Laura Schuley

Anderson Youth Chorale

Mrs. Finger
November 4, 2014 at approx. 4:30
Prerequisite Knowledge and Skills for this Rehearsal
Students will have a basic understanding of solfege syllables and their
relationship.
Students will also have a general knowledge of breath support and tall
vowels.
Students will have the knowledge of balance and blend within the choir.
Behavioral Objectives
During this lesson students will be able to:
Maintain proper breath support during all exercises to the teachers
expectations (with minimal reminders.)
Be able to adjust their sound as a choir with the teachers gestures.
Maintain tall vowels throughout all of the exercises and also create uniform
vowels across the choir
Students will be able to sing expressively with conducting to teachers
expectations
Materials
Piano
Procedures
0:00 Breathing:
Students will hold an imaginary violin and breath in for 2 while bowing up and
breathe out for 4, 8, 16, 20. Goal of the exercise is to keep the same intensity on 20
as they had on 4.
0:01 Resonant Tone Production
Students will sing a DRMFSMD pattern on oo, oh, ee, eh, and ah going up by half step
starting on C4 and going up to C5
Students will sing a DRMFSLTDRDTLSFMRD pattern on oo starting on A3 going up
by half steps until E4.
Students will sing on Le Lo, and Loo an ascending pattern under the teachers
conducting and will follow the expression markings given by the teacher.
Students will sing the exercise Pizza is Great applying their previous breathing
exercise to add a crescendo on the top note.

0:09 Diction
Students will sing Many mumbling Mice starting on C4 going up by half step
focusing on the m consonant.
Students will sing red leather yellow leather starting on B3 going up by half step
focusing on the consonants and going faster each time.
0:11 Listening Activity and solfege
Students will sing a major scale starting on D4 up and back. Students will then sing
DDRDDRMRD etc., when all the way up to do, go back down.
Students will read Curwen hand signs as a group
0:13 Literacy
Students will echo and echo the teachers solfege patterns.
Students will read a melodic solfege exercise on solfege. Students will then read
another solfege exercise on a neutral syllable pa