Lesson Plan, Dynamics & Phrasing:
· Students will show expression of dynamics & phrasing through movement while singing.
· Students will show their understanding of dynamics through a group improvisation activity of dynamic changes.
Prior Knowledge & Skills Expectations: The students will have the student information packet with information.
Standards Addressed in Lesson:
1. Singing, alone and with others, a varied repertoire of
3. Improvising melodies, variations, and accompaniments.
Instructional materials, resources, & Technology: None
Modifications/Accommodations needed: If any students have visual needs, large-print music will be provided.
Warm-up: skill focus – listening/dynamic changes conceptual focus - dynamics
The students will warm-up on a major chord in any key: basses/sops on root, altos on third, tenors on fifth. They will use their hands like taffy and increase/decrease their dynamic level with the teacher leading. Then they will change dynamic levels through 8 beats. First piano to forte, then vice versa, or mp-mf or whichever the teacher chooses.
· Anticipated student difficulties: Students may crescendo or decrescendo too quickly or too slowly.
· Anticipated achievement goals and planned assessment: Assessment will be informal by the teacher.
Selection: mm.24-34 of “Die Nachtigall” skill focus – dynamics conceptual focus - phrasing
The students will be asked to get in small groups of 4, one of each part. Students will then sing the correct dynamics for that section in the piece. After all sing together, each group will sing in their quartet and improvise different dynamics for that section. It does not need to be correct, and maybe won’t sound completely appropriate for the piece, but allows the students to explore their improvisation skills in a manner which helps them feel comfortable.
Anticipated student difficulties: Some students will be afraid to do something different from the norm.
Anticipated achievement goals and planned assessment: Assessment will be based upon the quartet singing groups.
Selection: All of “Die Nachtigall” skill focus – dynamics conceptual focus - phrasing
The students will then be asked to get in a circle around the room. Starting at the beginning of the piece, the students will walk/waltz around the room dancing and using movement to convey phrasing and dynamics. For example, when there is a crescendo, their steps or movements should get bigger, and vice versa.
· Anticipated student difficulties: Some students may not feel comfortable moving around the room. Any students with physical disabilities may draw the movement instead of physically moving.
· Anticipated achievement goals and planned assessment: Informal assessment based upon participation.
Ending Statements: “Now that we have a well-rounded view of “Die Nachtigall” we will incorporate all that we have learned as we prepared for our upcoming performance. Do not forget that there is a webquest online due before the performance as well as your personal review of the performance due 3 days after the concert.