Handel and Haydn Society Vocal Quartet Outreach Program

Lesson Plan for: VOICES OF THE WORLD

Name of Lesson: Ensemble Singing – “Shosholoza” and “A South African Trilogy”

Grade Level(s): Grades 4 - 8

Lesson Author(s): Allyssa Jones School Affiliation(s): Boston Public Schools Office of Instructional Research & Development, Arts Department NATIONAL CORE ARTS STANDARDS 2014 Performing Process

X

X

Responding Process

X

Connecting Process

MASSACHUSETTS ARTS CURRICULUM FRAMEWORK STANDARDS 1999 Pre-K–12 Standards for Music

X

X

X

Page | 2

MASSACHUSETTS ARTS CURRICULUM FRAMEWORK STANDARDS 1999 cont’d Connections (interdisciplinary standards)

[composers, performers]

X

COMMON CORE STATE STANDARDS FOR ENGLISH LANGUAGE ARTS AND LITERACY

College and Career Readiness Anchor Standards NB: [music]

X [song lyrics]

[within songs and musical compositions]

X [song lyrics]

[folk or composed songs and music compositions]

[performed music and spoken descriptions of music]

[music terminology and descriptions]

X [music

terminology] ENDURING UNDERSTANDINGS

X

X Folk songs

folk songs

Folk songs

folk songs

Folk songs

Composed songs

Composed music music notation

ESSENTIAL QUESTIONS X composed song

folk song X intention

Page | 3

PRIOR KNOWLEDGE and SKILLS REQUIRED In advance of this lesson, the students will already know:

● In advance of this lesson, the students are able to:

● ● ● ●

PROJECTED OUTCOME(S) OF THE LESSON By the end of this lesson, the students will know:

● By the end of this lesson, the students will be able to:

● ● ●

VOCABULARY/TERMINOLOGY USED IN THIS LESSON ●

● ●

● ●

SONG(S) SUNG IN THIS LESSON ●

RECORDED MUSIC HEARD IN THIS LESSON ●

YOUTUBE, WEBSITE(S), BOOKS USED IN THIS LESSON ●

o o

●

o o

SEQUENCE OF LESSON COMPONENTS

PREP:

● Identify: o From Shosholoza

▪ One or more learned sections to review ▪ One new section to learn (“Loop of the Day”) ▪ Target rhythm: isolate a 2- or 4-measure pattern for the Do-Now

o From the materials packet ▪ Breathing exercise (1) ▪ Solfège exercise

o From your library ▪ Vocal warm-ups that preview intervals in the solfège (2 or more)

● Create:

o Day 1: Word wall o Subsequent days: “Loop of the Day”: Use either the Cape Town or Zulu Choir recording to create a loop

of the section you will teach.

● Project (or enlarge and post): o Lyrics sheet o “Goal Check” rubric

● Cue to play:

o Shosholoza (full song or loop)

● On the board: o Day 1: Do-now prompt - “What gives you hope? Make a list.” o Subsequent days:

▪ Target rhythm (from Shosholoza score) ▪ Solfège exercise (from solfège sheet)

Page | 4

ENTRY MUSIC and “Do Now”: ●

o o

▪ ●

o

o

REVEAL OF LESSON GOAL AND AGENDA (what students will experience):

● o

o

▪

▪

● o o

▪ ▪

o o o o o o

ACTIVATING PRIOR KNOWLEDGE:

● o

▪ ▪

▪

▪

o

▪

▪ ▪

●

●

▪

o

● o

▪

▪ ▪ ▪

o

Page | 5

LESSON STEP-BY-STEP PROGRESSION (step-by-step outline): ●

o o

● o o o

● o

▪

o

▪ ▪

▪

▪

▪

●

o o o

▪ ▪

● ● ● ●

CLOSURE ASSESSMENT:

● o o

▪ ▪

● ●

SUMMARY OF WHAT WAS LEARNED

● o

▪

o

▪ ▪

● o

▪ ▪

EXIT MUSIC and “Exit Tickets”:

● ●

Page | 6

ASSESSMENT METRIC

● ● ●

● ● ●

SUGGESTED DIFFERENTIATIONS AND ACCOMMODATIONS For English Language Learners

●

For Students with Special Needs ●

Other Considerations ● This lesson takes place over several classes as needed to prepare the piece for performance (formal or

informal). o For choruses, this lesson can be used in its entirety for a portion of the rehearsal, or individual elements

can be incorporated into the larger rehearsal process. o For general music classes, this lesson works best at the beginning, as the warm-ups focus on skills that

transfer into other activities. ● If combining general music classes into a single chorus, recommended part assignments are as follows:

o Solo - soloist or small group (any grades) o Soprano – grade 4 (all) + grade 6-8 soprano voices (all genders) o Alto – grade 5 (all) + grade 6-8 alto voices (all genders) o Tenor* – grade 6-8 male voices o Bass* – grade 6-8 male voices o *For community-building and/or modeling, consider inviting adult singers (if available) to join students

on these parts. ● If this lesson will be unique to a class or grade level, recommended part assignments are as follows:

o Solo – small group o Soprano – remaining students OR high voices (all genders) if class is ready for two-part singing o Alto – low voices (all genders) if class is ready for two-part singing

TEACHER COMMENTS, OBSERVATIONS, IDEAS, LESSON EVALUATION