Jamiah Harrison

Impact on student learning

Block 2

Impact on Student Learning

Rationale:

For this project, I will be working with the beginning treble choir. For the Treble Choir, I

have picked an arrangement of the song Edelweiss from The Sound of Music. The pre-assesment

will have them filling out the solfege and acknowledging key signatures. Because this class is

relatively new to solfege, I want to make it easier for them to find do. I think the easiest way to

do this for them to identify key signatures. Lesson one will be about flats. This song changes

keys to different flat keys. It will be helpful for them to understand the piece. Lesson two will be

about sharps. During both of these lessons, I will be using visuals and mnemonic devices.

Lecture three is when I will show them a video that ties and reiterate everything. It will also

show them a chart that may help them with their post-assesment. By the end, they will be able to

take the assesment and better understand the content.

Goals:

1. I can read and count rhythmic patterns. (HCB. 12. B)

2. I can identify the function of accidentals. (HCB. 12. C)

3. I can define the rules for identifying key signatures. (HCB. 12. D)

4. I can sight-sing eight-measures or more using solfege in stepwise and intervallic motion.

(HCB. 12. E)

Method:

Day 1:

1. Welcome and announcements

2. Show them the schedule of what the topic is for today.

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Impact on student learning

Block 2

3. I will put the google form in the chat (the pre-assessment)

a. Each student will have about 10-20 minutes to complete it

4. After they conclude, I will do my lesson one

5. For lesson one, I will break down how to identify sharps in the key signature.

a. Introduce the key signatures as a whole

b. Introduce flats

i. The sections in the song have them, so this will be helpful

c. Why we use them

d. Reviewing the order of flats

6. Then will move on

a. Do short warm-up

b. Sight-singing

7. Before we move to sectionals we will do score marking

a. Measure 5 write A in a box and put Bb = Do

b. Measure 37 write B in a box and put C = Do

c. Measure 61 write A’ in a Box and put Eb = do

8. Move on to sectionals

a. Sopranos will go with me

b. Soprano 2 with Ms. Taylor

c. Altos with Dr. Lambert

9. Teach them the first section/ part of the song.

a. Go through on solfege first

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Impact on student learning

Block 2

b. If there is time, we will go through it in the text.

Day 2:

1. Welcome and announcements

2. I will start lesson two

3. Lesson two is explaining sharps in the key signature

a. Introduce sharps

b. Analyzing why we use them

c. Reviewing the order of sharps

4. Move on to

a. Warm-ups

b. Scales and skips

c. Sight-reading

5. Sectionals

a. Altos will go with me

b. Soprano 1 with Ms. Taylor

c. Soprano 2 with Dr. Lambert

6. Run the second section of the piece

a. Solfege

b. Text

Day 3:

1. Welcome/ Announcements
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Impact on student learning

Block 2

2. Finish with lesson 3

3. Finish lesson with a 4-minute video about key signatures to review and wrap everything

up.

a. A 4-minute video about key signatures

b. Chart of the order of flats and sharps

c. Have them draw/ write it out

4. Move on to

a. Warm-ups

b. Scales and skips

c. Sight-reading

5. Sectionals for the last section of the song

a. Soprano 2 with Me

b. Alto with Ms. Taylor

c. Soprano 1 with Dr. Lambert

6. Last part of the song

a. Solfege

b. Text

Day 4:

1. Welcome/announcements

2. Short review

3. Move one

a. Warm-ups
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Impact on student learning

Block 2

b. Sight-singing

4. Sectionals

5. Sections A’

a. Altos with Me

b. Soprano 1 with Ms.Taylor

c. Soprano 2 with Dr. Lambert

Day 5:

6. Welcome/announcements

7. Take Post-assesment

8. Move one

a. Warm-ups

b. Sight-singing

9. Sectionals

10. Running the whole song

a. Soprano 1 with Me

b. Soprano 2 with Ms.Taylor

c. Altos with Dr. Lambert

 Jamiah Harrison

Impact on student learning

Block 2

Project Reflection

I thought that my​ Impact on Student Learning Project​ went well. I was able to go

through the lesson in the matter that I wanted to. Although I am happy with the project, there are

some aspects of it that I would change. When I started the lesson, I was afraid of not being able

to teach it to them properly or giving them misinformation. I found that after I made the plan, I

went through it myself to prevent any mistakes. On day one of the lessons, I felt that my pacing

was not good. By the end of the class, we did not have time to sing through the piece that we

were learning. To get through all of my lessons, I need to be able to keep track of the time. On

days 2-4, I allowed myself to take time and allow students to engage more. The lessons went

smoother. Students asked more questions and had a passion for comprehension of the concept. I

used various means of technology these days to get them to understand. When we started a new

piece, I would ask them what is the key according to what I taught them. Students would remain

involved by identifying keys and asking questions. On the final day of the lessons, the students

took the post-assessment. The results from the pre-assessment improved when the students took

the post-assessment. The assesment had more questions exposing them to different key

signatures.

Upon reflection, I found that this lesson turned out to be helpful to the students. I

received many comments from them saying that it helps them figure out many things. One is that

it helps them figure the key signature faster. Secondly, It has helped them identify where “Do” is

when they are sight-reading. When planning for these lessons, it took me a while to consider how

helpful it would be to the students. However, now I see the purpose of teaching lessons like

these. At times when students are learning in performance-based classes, they do not realize the
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Impact on student learning

Block 2

basics. As a teacher, we usually tell them a key or their starting notes. Sometimes it is up to the

teachers to wind it back and allow the student to process things step by step. I also believe that

students can use these skills in their independent practice. In conclusion, I am convinced that the

lesson went well and evolved in everyone’s favor.