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Vocal Technique Peer Teaching Lesson Plan

Basic Information:
Apprentice Teacher: Ethan Hutchinson
VTPT Lesson Plans
Prerequisite Knowledge and Skills:
Students must be able to:
 Pitch match
 Sing a major scale on solfege
 Sing a minor scale on solfege
 Keep a consistent beat
 Know and understand basic vowel formation (a, e, i, o, u)
 Be able to identify diphthongs and how to properly use them
 Be able to use proper breath support when breathing
 Have basic knowledge of how-to part-singing
 Knowledge of crescendos and decrescendos
Behavioral Objectives:
At the end of the lesson, students will be able to:
 Accurately echo and echo-translate level 1 rhythm patterns, both simple and compound
(Standard 4 and 10)
 Accurately echo and echo-translate level 1 tonal patterns, in both major and minor
(Standard 4 and 10)
 Accurately control breath and airflow for the duration of the warmup and technique
improving process through the rehearsal time (Standard 2)
 Accurately transition between the chest and head voices (Standard 2)
 Accurately create a resonant tone on vowel sounds A, E, I, O, U
 Accurately enunciate and clearly speak the alphabet at the given tempo
 Accurately create crescendos and decrescendos within the ensemble while moving up and
down the major scale on solfege
 Accurately sing a major scale up and create the chord progression ii7 – V7 – I on solfege
within the ensemble and be able to recreate the exercise in multiple keys
 Accurately blend all voices into one sound on all vowels
Materials:
None
Procedures:
 Rhythm Echoing
o ///
o ta ta / ta ta-di / ta-di ta / ta-di ta-di
o Have students repeat back patterns on syllables first, then echo translate on
syllables from a neutral pattern
o ///
o ta ta / ta ta-ki-da / ta-ki-da ta / ta-ki-da ta-ki-da
o Have students repeat back patterns on syllables first, then echo translate on
syllables from a neutral pattern
 Tonal Echoing
o DMS / SDM / MDS / SMD / DSM / MSD / DTL
o Have students repeat back patterns on syllables first, then echo translate on
syllables from a neutral pattern
o LDM / MLD / DLM / MDL / LMD / DML / LTD
o Have students repeat back patterns on syllables first, then echo translate on
syllables from a neutral pattern
 Respiration
o Inhale and exhale through an O shape on the following patterns:
 In for 4 out for 4
 In for 4 out for 8
 In for 4 out for 12
 In for 4 out for 16
 In for 4 out for 20
 In for 4 out for 24
 In for 4 out for 28
 In for 4 out for 32
o Steady airflow throughout inhale and exhale
o Ensure that students fill up entirely on inhale and completely empty on the exhale
 Phonation
o Establish key of G major
o Model pattern DMSMD on Ah vowel
o Move up in half steps through the passaggio of the voice between chest and head
voice (length of exercise varies depending on different breaks of students)
 roughly C# for basses, D# for baritones, F# for tenors, Ab for altos, Bb for
sopranos (can vary slightly between students)
o Refine the shift between voices by having students create more space by lifting
the soft palate
 Resonant Tone Production
o Establish key of C major
o Model DRMFSFMRD in C major on the Ah vowel
o Have students echo back
o Move up by half steps to G major while changing the vowels (I, E, O, U)
o Move back down to C major if time allows all while changing vowels
o Throughout exercise, have students move the sound through the different sounds
of the voice to feel the difference in the resonance
o Move sound to the back of the throat, into the nose and mask, and then raise the
soft palate and place in the middle of the head
o Repeat the transitions each time the key is changed
 Diction
o Establish key of C major and model exercise
o Sing the alphabet on:
 DRMFSFMRDRMFSFMRDRMFSFMRDSD
o Start in C major and move up by half-step until reaching the key of G major
 Expression
o Establish key of C major
o Model DRMFSFMRD with a crescendo on the upward movement and a
decrescendo on the downward movement
o Have students echo back
o Have students move slowly through the exercise following teacher’s hands
moving up by half step to G major
 Part-Singing
o Start exercise by singing a C major scale on solfege
o Model each part for the different voice types
o At the top of the scale, begin to move back down and have:
 Sopranos stop on Do
 Tenors stop on La
 Altos stop on Fa
 Basses stop on Re
o Move to:
 Sopranos to Ti
 Tenors to Sol
 Altos stay on Fa
 Basses stay on Re
o Resolve to:
 Sopranos to Do
 Tenors stay on Sol
 Altos to Mi
 Basses to Do
o Move up in half steps to the key of G major
 Balance/Blend
o Establish key of C major
o Model DRMFSFMRD in C major on the Ah vowel
o Have students echo back
o Move up by half steps to G major while changing the vowels (I, E, O, U)
o Move back down to C major if time allows all while changing vowels
o As the students move through the exercise, have each part sing out individually to
create an imbalance in sound
o Have students help to create a balanced, blended sound between the sections as
they listen for unified vowels and similar volume levels