9/16/13-9/30/13-Vocal Tone Color

Vocal Tone Color

Lesson Objectives: SWBAT identify and classify vocal range. SWBAT define and describe tone color of their voice and others. SWBAT describe the relationship between style and vocal tone color. SWBAT recognize and compare/contrast different media in music. SWBAT describe the relationship between a work of art and its medium.

 Essential Skills to be Mastered: Students will be able to identify and describe tone color of voices. Students will be able to describe relationships that occur between styles of music and vocal tone color. Students will be able to compare and contrast different types of media in music and visual arts. Students will be able to recognize the effect that mood has on the tone color of the voice.

IPI Level: Teacher-led instruction, Student Active Engaged Learning

Teaching Strategy Utilized: Day1: Round the room activity: Students will say the same phrase and we will determine who has the low, medium, or high sound. Read the text on pg. 42  and discuss tone color and range. Listen to the song "Little Wheel A Turnin" and listen for soprano, alto, tenor, and baritone voices. Day 2: Brainstorm verbal descriptors of various voice qualities such as bright, nasal, and raspy. Read the text on the top of pg. 43 and discuss mood. How are mood and tone color related? Read the first phrase aloud and read it using different voices that display different moods. Discuss which type of vocal tone color is most appropriate. Discuss how and when a singer should breathe. Change the tempo of the song, perform, and discuss the effects. Day 3: Read and discuss the text on pg. 46. Introduce medium as it applies to visual art and music. Discuss the pictures of the different mediums and discuss. Play the recording of the "Minuet" and discuss mediums that are applied to music. Read pg. 47 and discuss the composer Maurice Ravel. Partner work: identify mediums used in ten other art examples in the book. Day 4: Read aloud and evaluate the text and painting on pg. 48.  Discuss the mood and the artist's use of color and the term palette. In what ways do the colors change the way a picture is perceived?  Read pg. 49 of the text and listen to two instrumental pieces and evaluate the tone colors used. Discuss the relationship between the artist's palette and the composer's palette. Day 5: Discuss a critique sheet used by a judge from a local music contest. Ask students to identify words and explain the definition of the music terms used on the sheet. Day 6: Listen to a piece by a vocalist or a vocal group and have students fill out the critique using constructive comments as if they were the adjudicator. Discuss the rating system and how they would evaluate the group overall.

Rigor or Level reached on Bloom's Taxonomy: Explain, Analyze, Apply

9/03/13-9/13/13

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

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

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.