Rachel Pennington

MUED 480: Block 3

2/18/20

 
TA Lesson Plan: Chamber 
Overview 

Students will warm up their voices doing the selected exercises and improve their sight-reading
ability. We will then review sections of “Miniyama Nayo” and run through “Prayer”.

Rationale  

This experience matters in order for the students to reach their full vocal capacity when performing
their choral literature, as well as preparing them for assessment.

I Can Statements (learning goals) 

● I can strengthen my vocal independence, agility, range, and exemplify principles of vocal
health by executing the appropriate vocal exercises.
○ (HCAD.3) The student will demonstrate vocal techniques and choral skills, including
■ increasing vocal independence, agility, and range by singing appropriate vocal
exercises, including the use of head and chest voices
■ Singing an assigned vocal part in complex harmony

Materials 

● Piano
● “Miniyama Nayo”
● “Prayer”

Detailed Process: Warm-ups (10 minutes) 

Time Steps:
Required:

3 mins 1) D-r-m-r-d
a) Mm- massage jaw
b) Moh- massage around eyes
c) Moo- move up to forehead
d) Mah- massage temples
e) Mah- massage scalp
f) Meh- massage neck
g) Me- massage shoulders
h) Mm- massage shoulders

1 min 2) “Oo” (drmfsfmrd)

a) Ascending then descending
 Rachel Pennington
MUED 480: Block 3
2/18/20

.5 min 3) “Ah” (sfmrd)

a) Descending

1 min 4) “Veezoh” (s-mrd s-fmr s-sfmrd)

a) Ascending

.5 min 5) “Do-do-do-do-doot” (d-m-s-m-d)

a) Ascending then descending

1 min 6) “Tik-tik-tik-tik-tok” (sfmrd)

a) Descending

5 mins 7) Sight-reading

Detailed Process: Repertoire (30 minutes) 

Time Steps:
Required:

10-15 mins 1) “Miniyama Nayo”

a) Review measures (74-end)
b) Run measures (64-end)
c) Run the whole piece

5 mins 2) Blending
a) Start on C major (oo)
i) Bass on C, tenor on E, altos on G, sopranos on C
ii) Move to B major
iii) Move back to C major

5 mins 3) “Prayer”
a) Run through and take notes on what needs to be fixed

Assessment: 

● Performance
● Evaluation

 
 
 
 
 
 Rachel Pennington
MUED 480: Block 3
2/18/20

TA Lesson Plan: Mixed Chorale 

Overview 

Students will warm up their voices doing the selected exercises and improve their sight-reading
ability and review “The Sky Over Shannon” and “I Ask for One Day”.

Rationale 

This experience matters in order for the students to reach their full vocal capacity when performing
their choral literature, as well as preparing them for assessment.

I Can Statements (learning goals) 

● I can strengthen my vocal independence, agility, range, exemplify principles of vocal health
by executing the appropriate vocal exercises, and develop aural skills by recognizing and
demonstrating diatonic intervals.
○ (HCI.3) The student will apply vocal techniques and choral skills, including:
■ Strengthening vocal independence, agility, and range by singing appropriate
vocal exercises

Materials 

● Piano
● “The Sky Over Shannon”
● “I Ask for One Day”

Detailed Process: warm-ups (15 minutes) 

Time Steps:
Required:

2 mins 1. Stretching

3 min 2. D-r-m-r-d
a. Mm- massage jaw
b. Moh- massage around eyes
c. Moo- move up to forehead
d. Mah- massage temples
e. Mah- massage scalp
f. Meh- massage neck
g. Me- massage shoulders
h. Mm- massage shoulders

1 min 3. “Oo” (drmfsfmrd)

a. Ascending then descending
 Rachel Pennington
MUED 480: Block 3
2/18/20

.5 min 4. “Ee” (sfmrd)

a. Descending

1 min 5. Staccato/ Legato “Ah” (sssssssfrmd)

a. Ascending then descending

.5 min 6. “Do-do-do-do-doot” (d-m-s-m-d)

a. Ascending then descending

1 min 7. D-m-r-f-m-s-f-r-d
a. Ascending

6 mins 8. Sight-reading

Detailed Process: Repertoire (75 minutes) 

Time Steps:
Required:

5-10 mins 1. Work on blending together

a. Do 2-3 rounds of singing completely random notes
i. By the 4th time, countdown from 5 and by the time it’s to 0
they should all be singing the same pitch
1. Repeat 1 more time
b. Circle up around the room not beside someone in their part
i. Have them sing a chord within their part, but spread out
around the room

25 mins 2. “I Ask for One Day”

a. Work on blending throughout the whole piece
b. Run The whole piece a capella
i. Fixing as we go
c. Run the piece with accompaniment

5 mins 3. Break

5 mins 4. Listen to “The Sky Over Shannon”

a. Have them say what they don’t like and what they do like about the
piece and that they can incorporate into their singing

25 mins 5. “The Sky Over Shannon”

a. Work on blending throughout the whole piece
b. Run the whole piece a capella
i. Fix as we go
 Rachel Pennington
MUED 480: Block 3
2/18/20

c. Run the piece with accompaniment

Assessment: 

● Performance
● Evaluation
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Rachel Pennington
MUED 480: Block 3
2/18/20

TA Lesson Plan: TA Singers

Overview 

Students will warm up their voices doing the selected exercises and improve their sight-reading
ability. We will then review “No Time”, “Water Night”, and “Great God Almighty”.

Rationale 

This experience matters in order for the students to reach their full vocal capacity when performing
their choral literature, as well as preparing them for assessment.

I Can Statements (learning goals) 

● I can strengthen my vocal independence, agility, range, and exemplify principles of vocal
health by executing the appropriate vocal exercises.
○ (HCAD.3) The student will demonstrate vocal techniques and choral skills, including
■ increasing vocal independence, agility, and range by singing appropriate vocal
exercises, including the use of head and chest voices
■ Singing an assigned vocal part in complex harmony

Materials 

● Piano
● “No Time”
● “Water Night”
● “Great God Almighty”

Detailed Process: Warm-ups (15 minutes) 

Time Steps:
Required:

2 mins 1. Stretching

3 mins 2. D-r-m-r-d
a. Mm- massage jaw
b. Moh- massage around eyes
c. Moo- move up to forehead
d. Mah- massage temples
e. Mah- massage scalp
f. Meh- massage neck
g. Me- massage shoulders
h. Mm- massage shoulders
 Rachel Pennington
MUED 480: Block 3
2/18/20

1 min 3. “Oo” (drmfsfmrd)

a. Ascending then descending

.5 min 4. “Ee” (sfmrd)

a. descending

1 min 5. “Me-ah” (d-sfmrd)

a. Ascending then descending

2 mins 6. “Do-ah...” (s-m-f-r-m-d-r-t-d)

a. Ascending then descending

.5 min 7. “Tik-tik-tik-tik-tok” (sfmrd)

a. Descending

5 mins 8. Sight-reading

Detailed Process: Repertoire (75 mins) 

Time Steps:
Required:

30 mins 1) “No Time”

a) Review measures (34-54)
i) Go back and fix as needed
c. Run entire piece a capella
i. Go over dynamics as they’re running through it
ii. Fix as needed
5 mins 2) Break

5-10 mins 3) “Great God Almighty”

a) Run through whole piece and take notes on things that need to be
fixed

30 mins 4) “Water Night”

a) Run measures (33-53) a capella
i) Go back and fix as needed
b) Run the whole piece a capella
 Rachel Pennington
MUED 480: Block 3
2/18/20

Assessments 

● Performance
● Evaluation