Lesson

Focus on: Warm-Ups Date September 15, 2017

Title/Focus
Subject/Grade Time
Choir 9 46 minutes
Level Duration
Expression and Emotion within Music Carley Standish /
Unit Teacher
Kade Hogg

LEARNING OBJECTIVES
Students will:
1. Understand (B) the importance of Warm-Ups into their choir/singing routine (P) as we
begin the class (M)
2. Assess (B) their own personal success and difficulties while singing and adjust
accordingly (P) during the 46 minutes (M)
ASSESSMENTS
Observations: Are students participating?
Are students nervous/scared?
Are students able to match pitch?
Are students able to reproduce what is heard?
Are we having fun?
Key Questions: How can we change our voice to produce what the music is asking?
How are we able to use our warm-ups to improve our repertoire?
LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT
Choral 10-20-30 Program of Study Piano
Warm-Up Music
Repertoire
PROCEDURE
Prior to lesson Students have completed a short schedule the day before (20
minutes)
Introduction Time
Expectations for Students will actively participate in the activities
Learning and Students will act appropriately
Behaviour Students will try their best to perform the music
Body Time
Learning Activity
#1 Warm Ups
Teacher Notes: Breathing
Assessments/
Differentiation On SHH have students sing happy birthday.

This emphasizes the use of our diaphragm! Something as

singers we rely on largely for our support.

During this exercise, have students motion their inhale and

exhale with their arms.
o Extend out = exhale, bring in = inhale

Absolutely silent, have students breathe in for 4, out

for 4 (tempo around 74bmp)
This should all be smooth, no breaks in between
In for 3, out for 4 still absolutely silent
o Listening and observing that no students are
using their throats or lifting their shoulders
as they inhale
In for 2, out for 4
In for 1, out for 4
In for 3, out for 8
In for 2, out for 8
In for 1, out for 8

Stress that as singers, we dont always have 4 counts to

intake air, we need to strive for a strong breath that is the
same as if we had 4 counts but in only 1 count!

Projection

Observe that the ladies are not yelling specifically Grace.

Similar to the breathing exercise, there should be no strain
on the throat. Our sound is coming from DOWN BELOW!

1. Count and gradually increase the loudness

2. Count and gradually decrease the loudness

3. Count and increase the loudness on every 2nd number

4. on every 3rd number

5. on every 4th number

6. on every 5th number

Singing
During this activity, have ladies walk around the room
(BUT NOT AS A CROWD!) This challenges the singers to
match pitch.

Using our newly found voice from the projection warm-up,

have ladies sing ah ah ah ah ahhhh down 5 notes of the
scale as you move up the piano by half step. Move up until
you can noticeably hear strain in the voices.

Pull out Never Hug A Hibble from Warm-Up Book.

The girls have already learnt the first verse by rote (minus,
Brinn she might need a refresher).

The last 2 classes weve had fun with tongue twisters, this
being a singing tongue twister, see if you can increase the
speed slowly each run through. The girls should hopefully
say: Challenge Accepted

Have fun with this and hopefully gets them laughing!

Learning Activity
Repertoire Harmonies!
#2
Teacher Notes: If time permits, pull out all pieces!
Assessments/
Differentiation Begin with The Wanderer
This piece the girls have been the most successful with! I
Grace and Madi think it would be great to begin with this one. Run through
are the weaker of up until the split two part.
the group.
Once ran, refresh our part 1s (hopefully they remember,
if not split!)

After refreshment (not drinks), have them sing through the

partner song section and get those harmonies!

o Correct any obvious wrong rhythms (although they

are very good in this piece)
o Help the weaker singers out in finding their way
back if they miss pitch
o Emphasize HAPPY/ BRIGHT HOW CAN WE
MAKE THIS HAPPY SOUNDING?
Raised eyebrows?
Open/elongate jaw?
Sing with a smile?

Photograph

This is the girls fave song (They heart Ed, especially

Rachel). Although, they struggle with not singing the
melody all the time! (Who wouldnt?) Run through the
sections with harmony!

The sections are opposite from The Wanderer.

While working through, double check that any rhythms that

are similar to the original are still with the piano
accompaniment! (if possible )

Other

If time is still there, ask the girls which piece theyd like to
work on next! Where Go the Boats sounds beautiful, and
they have been successful with that one if they cannot
decide, this is an option!
 Refresh the girls on the main part the melody then
challenge and try to add the harmonies and split parts!

Closure Time
Consolidation of Students confidence has been heightened
Learning: Students ability to hear pitch has been re-
introduced since last choir experience
Students are more comfortable with harmony
Students are able to relax during warm-ups and let
go
Transition To Next Students will begin with a re-introduction of warm-ups,
Lesson breathing, repertoire, and new pieces chosen.