Stephanie White Lesson Plan No.

2 Due December 5th, 2012

As Torrents in Summer

Content Area: Artistic Expression Concept: Phrasing/ Singing

Sub-Content Area: Phrasing

Primary Objective: The Student will be able to demonstrate proper phrasing of the melodic line as defined by the text Secondary Objective: The Student will be able to correctly sing the melodic line Method of Assessment: -Short term - Questioning the students before during and after playing -Long term - Short essay about the importance of being able to sing the melodic line of a work originally written for chorus in order to properly perform the instrumental arrangement. Have a taped playing test that the teacher can analyze and return to them with comments; there could even be student/teacher conferences. Materials Needed: music, metronome, pencil, tuner, handouts, piano

Stephanie White Lesson Plan No. 2 Due December 5th, 2012

Procedures Set: Warm-ups: *Principal Players play an F Concert with a tuner. *Play F around the room; tune as you go stopping where needed. *Play Chromatic Warm-up in Eb Major (Remington) *Play Concert Eb Tuning Chorale *Sing Concert Eb Tuning Chorale *Question students on proper singing voice components *Have students sing Concert Eb Tuning Chorale using a proper singing voice *Explain how the piece was originally written as a choral work and is arranged for sym. Band *Question students as to why this is important in terms of phrasing *Play the melodic line from the hand-out *Have students hum the melodic line *Have students sing the melodic line observing the text. They may sing on a syllable such as oh *Question students about their breath placement and how it relates to their phrasing *if time allows, you may have the students sing on the text however its not necessary.

Items to Anticipate *Students may not connect air speed and direction while changing notes throughout *Students may not use a correct singing voice

Timings 10 minutes

Review:

*You will need to play a reference pitch on the piano

5 minutes

New Skill/ Concept:

*You will need to explain why *Distinguish between the two hand outs *The students may sing in a shy manor *Breath placement relates to phrasing and there would be pauses as we speak the lyrics *You will probably need to play the melody on the piano

30 minutes

Stephanie White Lesson Plan No. 2 Due December 5th, 2012 Application: *Play the melodic line from the hand-out implementing the correct interpretation of phrasing as given by the exercise previously stated. Play close attention to articulation and inflection first, then growth and decay second. *Have students continue to play the melodic line until you are satisfied with the musicality in the line from the hand out. *Have students look in their music from measures 1221 to identify who has the melody *Play measures 12-21, 1. Isolate the melody as written 2. Everyone plays through these measures together *Have students continue to play the melodic line until you are satisfied with the musicality in the line *Brief announcements *Tuning should have improved on its own through singing correctly *Listen for articulation and inflection during this exercise, and then growth and decay second. 10 minutes

Closure:

*Balance will need to be addressed at this point *Correct dynamics as they apply to the piece itself

15 minutes