Choral warm up

Student Teacher __Amy Braica         Grade Level_High School 

Date of lesson_3/7/2014

Institution _University of Bridgeport Lesson Plan   

Length of lesson: 10-15 Minutes Lesson Performed in Class (5 Minutes)

Topic/Title: Choral Warm Up Lesson

 (A)  Relevant State and National Content Standards

        National and State Music Standards 1: Singing, Standard 2: Evaluating Music and Music Performances

 (B)  Learners’ Background 

           Varied. Some learners can already read treble clef to some degree when prompted. Others are more advanced and sing with private instruction, may play instruments at home or in band class.

 (C)  Student Learning Objective for the 5 minutes

The student will be able to breathe properly for singing. Demonstrate proper posture. Relax muscles of the body in preparation for singing and warming up the voice in preparation for rehearsal.

(D)  Materials & Teacher-developed Resources

             The piano is necessary for pitch matching.

 (E)  Learning Activities (Teaching and Learning Strategies with an Approximate   

        Timeline) 5 minutes and then 35 minutes for the full lesson

Greeting students for the morning, have students put away their things and get to their places and sit down. Body warm ups are performed as lead by the teacher and then singing warm ups. 

Each successive initiation will include going over the homework and any difficulties students had and reviewing basic concepts about breathing, posture, care and holding the instrument.

(3) Development

Classroom Organization/Grouping Patterns –student will sit in a chair facing the teacher. The teacher have students stand up roll their necks and gently roll their shoulders forwards and backward

Teacher Modeling Behaviors-Teacher will model warm up of muscles while facing the students and then play the piano and give verbal prompts as to what the teacher wants the students to sing during the vocal warm ups.

Guided Practice for Students-Student will practice proper breathing, relaxation of muscle warm ups and vocal warm ups. They will do neck rolls, shoulder rolls, stretches, imagine etthat you are smelling a rose and then while touching toes they will slowly roll their body up to standing position. Students will do lip trills. Students will sing up and down a 5th on one long continuous La. Then an octave. Then arpeggiated chord tones. Then super bubblegum and superdouble bubble gum. Then students will sing a round on solfege with each each voice part singing in unison against the others.

Questions to Promote Learning and Studying: 

Listen to your bodies: Does anything feel painful to you? If so you are overdoing it with your neck rolls. Don’t sing anything that hurts. Do you feel a strain? Does everyone feel warmed up?

(3)  Closure

Students will be told to sit down and open their music folders.

                Summary: Students will be physically and mental prepared to sing in rehearsal.

Reinforcement of the Purpose for Learning- Teacher verbal corrections.

              (4)  Students should do this to warm up before they practice music at home.

Independent Work (optional)

 (F)  Evaluation of Student Learning

(Describe the formal and informal assessments you will use for students to demonstrate their learning and mastery of the objective(s).) 

Teacher will listen to students performances and watch visually their physical engagement.

 (G)  Modifications for Individuals Needing Differentiated Instruction

Students unable to perform all warm ups will modify for themselves.

Individuals Needing Differentiated Instruction: Describe 1 to 3 students with learning differences. These students may be special or general education students and need not be the same students for each lesson.  Students may represent a range of ability and/or achievement levels, including students with IEPs, gifted and talented students, struggling learners, and English language learners.

Note: Differentiated instruction may not be necessary in every lesson.  However, over the course of the student teaching placement, it is expected that each student teacher will demonstrate the ability to differentiate instruction in order to meet the needs of students with learning differences.

 (H)  Teacher Reflection

See Post-Observation Reflection Form

Teacher will keep a mental note of the pitch matching of the group and abilities with solfege.

Supplemental Information (if needed) -None