Music Education Rehearsal Lesson Plan
Name: Ms. Claire Joy Moss Date: 4/23/18
Ensemble: Treble Choir Voicing (choral): Soprano I Sectional
School/Town: Boston Latin School
Period/Time: R6 12:42pm-1:27pm
1. Measurable Objective(s): (Measurable learning objectives use action verbs to
describe what you want the students to be able to do by the end of the class, course, or
unit)
Students will refine their four pieces of concert repertoire by correcting/evaluating
pitches, rhythms, dynamics, and performance etiquette.
2. Required Prior Knowledge and Skills: (What must students know to be
successful)
• Understanding and knowledge of basic music notation, including sight-reading
rhythms and pitches (on solfege)
• Pitch matching
• Independent part singing
• Dynamics and their meaning
3. Review Needed: (What needs to be reviewed to reinforce prior learning related to
this lesson)
• Proper singing posture
• Vowel placement (through warm-ups)
• Intervals in “I Hate Music.”
4. Materials, Repertoire, Equipment needed:
• Piano
• “When I Fall in Love” arr. Kirby Shaw
• “I Hate Music!” by Leonard Bernstein
• “Still I Rise” by Rosephanye Powell
• “Hey Nonny No” by Crystal LaPoint Kowalski.
5. Agenda: (list items to be taught and post – use large paper and dark marker if white
board is not available)
1. Warm-ups
2. Hey Nonny No
3. When I Fall in Love
4. I Hate Music
5. Still I Rise
6. Lesson Sequence (be sure to list time in the pacing section) Pacing
A. Brief Opening: (Teacher posted brief assignment that may be done
independently. Brief reading writing, editing, or problem solving activity to
ready them for learning – may be a question about the music that will be
rehearsed or at the younger levels it may be a learning activity setting up
for today’s lesson)
Have students come in and grab their music as we might need the score
1
to identify problem spots.
B. Warm-up and purpose of warm-up: (add more as needed)
1. Stretching
2. Lip trills up 1. 10 min
• Do to sol (in key chosen) and back down, going up in half steps.
o Breath support and diction
3. Vowel work: Ah Eh Ee Oh Oo
• On sol (in key chosen) and going down to do for “oo”
o Vowel placement
4. “Alleluia
• Sol do (high) so mi do (triplets) (in key chosen)
• Going up in half steps, focusing on words (consonants and
vowels) 12:42-12:52
Sight-reading/aural training
N/A
Theory:
Frequently asking students about intervals of trouble spots; asking
students what expressions mean (i.e. forte, mezzo forte, etc.)
Marked score: (problems/challenges to be addressed from score study)
“When I Fall In Love” – displaced rhythms from the soprano IIs in mm7
and throughout all verses.
“I Hate Music” – Intervals on the first page and last page of the piece.
“Hey Nonny No” – dynamic contrasts throughout piece.
“Still I Rise” – accents and articulations during chorus.
Title/Composer (rehearsal procedure, mm numbers, teaching strategies) 7 min
Hey Nonny No/Crystal LaPoint Kowalski
• Teacher will have students perform the piece from beginning to
end, with emphasis on dynamics and expression. Teacher will
spot-check rhythms, pitches, and dynamics as needed.
• Ex: “What dynamic are we starting this piece at?” “What dynamic
should mm16 end at?” etc. 12:52-12:59
When I Fall In Love/arr. Kirby Shaw 10 min
• Teacher will have students perform the piece from beginning to
end, focusing on tuning (this song they struggle with a little more
with staying in tune), the differing rhythms, and phrasing.
• Teacher will direct students to all breaths and no breath marks
throughout the piece
o Ex: “Someone remind me of the meaning of the dotted
line between two notes.”
• Teacher will spot-check, starting and stopping as needed.
• Teacher will ask questions to check for understanding. 12:59-1:09
I Hate Music/Leonard Bernstein 12 min
• Teacher will have students perform all movements from beginning
to end, focusing on correct notes and rhythms, especially in the “I
Hate Music” movement.
• Teacher will direct students to tempo changes in “I Hate Music”
movement.
• Teacher will spot-check, starting and stopping as needed. 1:09-1:21
Still I Rise/Rosephanye Powell 6 min
2
• Teacher will have students perform the piece from beginning to
end with all movements. Teacher will also direct students to focus
on accents and dynamics.
• Teacher will spot-check, starting and stopping as needed. 1:21-1:27
C. Assessment: (What evidence will show that the students understand?
Describe the assessment used – formal and informal assessments based
on learning objectives)
Informal: Students will be assessed through each performance of the
songs – teacher will ask for their own assessement at the end of each
piece. Ex: “Name one thing you did well and one thing you can improve
on.”
D. Closing/Wrap-up: (This is a recap of the key learning of the day to
check for understanding. Could be a ticket to leave as individuals or
group answers)
Assessment questions as written above about their program as a whole.
E. Assignment/Follow-up: Work on music!
7. Accommodations: (a. Special Needs, b. ELL etc. )
a. Special Needs: Students will special needs will benefit from having a clearly planned
lesson so the agenda will be written on the board. Additionally, teacher will repeat
instructions and expectations loudly and clearly for students who are diagnosed with
ADHD to stay on track of the lesson.
b. ELL: Teacher will do frequent vocal modeling and gestures for students who have a
hard time understanding English.
8. Teacher Reflection/Self-Evaluation: (a. Reflect on the process and include
student responses b. Rethink & Revise - what could you have done differently to
improve the outcome of this lesson)
a. I think I did a very good job of cultivating student responses and participation – I
asked a good amount of questions regarding the music so the students were aware of
what they had to fix and I could also assess that they knew the music. In that way, the
students were engaged throughout the lesson. Students were singing the whole time
and there wasn’t a lot of dead space.
b. I will definitely continue to “talk less, sing more,” even though I feel as though I have
improved significantly when it comes to that. I could also do more as a conductor – show
more dynamic changes, make more of the fermatas, etc. Lastly, I should properly model
and use student models where applicable.
9. National Standards: (Creating, Performing, Responding)
MU:Pr5.3.E.8a Develop strategies to address technical challenges in a varied repertoire of music
and evaluate their success using feedback from ensemble peers and other sources to refine
performances
MU:Pr6.1.E.8a Demonstrate attention to technical accuracy and expressive qualities in prepared
and improvised performances of a varied repertoire of music representing diverse cultures and
styles
10. State Standards: (Singing, Reading & Notation, Playing Instruments, Improvisation
& Composition, Critical Response, Purposes & meaning in the arts, Rose of artists in
communities, Concepts of style, stylistic influence & stylistic change, Inventions
technologies & the arts, Interdisciplinary connections)
3
1.10 Sing with expression and technical accuracy a large repertoire of vocal
literature representing various genres, style, cultures, and historical periods, with a
difficulty of 4, on a scale of 1 to 6, including works performed by memory*
1.11 Sing music written in four parts, with and without accompaniment
1.12 Demonstrate well-developed ensemble skills
2.11 Read and sing at sight moderately difficult melodies, all intervals and
their inversions from unison through an octave, and triads and their
inversions in arpeggiated form
5.9 Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals,
chords, and harmonic progressions in an analysis of music
