Basic Information

Danny Miller
5MPT Lesson Plans

Prerequisite Knowledge and Skills for this Rehearsal

Students must know how to match pitch, keep a steady beat, and know
the solfege and takidimi syllables.

Behavioral Objectives

Rhythmic Echoing
At the conclusion of this lesson, students will be able to:
Accurately demonstrate ability to echo and echo translate Level
1 Simple and Compound Meters with Takadimi syllables (IS5)
Tonal Echoing
At the conclusion of this lesson, students will be able to:
Accurately demonstrate ability to echo and echo translate Level
1 Major and Minor Tonal activities with solfege syllables (IS5)
Respiration
At the conclusion of this lesson, students will be able to:
Take a good low breath from the abdominal region while
maintaining good posture (IS1)
Phonation
At the conclusion of this lesson, students will be able to:
Phonate a melody through the passaggio and connect their
breath to the sound. (IS1)
Resonant Tone Production
At the conclusion of this lesson, students will be able to:
Demonstrate tall vowels on [i] [e] and [a] while maintaining good
breath supports (IS1)
Diction
At the conclusion of this lesson, students will be able to:
Demonstrate very articulate consonants on [z], [l], [r], [v], etc.
(IS1)
Expression
At the conclusion of this lesson, students will be able to:
Demonstrate crescendo and decrescendo and shaping of phrases
as an ensemble. (IS1)
Part Singing
At the conclusion of this lesson, students will be able to:
Demonstrate ability to sustain an individual part against other
voices. (IS1)
Balance/Blend
At the conclusion of this lesson, students will be able to:
 Demonstrate an ability to blend and maintain balance with an
ensemble. (IS1)

Procedures

Rhythmic Echoing
Model SC Level 1 Simple and Compound Meter Patterns on
Takadimi.
Have students repeat while keeping a steady beat.
Switch to echo translating by modeling with neutral syllables.
Have students say the Takadimi syllables back to you.

Tonal Echoing
Model SC Level 1 Major and Minor Tonal Patterns on solfege.
Have students repeat while keeping a steady beat.
Switch to echo translating by modeling with neutral syllables.
Have students sing the solfege back to you.

Respiration
Have students intertwine their fingers and reach up so that their
back is stretched out.
Have them inhale with a low breath for 4 counts with good
posture.
Have them exhale for 4 counts while lowering their arms.
Repeat another round of this and then have them inhale and
exhale without the arm movements.

Phonation
Establish starting key (G Major)
Model lip trills on dmsmd and finish with your turn
Students Echo
Repeat, moving up half step by singing and up giving feedback
as we go.
o Go no higher than C Major and then reverse by singing
and down

Resonant Tone Production

Establish starting key (C Major).
Model dmrfsmd on [vi-ve-ah] and finish with your turn on do
Students echo
Repeat, moving up half steps by singing and up giving
feedback as we go
 o Go no higher than the key of A Major and then reverse by
singing and down
Demonstrate pitch accuracy. (IS1)

Diction
Establish starting key (C Major).
Model smfrd on [zinga-zonga-zinga-zonga-zing] and finish with
your turn on do
Students echo
Repeat moving up half steps by singing and up giving feedback
as we go
o While going up sing now ling or now ring or now ving,
etc. to have them switch the first consonant in the words.
o Go no higher than the key of F Major and then reverse by
singing and down all while still having them switch the
consonants.

Expression
Establish starting key (C Major)
Model drmfsfmrd on [oo] crescendoing on the way up and
decrescendoing on the way down, and finish with your turn on
do
Students echo
Repeat, moving half steps by singing and up giving feedback
as we go.

Part-Singing
Have the students sing a major scale going up on solfege, and on
the way back down have the sopranos stay on do, tenors stop on
la, altos stop on fa, and basses stop on re.
Then give them a cue to resolve the chord by having the tenors
move to so, altos move to mi, and the basses move to do.

Balance/Blend
Have the choir all audiate a note. Then have them lightly hum
the note they were thinking of.
Have them stop and then tell them after the countdown of 5,
everyone should be singing in unison.
Provide feedback regarding individual voices sticking out.