ANDREWS UNIVERSITY SCHOOL OF EDUCATION- EDTE 459 Annual Plan

Course: High School Choir Qrtr Topics

3+/Qtr

Grade: High School Objectives/ Essential Questions

3+/Qtr
Reasons for good posture and breath control Tools for analyzing music Gain skill in reading music

Date: Fall 2013 Projects/Performances

1-2/Qtr Alumni Concert Fall Concert Improv groups

Teacher: Timothy McFeeters Other Assessments

2-3 types/Qtr Portfolio Participation Verbal quiz on theory Improv groups exam

Teaching Strategies
DI CL CE

Breath Control Posture Basic Singing Techniques Note Reading/basic theory Sight Reading Memorization Breath Control Ensemble Techniques Vocal Placement Breath Control on slow pieces Small Ensemble singing Basic improve harmony skills Vocal Skills Compositional components Music theory

Sight Read music using the STARS system Memorize several pieces of music Practice valuable skills for blending with an ensemble Practice singing using proper technique Learn small ensemble techniques Practice Breath Control on slow pieces of music.

Thanksgiving Church Service Christmas Concert- from memory Valentines Day Pops Concert Chamber concert (small groups/improv teams)

Participation Portfolio Solo singing test with rubric Participation Portfolio Improv exam

DI CL CE

DI CL CE PB

Master safe vocal production Learn compositional techniques used by composers of the music learned. Identify basic chord structures and cadences.

Good Friday vespers Easter Concert

Participation Portfolio Solo singing test

DI CL CE

References: Michigan Standards for Music- High school-http://www.michigan.gov/documents/mde/Complete_VPAA_Expectations_June_2011_356110_7.pdf NAFME standards http://musiced.nafme.org/resources/national-standards-for-music-education/

UbD UNIT PLAN Biblical Integration Template

UNIT RATIONALE & PURPOSE

The skills presented in this unit are essential to a student as a performing musician. Skills such as memorization and sight reading are crucial to giving an effective performance. Students will incorporate the STARS system for sight reading music, and will practice memorizing the music for the Christmas concert. This will be in addition to the continued re-enforcement of ensemble and breathing techniques.

Stage 1 Desired Results / Outcomes

Established Goals Transfer Students will be able to independently use their learning to Read music and perform it in any setting with a reasonable degree of accuracy. I would like students to transfer their thinking skills to other areas. Teaching sight reading teaches students to think more about what they are reading, and can transfer that learning to many areas. Memorization also insists that student internalize and reflect on what they memorize. Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that. Students will keep considering Memorizing music has benefits other than just looking better at a concert Why should we memorize? Proper Breath control/support makes singing easier Why develop sight reading skills? My voice does matter in the choir Why should I listen to other people in the group while Im singing? Acquisition KNOWLEDGE SKILLS Students will know Students will be skilled at Breath control and support principles and terms Memorization benefits and techniques Sight reading What makes an ensemble sound good and what they can Memorization personally do to make it sound better. Breath control in slow and fast pieces of music How to sight read effectively. Singing in an ensemble

ART.M.I.HS.1 ART.M.1.HS.2 ART.M.1.HS.3 ART.M.1.HS.5 ART.M.1.HS.6 ART.M.III.HS.1

Stage 2 Evidence / Assessment

Evaluative Criteria

Students will be graded on participation largely. The portfolio on completeness. As I said, progress is the goal in the individual singing tests.

PERFORMANCE TASKS Students will show that they really understand by evidence of Individual singing evaluations will give them a guide as to how they have progressed and how they need to further progress in their singing. A portfolio made up of composer quick reference pages. Participation in concerts and rehearsals during the course of the unit. OTHER EVIDENCE (SUMMATIVE ASSESSMENTS) Students will further show they have achieved desired results by Individual singing tests will show the student and the teacher where the student has progressed in their singing skills. Progress is the goal met in this case as every student is different and will progress differently. The goal is simply progress in this department.

Stage 3 Learning Plan / Instruction Outline

PRE-ASSESSMENT Identify ways to check for prior knowledge before the unit begins (including biblical perspectives on themes) LEARNING PLAN Student success at desired results depends on, alignment of learning plan to all 3 types of desired results/outcomes and assessments, and use of principles of learning and a variety of instructional strategies, engaging all students. Dates Topic Desired Results (abbrev/code) Instructional Formative Assessments / Assignments / Activities Essential Question Strategies 11/11 Memorization Students should improve in their Direct Instruction The Christmas Concert will be sung largely from memorization of music. This helps Concept memory. Informal formative assessment is a natural them to watch the conductor more, development? occurrence in this process. leading to the greater likelihood of (talking about them making the music more the moods and expressive. stories of the Why should we memorize? music)

11/25

Sight Reading

Students will improve their sight reading skills. Why sight read? This will be on-going through-out their career as a singer. Why does breath matter at all? Ensemble techniques will also be addressed through-out the year. This crucial skill requires students to work together co-operatively. Why should I listen to other people in the choir as I am singing.

Direct Instruction

S.T.A.R.S. method for sight reading.

12/9

Breath Control

Direct Instruction

This is a continuous process that will be addressed throughout their lifetime.

1/6

Ensemble Techniques

Direct Instruction Co-operative Learning

The Christmas concert will be sung as an ensemble.

Note: Replace italicized text with your own.

Adapted from Wiggins, Grant, McTighe, Jay, and The ASCD. (2013) The Understanding by Design Guide to Creating High-Quality Units. (1st ed.) Alexandria,VA:
Pearson. (ISBN# 978-0133388305)