Katrina

Dubbs

2/7/13 (Week Two)

Title: Introducing Baba Yetu (composed by Christopher Tin) Grades: 9-12 (all ensembles) Materials: Piano, copies of Baba Yetu for each student, recording of Baba Yetu, CD player with speakers Length of Rehearsal: 20 minutes Behavioral Objective: The students will be able to sing the main chorus of the piece. Cognitive Objective: The students will understand the background of the piece. Focusing Question: In what ways will students be able to relate to Baba Yetu through their exposure to video games and film music? Introduction: As I distribute the music, I will explain where the piece is from along with the meaning of the text/composition. I will share some or all of this information: -The piece is from the computer game Civilization IV and is featured in the Video Games Live concerts/soundtrack. - Christopher Tin is the composer. -An arrangement of this piece won a Grammy award in 2011 for Best Instrumental Arrangement Accompanying Vocalists, an award that goes to the composer/arranger, not the artists. -This is the first piece composed for a video game to win the award. -The text is the Lords Prayer translated into Swahili, but the song was not written for worship (it appears on the menu screen of the game). -The Civilization games begin around 4000BC and the goal is to build an empire and to progress in society. Sequence: 1. I will ask the students to share their impressions and knowledge of this music. Each student will have 5 seconds to share his/her two favorite video games. Then we will discuss why the music is important in their favorite games. 2. I will discuss how video game [soundtrack] music has evolved into a more respectable genre because of Video Games Live, a concert with orchestra, chorus, and soloists that performs the music from well-known video games. -These concerts have exposed video game enthusiasts to live music in a concert hall, and they have exposed regular concertgoers to video game music. 3. I will play the recording of the piece so the students can hear what the piece sounds like. 4. The students will clap the rhythm of the main theme/chorus, mm. 9-12. The rhythm is the same in all four measures. 5. I will teach each voice parts line on mm. 9-12 separately by rote with help from the piano when needed.

-The students will sing their parts on doo or dee to avoid over complication with the text. -For the women, I will teach the soprano 1 part first followed by the alto and soprano 2 lines. -For the men, I will teach the basses followed by the tenors. -I may divide the baritones between the tenor and bass parts. Assessment: I will informally and aurally assess: -The students attentiveness and retention of the background information -Accuracy of rhythms and pitches Standards: NJPST: Standard One: Subject Matter Knowledge- 1.5, 1.6, 1.8 Standard Two: Human Growth and Development- 2.2, 2.7 Standard Three: Diverse Learners- 3.5-3.9 Standard Four: Instructional Planning and Strategies- 4.1, 4.2, 4.7, 4.9, 4.10, 4.12 Standard Six: Learning Environment- 6.1, 6.4, 6.5, 6.8, 6.9, 6.10 Standard Eight: Communication- 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 6. Listening to, analyzing, and describing music. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. NJCCC Performance: 1.3.2.B.2 Critique Methodologies: 1.4.12.B.3