Date:
This lesson is geared for 6th grade choir. The
students have little to no prior experience with choral singing.
Objectives:
·
Students will be able to sing the notes of a C
major scale on solfege with 100% accuracy
·
Students will be able to see and interpret hand
signs corresponding to solfege syllables. They will be able to sing notes based
on said solfege and hand signals with 75% accuracy
·
Students will be able to sing Mary had a little
lamb and potentially (if time allows) twinkle twinkle little star on solfege,
with hand signs with 90% accuracy.
Materials:
Students will need their voices, and the teacher will need a
blackboard and chalk (again, if time allows)
Opening activity:
Students will stand and move in closer to front of the room,
change in scenery/body language collectively puts boundary between before class
and during class. Lesson will start with simple “repeat after me” activity. We
will sing up and down a C major scale, where I demonstrate each pitch, with its
corresponding hand signal and have the students follow suit. This warms up
their voices and their ears.
Procedures:
1.
I will
sing a solfege pitch and demonstrate a hand signal, and indicate that the
students are to repeat. I will continue this activity up to the sixth scale
degree.
2.
I will next move around within the scale to help
familiarize students with the relationships between the notes, as opposed to
just what order they fall in. for example: “re mi re do re fa me sol fa re do”
etc.
3.
We will then practice some intervals that will
come up later in the simple songs we will learn to sing on solfege. For example
“mi sol” in Mary had a little lamb, or “do sol” in twinkle.
4.
Once these intervals are in their ears, we will
proceed to put solfege to the simple songs. I chose those two songs because in
theory, everyone is familiar with them, and the connections will be easier to
make.
5.
I will demonstrate the hand signals for the
pitches in the songs, and have them follow (if time allows, I will write the
pitches on the board with solfege written underneath). I will ask students if
they recognize the songs we just sang.
6.
Hopefully someone will recognize them, which
will lead into the closing point, being that solfege can help us to read any
music easily.
Closer:
Quick summary of what was learned and how it contributed to
our ability to read music easily. Maybe talk a bit about how this knowledge can
be applied to any piece of music, and how it’s a great tool to help sight read
music.
Assessment:
I will be able to tell if the students have learned based on
whether they can follow along with the given solfege syllables without me
having to demonstrate the given pitch before-hand. I will also be able to tell
based on whether they can piece together the simple songs and bridge the
connection between identifying solfege and actual music.
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