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Essential Questions:
How does the structure of a musical phrase
create its order and clarity?
What are the composers or arrangers intent
behind their phrasing?
How can we showcase the music to its best
potential?
Instructional Strategies:
Constant and consistent feedback.
Repeating and rephrasing directions.
Allowing time for individual and partner work.
Informal questioning
Model desired skills and outcomes
Student self-assessments
Materials:
Whiteboard and dry erase markers
Ballad of Sweeney Todd arr. Andy Beck
Salmo 150 by Ernani Aguiar
Truly Brave arr. Mac Huff
Recording device
Informal Assessment:
Students will be informally assessed throughout the
lesson by their participation and active involvement.
TIME
Time Frame:
42 Minutes
2 Min.
2 Min.
2 Min.
3 Min.
Learning Activities
Students will be directed to look at the white board. This text is taken directly from the
piece The Ballad of Sweeney Todd. This is the section of text the students will be
working on during this lesson.
o No one can help, nothing can hide you. Isnt that Sweeney there beside you?
o No one can help. nothing can hide you. Isnt that Sweeney there beside you.
o No one can help! nothing can hide you! Isnt that Sweeney there beside you!
! Students will read this aloud and discuss with a partner how these
phrases are different. All of these are phrases but are constructed
differently.
Students will be asked, What do we know about a musical phrases?
o I will help the students by saying a phrase is like a musical sentence.
o I will have the students think of a phrase in English such as writing and
speaking in conversation. How does someone else know when a thought is
finished?
o I will ask students to turn to a neighbor and briefly discuss for 30 seconds their
answer.
o One partner from each pair will share their answer with the class.
o I will write some of these answers on the whiteboard to document what the
students have said. This will help the students who learn visually.
Next, I will guide the discussion by asking the students to open up page 12 measure 122
in The Ballad of Sweeney Todd.
o The students will sing page 12 and 13 of Sweeney Todd.
! The students should know state that at this particular part in the piece
the students are building and building by adding a phrase on top of
another phrase to build intensity at this point of the piece.
o I will ask the students how they can improve on their phrase.
! Sing through the note, find the peak of the phrase, crescendo and
diminuendo through the phrase, and find out which are the most
important words.
! The students will get two to three tries to improve their phrase.
! The students will focus on a few more phrases in this piece.
! I will then have the students focus on the top of this page, measures
143-148.
This phrase in this spot is particular interesting because the
soprano and alto part cuts off half way through the phrase.
! Students will then run the rest of the piece.
o I will then ask the students to open up Truly Brave arranged by Mac Duff.
! Have the students open to page 11, and sing through the piece to the
end. I will have the students notice that on measure 71 and 72 that the
focus of the songs change from True Colors to Brave.
! I will ask the students why the arranger decided that this should
happen?
I will ask the students how this adds intensity to the piece.
! The students will sing this phrase with the phrasing that they decide is
best suited for this particular part of the piece.
o Next, I will then inform the students that we are going to record one section of a
rehearsed piece. Students will be able listen to their recording during the next
lesson. Engagement will be high due to the novelty of this activity.
! Students will then be recorded. I will allow the students 2 or 3
recordings to ensure they are achieving the sound they want to produce
as a choir.
2 Min.
4 Min.
1 Min.
5 Min.
5 Min.
2 Min.
1 Min.
5 Min.
6 Min.
Closure
o
The students will then open to the piece Salmo 150. I will ask the students to
look at the top of page 2 and identify the peak of the phrase. This piece is in
Latin.
! I will ask the students how they will remember this phrasing lesson for
the next day.
! I will ask the students how do we, as musicians, write a phrase in our
music.
! I will explain and demonstrate to the students how we notate a phrase in
music.
Student will draw an arch over the phrase.
I will ask the students to return their attention to the whiteboard asking, What
do we know about musical phrases now?
! I will then ask the students if they would like to make any changes to
the whiteboard. This could be adding or deleting.
! Students will be encouraged to reflect on this question and share
insights during the next lesson.
Extension:
If time permits, finding more examples of phrasing in the music could extend the lesson.
This is helping the students practice identifying phrases. I will also have the students
record another section of music from which they have worked on during this class period.
This recording will be used during the next lesson for ensemble improvement.
2 Min.
5-10
Minutes
Grade(s) 10th
Date of Lesson: 10/7/2015
Materials:
Ballad of Sweeney Todd arr. Andy Beck
Salmo 150 by Ernani Aguiar
Truly Brave arr. Mac Huff
Laptop for showing the Prezi
Recording from previous lesson
Writing utensils
Formal assessment work sheet
Informal Assessment:
Students will be informally assessed throughout the
lesson by their participation and active involvement.
Language Objectives:
Students will utilize musical words describing phrasing
such as phrase, arch, expression, and musical intent.
Key Vocabulary in Lesson:
Phrase, expression, arch, musical intent, cadence,
crescendo, diminuendo, dynamics.
Formal Assessment:
The students will be formally assessed through a
writing assignment that will serve as an exit slip for the
class.
TIME
Time Frame:
70 Minutes
3 Min.
3 Min.
4 Min.
10 Min.
10 Min.
12 Min.
14 Min.
6 Min.
10 Min.
7 Min.
Grade(s) 10th
Date of Lesson: 10/7/2015
Materials:
Ballad of Sweeney Todd arr. Andy Beck
Salmo 150 by Ernani Aguiar
Truly Brave arr. Mac Huff
Overhead projector
Laptop for displaying the artwork
Informal Assessment:
Students will be informally assessed throughout the
lesson by their participation and active
involvement.
Language Objectives:
Students will utilize musical words describing
phrasing such as phrase, arch, expression, and
musical intent.
Key Vocabulary in Lesson:
Phrase, expression, arch, musical intent, cadence,
crescendo, diminuendo, dynamics.
TIME
Time Frame:
35 Minutes
2 Min.
2 Min.
7 Min.
6 Min.
more confidence
Picking someone special to sing it to, make a personal
connection to the song, sense of purpose, create more interest
! More staggered breathing to balance the song
! Make Brave louder
! Stronger: Chest voice, chorus strong, Altos louder, Make
Rainbow be stronger
! More articulation to emphasize important words and phrases,
clear cut-offs, accent
! More harmonies, expression, energy, more emotion in voices,
more arch, more enthusiasm, more dynamics, more umpf,
more contrast, more intent
! Less Legato
! Switching styles when the songs change
! Say the word you instead of chew
o Almost all of these ideas relate to phrasing which is my central focus.
I will condense the Top 10 List into 3 main points. These points are all going
to have one central focus.
o First point will be focusing on Power. I will have the students rehearse
particular sections in the song where their peers said there could be
more power and more dramatic dynamics.
o The second point is focused on having more articulation and enthusiasm
for the piece. I will run the rehearsal but ask students whether they
believed it was changed enough to their satisfaction.
o The last point is about how the students should put emotion in the piece.
Many students said they should think of someone special in their life
and sing this song to them.
!
Extension:
Students can have an end-of-phrasing-unit discussion. Students will be able
to break up into small groups or pairs and discuss what they learned about
musical phrasing.
o In their groups or pairs, students can write down their thoughts in an
exit slip format. This would be great information to adapt students
needs into future lesson planning.
Painting Sources:
Picture 1: Convergence by Jackson Pollock
Picture 2: A Sunday Afternoon on the Island of La Grande Jatte by Georges Seuart
Picture 3: Weeping Woman by Pablo Picasso
Picture 4: The Starry Night by Vincent Van Gogh
6 Min.
6 Min.
6 Min.
10
Min.