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Student Learning Outcome(s): The students will be able to identify, perform, and evaluate an [ɑ] vowel.
Standards:
PERFORMING—Anchor Standard 5: Develop and refine artistic techniques and work for presentation.
Identify
Musical Skills: Identifying an [ɑ] vowel.
Musical Concept(s): Evaluating an [ɑ] vowel.
Musical Actions (e.g. composing, improvising, performing, listening, etc.): Performing an [ɑ] vowel.
How will you assess student learning of skills, content and concepts taught in the lesson?
I will assess the student learning through aural observation and through student feedback.
Prior Knowledge:
10 of the 14 students have been in choir the previous year and have been told to sing with choral vowels including on the [ɑ] vowel in the past. The
students know the surface level meaning of an [ɑ] vowel but have not fully learned how to identify, perform, and evaluate an [ɑ] vowel.
Learning Activities:
Time Measures Issue/ Scaffolded Activities Check for Understanding
allocation Musical Warm-up and/or Anticipatory Set Beyond teacher observation
Element Activities incorporating musical skills, concepts, and actions
Include transitions where appropriate
5 min Warmups and I will start the day with various warmups that address
sight reading breathing, vocal warmups, ear warmups, and sight-reading
practice.
5-10 min Vowels I will define what a vowel is and how it is different in the I will check for understanding by asking
context of singing. the students for other examples of words
that have an [ɑ] vowel. I am checking that
One of the warmups will be a pentatonic scale on an [ɑ] the students can identify which words use
vowel. Here I will introduce them to the focus of the day: the [ɑ] vowel. (Teacher observation)
an [ɑ] vowel. I will take time to break down how to
perform a quality choral [ɑ] vowel. The students will self-evaluate by
listening to themselves singing the [ɑ]
Potential activities include: vowel. They will use my singing as a
Sounds like “Father” (Aural) model to relate their singing to and
Pretending to have a British accent evaluate themselves. (Self-evaluation)
(Aural/Kinesthetic)
Compare it to the word “Abuela” in Spanish for
FS1 and the other Spanish speakers (Aural)
Golf ball in your mouth (Kinesthetic)
Vowel evolution (Aural)
Feel the jaw bone (Kinesthetic)
Showing a 2D model of the vowel (Visual)
4 min 62-69 Vowels I will write out the lyrics of the section on the board. The I will check for understanding by asking
students will go through each word and identify which the students which words from the lyrics
ones have the [ɑ] vowel while singing. I will then have of the song will have an [ɑ] vowel while
them write “Aw” above each of these words in their singing. I am checking again that the
music. students can identify which words use an
[ɑ] vowel. (Teacher observation)
I will also have them use their [ɑ] hand sign every time
they have an [ɑ] vowel to help them identify the correct I will also check for understanding by
words. (Kinesthetic) looking through the students’ music to see
(Here I will accommodate for FS2 by instructing him to if they put “Aw” over the correct words.
use a similar movement that requires less motion. I will
work with him to find a movement that he is comfortable
using. We will work this out before the lesson begins so
that he can fully participate during the lesson.)
6-8 min 62-69 Vowels I will model the section on the tenor part and then have I will ask the listening section to evaluate
the tenors perform it. I will stop on each [ɑ] vowel and the singing section’s vowels on a scale of
correct them as needed. Then I will model the section on 1-5. I will follow this up by asking
the bass part and then have the basses perform it. I will specific students to provide examples to
then have them perform it together. support their critique. I will be listening
for quality critiques about the singers [ɑ]
I will have each section run measures 62-69 and have the vowel. (Peer evaluation and Teacher
other section give them feedback on how they did. (See observation)
assessment to the right)
4 min 62-86 Vowels We will then run from m.62 to the end of the piece while I will check for understanding by asking
still focusing on vowels. This will be a closure activity the students to hold up 1-5 rating how well
that allows them to take what they learned in the previous they did. (Self-evaluation and Teacher
section and apply it to the rest of the song. observation)
What assessments will be used to check for comprehension—informal assessment, student self-assessment that leads to change, performance task
(e.g., checklist, rating scale, rubric written assessment)?
Student self-assessment, peer evaluation, performance task, teacher observation
What higher-order thinking questions will you ask to engage students in analysis and discussion?
What is a specific example of a vowel your peers sang well? An example they did not do well on?
What about their singing made you rate them a __ out of 5?
What is a way the other section could do that better?
Required Materials:
Rest Not! By Laura Farnell