Professional Documents
Culture Documents
SOLs:
● HCB.1-HCB.2 (Music Theory & Literacy)
● HCB.3-HCB.6 (Performance)
Materials:
● Music for “Feel Good”
● Music for “Take These Wings”
● Piano
Procedure:
● Warm-ups
○ Short stretches
○ Humming (do-re-mi-re-do) going up -> switch to moo, moh, then mah
○ Vee, voh, voo (up 5 or 6 then back down)
○ Lip trills in a fifth, then octaves (using diaphragm/core for support)
○ Zinga-momma going down
○ Sigh on “oo”
● Rehearse “Feel Good”
○ Review/fix through measure 26
○ Learn next section (measures 27-50)
● Sight reading (Mr. Berkley)
● Rehearse “Take These Wings”
○ Review/fix any sections in piece that are unclear
Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct sight reading tests in the middle portion of class.
SOLs:
● HCB.1-HCB.2 (Music Theory & Literacy)
● HCB.3-HCB.6 (Performance)
Materials:
● Music for “Feel Good”
● Music for “Take These Wings”
● Music for “You’re the One That I Want”
● Music for “I’m Goin’ Up A Yonder”
● Rhythm practice exercises
● Piano
Procedure:
● Warm-ups
○ Short stretches
○ Humming (do-re-mi-re-do) going up -> switch to moo, moh, then mah
○ Zee, zeh, zah, zoh, zoo (S-F-M-R-D)
○ Hung-ah (S-S-F-M-R-D)
○ Solfege Round
○ Sigh on “oo”
● Rehearse “You’re The One That I Want”
○ review melody line page 2-6
○ fix rhythms
○ learn alto part page 2-6
● Rehearse “Take These Wings”
○ read through as a group
○ fix harmonies on page 6
○ learn coda
● Rhythm sight reading practice (Mr. Berkley)
● Rehearse “I’m Goin’ Up A Yonder”
○ Learn first verse and chorus (unison)
○ Mark breaths and phrases
● Rehearse “Feel Good”
○ Review first half of song
■ review ending of first half
○ Learn transition/material of second half of song
Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct rhythm reading tests in the middle portion of class.
SOLs:
● HCAD1.1-HCAD2.3 (Music Theory & Literacy)
● HCAD4.6-HCAD5.2 (Performance)
Materials:
● Music for “Ubi Caritas”
● Music for “Love Shack”
● Piano
Procedure:
● Warm-ups
○ Short stretches
○ Lip Trills
○ Na-Na-Na-Ah (S-S-D-S-M-D)
○ Laughing Is Contagious
○ Solfege Round
○ Sigh on “oo”
● Rehearse “Ubi Caritas”
○ Run all learned sections of the piece
○ Learn new notes on pages 6-7
● Rehearse “Love Shack”
○ Run piece
○ Learn “way back” section rhythms and notes
Assessment:
● Student teacher will assess learning progress throughout rehearsals. Difficult spots in
music will be reviewed until significant progress is shown. Sections will have the
opportunity to sing on their own in order to show understanding of their content before
sequencing together with the rest of the ensemble.
SOLs:
● HCB1.1-HCB1.2 (Music Theory & Literacy)
● HCB1.3-HCB1.6 (Performance)
Materials:
● Music for “Feel Good”
● Music for “Cups”
● Music for “Crazy Little Thing Called Love”
● Music for “I’m Goin’ Up A Yonder”
● Rhythm practice exercises
● Piano
Procedure:
● Warm-ups
○ Short stretches
○ Breathing/breath suspension excersises
○ Eee-ahh (D-R-M-F-S-F-M-R-D-S-D)
○ Vee-Voh-Voo (D-R-D, S-L-S, D-R-M-R-D)
○ Bippity boppity boo (S-F-M-R-D)
○ Sigh on “oo”
● Rehearse “Feel Good”
○ Sing through entire piece
○ review transition into modulation
○ review intonation and tuning in the new key
○ Run entire song
● Rehearse “I’m Goin’ Up A Yonder”
○ Learn unison section of piece (verse 1 and chorus 1)
○ Sight read verse 2
■ make fixes to verse 2 in two parts (similar to verse 1, in a round)
● Rhythm Sight Reading Practice
● Rehearse “Crazy Little Thing Called Love”
○ Sight read verse 1, chorus, and verse 2
○ Note any difficult transitions/rhythms, make fixes, run once more
● Rehearse “Cups”
○ Sight read melody line (moves through different voices)
○ Add alto accompaniment in the chorus of song
○ Run through new material
Assessment:
● Student teacher and cooperating teacher will assess learning progress throughout
rehearsals. Difficult spots in music will be reviewed until significant progress is shown.
The cooperating teacher will conduct rhythm reading tests in the middle portion of class.
Assessment:
● Instructor will assess accuracy of parts in “Love Shack,” and listen to student reflection
when discuss performance elements of the song after listening. Instructor will also listen
to different rows perform sight reading examples to check for accuracy. Instructor will
also note performance elements during run through of fine arts festival music.
SOLs:
● HCB1.1-4.4 (Music Theory/Literacy)
● HCB3.8-5.1 (Performance)
● HCB8.2-8.3, 9.2 (Analysis, Evaluation, and Critique)
Materials:
● Piano
● Rhythm sight reading examples
● Music for “You’re the One That I Want”
● Music for “I’m Goin’ Up A Yonder”
● Music for “Best of My Love”
● Music for “Feel Good”
● Music for “You Raise Me Up”
Procedure:
● Warm-ups
○ Start with humming exercise and switch vowels
○ Lip trills either in a fifth or an octave
○ Zoo-wee (S-F-M-R-D)
○ Vee-voh-voh (DRD-SLS-DRMRD)
○ Solfege scale
○ Solfege E.D.D. warm-up
● Rehearsal of “You’re the One That I Want”
○ try straight run-through
○ review verse 2 (starting on page 7)
○ learn/solidify ending of song
○ possibly work out soprano 2 harmony in chorus
○ make other fixes/changes as needed
● Rehearsal of “I’m Goin’ Up a Yonder”
○ Students move to stand with their sections for pages 4-5
○ run through learned sections
○ rehearse pages 4-5
○ learn to top of page 6
○ Listen to recordings
○ run through all learned sections of song
● Rhythm sight reading practice
○ examples from page 16 using cut time
○ examples from page 17 using sixteenth notes
○ examples from page 18
● Rehearse “Best of My Love”
○ Everyone read alto part form beginning into “Oo” section
○ review parts/rhythms for Oo’s
○ review soprano 2 split of melody
○ *possibly assign specific students to certain voice parts in score depending on
balance during split parts
○ work through to middle of page 6 until all voice parts are solid
○ *possibly start learning verse two on pages 6-7
● Rehearse “Feel Good”
○ Look through music and discuss artistic markings to communicate while we sing
■ section 1: pages 1-2
■ section 2: pages 3-4
■ section 3: page 5
■ section 4: page 6-7
○ Run whole piece with accompaniment observing new markings on rehearsed
sections
● Run through “You Raise Me Up” if there is time at the end of class period
Assessment:
● Instructor will observe for student accuracy and performance quality throughout
rehearsal. Instructor will check for understanding of solfege auditiation during warm-ups.
The instructor will also periodically listen to independent sections/rows during rehearsal
of songs and rhythm sight reading to evaluate progress.