statement:  I can perform and create a round. I can sightread in two independent parts. I can perform syncopation in a Latin American style. I can identify and perform a key signature change. I can identify and perform repeat signs with first and second endings. 

IPI level:Teacher led instruction, Student Work with Teacher Engaged

Teaching Strategy Utilized:  Day 1: Students will perform several rounds in warm up such as Chocolate Cookie and Donkeys Like to Munch on Carrots. Students will scan the music for one minute and then sightread. Day 2: Scan the lyrics and read aloud in sections: Soprano, Alto. Ask students to locate any symbols in the music that they do not know/understand and review. Discuss rounds and ask them to think of other examples. What purpose do rounds have if used as a warm up? Why are they used to teach music? How many parts can be included in a round? Day 3: Introduce the term syncopation. Ask students to locate measures that include syncopated rhythm-clap or sing. Why is syncopation utilized in this style of music? In other styles?  Discuss Latin American music, use of the music within the culture, and performance techniques. Day 4: Locate the key signature change and practice listening to the accompaniment for clues to help with tuning. Why do composers use key changes? How do they heighten the performance of the lyrics? Day 5: Small group evaluation. Ask students to evaluate their own performance and find parts in the music to polish for the performance. Day 6: Utilize student suggestions to create a performance for an audience. Record and evaluate as a class.

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

Written Assessment

1. What is a round? How do you create this with a group of singers?

2. Name a round that you have sung in class.

1. What is the difference between a round and a canon? Describe using complete sentences.

1. How does singing a round help with tuning in a choir? 

2. What other aspects of singing are improved by singing rounds?

In a paragraph describe the purpose of a round and how to perform a round. Include details of improvements and examples of successes that happen as a result of singing rounds.