Lesson Plans from Edumate

Grade 10

Term 1
Unit 2 – Singing in Harmony

OVERVIEW
Understanding
The students will understand that ...

 The human voice is melodic and the most versatile of musical instrument
 Taking care of our vocal folds is essential to our entire well-being
 Knowing our vocal range will help us choose songs that will not cause discomfort to our vocal folds.
 Creating harmony in songs requires good listening
 Proper timing is an essential  key to harmony  in music
 Following through a specific musical goal can be very challenging at times, but hard work always pays
off 

Essential Questions
Students will keep considering ...

 What substances and vices are bad for the vocal folds?
 What habits can help us take care of our voice?
 Why is water important for the voice?
 Why is it important to have vocal warm ups?
 How does diaphragmatic breathing and  correct posture improve vocal quality and overall impact of a
performer?
 How does the knowledge of  melodic range and vocal range help a person?
 In what practical ways can a student use his or her knowledge of melodic range, contour, and motion?

Knowledge
The students will know...

 McClosky Voice Technique and Complete Vocal Technique  are new methods that help people improve
in singing, and sing different genres.
 Melody is the "catchy" or memorable part of a music, which we usually call the tune.
 Melody is made the most obvious layer by giving it a higher pitch and a louder dynamics.
 Technically speaking, melody is a series of individual notes put together or designed to be together by
the composer.
 Harmony are the supporting pitches that accompany a melody. It appears either as the background
music or as countermelodies. 
 Melodic range refers to there distance between the highest and the lowest notes of the song. 
 Melodic range can either be  narrow (5 and below), medium (6-9), or wide (10 and above),  depending
ont he number of lines and space between the highest and lowest notes. 
 Melodic shape, also known as melodic contour, refers to the direction of the notes in a melodic line
whether it is ascending, descending, or static/steady/unchanged.
 Melodic motion or movement refers to the relationship of consecutive notes. 
 o The melodic motion is called STEP  if notes are placed on consecutive lines AND spaces.
o The melodic motion is called SKIP  if notes are placed on consecutive lines OR spaces.
o The melodic motion is called LEAP  if there is more than one gap between consecutive notes
creating a greater gap than just a skip.
o The melodic motion is called REPEATED if the notes are placed on the same line or space.

Skills
Students will be skilled at...

 Consistently practicing diaphragmatic breathing everytime they sing

 Identifying melodic range, shape, and motion of a given musical score or excerpt
 Singing the solfge with the correct placement of voice
 Applying their knowledge of melodic range, shape, and motion in composing their own songs.

EVIDENCE
Performance Tasks
Singing in Harmony

In this activity, the students  will create  harmony by singing in group.

This is a concrete way of experiencing and applying the different lessons on harmony.

The students are free to improvise melodic lines (descant, countermelodies, polyphonic imitations) that will help
create harmony with the main melody of their chosen song.

this task gives opportunity to students to show their singing abilities and other musical talents like playing
musical instruments, reading notations, and performing with a group.

Singing in Two-Parts and 4-Parts

In this activity, the students are asked to sing an excerpt of "Dynamite" in two-part and 4-part rounds,
consequently creating a harmony out of the repeated singing of the melodic line by the different groups.
This activity also challenges them to blend the notes they are singing and balance it with the sound
created by their groupmates and the members of the other group. Finally it is a learning activity that
encourages teammates to be united not only in voice but also in heart. 

Singing the Solfege Individually

The activity is primarily aimed at giving everybody's voice a chance  to be heard. But with the same
activity, the listening skill of the students will also be tested as their singing of the solfege will be
accompanied by the keyboard. It is also a chance for them to know the range of their voice, and to what
particular vocal  classification they belong to. 
Other Evidence
 Aural and Visual Recognition of Solfege Notes
 Singing in Varying Intervals
 Singing Different Melodic Lines (SATB)
  Singing in Polyphonic Imitation
 Vocal Warm-Ups
 Observing Progressive Relaxation in McClosky Voice Technique

DESIGN
Lesson 1 – Singing in Harmony
WEEK 6

Period 1- International 

(W/I) Category (15 minutes)

The students will make a big circle. 

The teacher will then give the instruction. The assigned person will give a category and the students will have to
give specific or individual entry under that category each.

For example, the assigned person says, name of fruits: banana, the person on his right will have to give another
fruit.

If the person on his right fails to give any word, he then stands up and sing for 30 seconds.

If the students repeat what has already been said, he or she will also sing. 

(W) Discussion   (15 minutes)

The teacher will ask how the students feel when they sing. 

He will also ask the students to give their observations on how their classmates sang.

Then the teacher will discuss the McClosky Voice Technique and do some breathing exercises and singing
challenges.

(I) Individual Singing of Solfege and Classification of Voices (15 minutes)

The teacher will then ask the students to sing the solfege reaching their highes and lowest note. 

The teacher will then explain the different ranges for the classification of voices. 

Period 2  - International 

(W/I) Vocalization (15 minutes)

The teacher will give some vocalization exercises for the students to do in preparation for the activity on singing
intervals and creating harmony.

Then the class wil watch a video clip on some famous singers having their vocalization routines. 

The teacher will then solicit opinions from the students why vocalization is important.

(I) Discussion on  Intervals (10 minutes)

The teacher will then review the concept of intervals with the class. 

He will ask the students what they know about intervals and how is it used in vocal and instrumental music. 

The teacher will then invite the students to sing in intervals, from the C4-C5 and vice-versa.

(15) Singing  in Harmony (Applied Interval)  -15 minutes

The teacher will give the students an excerpt from Beauty and the Beast, in split voices.

He will then sing each line and assign students who will that particular line. 

Then the class will be divided into two groups and practice singing the lines in two voices. 

Each group will present the result of their practice before the class ends.

Core Tactic – SINGING EXERCISES AND CHALLENGES

This lesson is replete with singing activities which already applies the theories and the technique that has just
been discussed. It is a good way to remember for example the lessons under McClosky Voice Technique that will
give them an idea how to do things even when they are on their own. The other exercises are ways also of
preventing damage to one's vocal chords. Singing in harmony however is an activity that requires team work and
cooperation that will be reflected on the sound that the group will create.