"Kum Ba Yah"
Lesson Objectives: SWBAT Sing in 2 part harmony (SA) that transitions into 3 part harmony (SSA), SWBAT Sing a traditional spiritual with influences from Africa and explain the function of the music in society and everyday life, SWBAT Define and determine the difference between melody and countermelody
Essential Skill to be mastered: Sopranos will sing the countermelody and altos will sing the melody at the same time on the 2nd and 3rd verses with accompaniment. Students will be able to recognize and locate on the music the melody and countermelody. Students will be able to determine how a composer creates a countermelody and the purpose of the song/composers intent.
I can statement: I can sing a countermelody at the same time as another group is singing melody. I can scan a piece of music and locate the countermelody. I can explain a use for this song in everyday life.
IPI: Teacher led instruction, Student Work with Teacher Engaged, Student Active Engaged Learning
Teaching Strategy Utilized: Day 1: Scan the music-look for basics of music such as time signature, parts, rhythms, types of notes, and where the harmony begins. Day 2: Discuss countermelody-what is the purpose? How and why do composers use a countermelody? How does it create harmony? Day 3: Read the text aloud and sing in parts. Work for part independence. Day 4: Large group assessment. Day 5: Discuss and apply expressive elements. Day 6:Discuss possible uses for the song in culture and times for performances. Day 7: Discuss Kum Ba Yah and what it means (translated). Day 8: Small group assessment. Day 9: Polish for concert-formulate a plan for improvements that need to be made. Day 10-Use the plan to create a mock performance.
Rigor or Level reached on Bloom’s Taxonomy:Application, Formulate
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