TV Singers Lesson Plan

Setting: ​I will be teaching an 82 minute lesson to about 20 high school students at Thompson
Valley High School. The ability level of these singers is high since they are in the top auditioned
ensemble. However, since there are not many students singing the same part, some sections
struggle with independence and confidence when singing. That said, I will need to create a
comfortable learning environment where students feel comfortable making mistakes, as well as
scaffold my lesson appropriately so students don’t have to make mistakes.

Rationale: ​Students will focus on perfecting their repertoire for their upcoming concert. This will
include working on tone, phrasing, and appropriate performance style.

Standards:
- MU:Pr4.2.E.Ia Demonstrate, using music reading skills where appropriate, how
compositional devices employed and theoretical and structural aspects of musical works
impact and inform prepared or improvised performances.
- MU:Pr4.3.E.IIa Demonstrate how understanding the style, genre, and context of a varied
repertoire of music influences prepared and improvised performances as well as
performers’ technical skill to connect with the audience
- MU:Pr5.3.E.5a Use self-reflection and peer feedback to refine individual and ensemble
performances of a varied repertoire of music.

Objectives: Students will be able to…

1. Verbally articulate musical elements that can be used in performance and apply them to
singing.
2. Verbally and aurally identify the key words in ​I Hunger and Thirst​ and then use proper
breath support and dynamics to emphasize those key words
3. Perform ​Ipanema​ with at least 80% accuracy

Materials:
- Sheet music, piano, pencil, yarn

Anticipatory Set: (15 minutes)

Engage & Frame:
1. T will go over the plan for the day and give Sts expectations on what they should
accomplish by the end of rehearsal
2. Warm-ups:
a. Mindfulness
b. Stretches
c. Facial Massages
d. Sighs
e. Breathing with heightened speech
f. Leh-ah on lip trills, then hums, then text
 g. Thee-eh
h. Chordal Singing - Mi me mah mo mu

Activities/Procedure:
1. I’ve Got a World (15)
a. Acquire:
i. Have students discuss what they remember about the Kerry Marsh visit
on Tuesday
b. Elaborate:
i. Sts run through last section of ​I’ve Got a World,​ focusing on the
articulations as discussed by Kerry Marsh
c. Memory Strengthening:
i. Have students run through whole song, focusing on articulations,
performance style, and energy
2. I Hunger and Thirst (10)
a. Acquire:
i. Sing through mm. 1-3 of ​I Hunger and Thirst
b. Elaborate:
i. Have Sts break into sections and circle the key words in the section.
ii. Then have Sts write in dynamics to emphasize those key words
c. Memory Strengthening:
i. Have Sts sing through section again with dynamics
1. Reinforce with kinesthetic motions if necessary
3. Ipanema (15)
a. Acquire:
i. Have Sts sing through mm. 1-47
b. Elaborate:
i. Sts self assess and run through section again focusing on missed notes
and rhythms
ii. T will diagnose problem sections and rehearse individual sections
c. Memory Strengthening:
i. Sts will run through piece again with at least 80% accuracy

Assessment:
Formative:
1. Sts will self and peer assess during rehearsal to determine whether or not they met the
objectives
Summative:
1. T will listen and assess during student performance
Diagnostic:
1. T. will listen to Sts answers during discussions both about ​I’ve Got a World ​and ​I Hunger
and Thirst
Closure: (25 minutes)
- T will review what we did with each song with Sts
- Team-building activity (last 20 minutes)
- Connection activity
- Students say one thing about themselves and if another student has that in
common they pass the ball of yarn to create a “web of connections” within the
ensemble