Name:
1. Sightread through the piece once, with piano playing accompaniment. --- Read/Chant aloud first --- Sing second time --- mark dynamics and breath marks --- clarify vowels sounds for students 2.Considering that the song contains repeating rhythms and melodies, compare these components to how a train moves with different pistons and pulleys happening at different times simultaneously. Incorporate an exercise that deals with practicing, through singing or clapping different rhythms and using canons for melodies and rhythms. 3. Divide voice parts for student-led sectionals for 15 to 20 minutes. ---Students will rehearse rhythms and melodic lines. This ensures that each voice part will have a strong, unified sound. --- Allows students to take ownership of the piece. 4. Come back together and read through the piece once more. Address any rhythmic or melodic issues that occur. 5. Discuss form (what works). ---Explain how the lyrics accent the melody's structure. ---Explain how Dynamics and lyrics fit into form. ---Give students an example of a roller coaster, without loops, it does not bring any excitement. 6. Bring the group back together for a combined rehearsal. Pay special attention to the passages with tricky rhythms and harmonies. Perform: $consolidation o, lesson or Closure)
After the piece is sung throughout, ask the students what they heard and what they think should be improved? How would they improve the possible problem(s)? ---Have the students suggest solutions that address the areas that need improvement
Notes Extension: Find !ays to apply t"is concept to all t"e pieces bein# studied in class$
%ssessment:
4ritten X 5n,ormal x 5ndi"idual Per,ormance x Group .ther:
Simply singing the song will not do the song justice for itself. Having the students give insight on the piece will give the song life and the students ownership on the song. Perhaps the students can take time to come up with a back story for the piece, to discover their own character.