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Impact on Student Learning Block 4

Building to a Level 2 Sight Singing
By Annalise Sears
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Description:

During this time the 7th grade girls were singing at a level two according to VCDA

Middle School Standards. As I was discussing with my cooperating teacher what to do my

Student Impact Project on, she mentioned to me that it was a goal of hers to get to a sight singing

level two. A level two involves the addition solfege syllables such as “ti” and “la” and a triad in a

eight measure phrase. I assessed the students on a volunteer basis having individual pull-outs

testing them at a level two sight singing example. This was very helpful for me as it gave me the

understanding of what specific questions some of the students had about sight singing. For

example, none of them knew what a dotted half note was or how to apply it to their music.

Understandably, the students also did not know what the “ti”, “la”, or triad was as well. This was

clear to me that these three components would result in three effective lesson plans. This was a

valuable experience and great for me to understand how to design scaffolding in a way that

makes sense to how I may apply it in my teaching in the future.

Objective:

Students will be able to sing “ti”, “la”, and a triad as it appears in an eight measure sight singing

example. This will prepare them for sight singing as they go into eighth grade.
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7th Grade Girls 3/27-3/28

Unit 1 of Sight Singing: Dotted Half Notes and Solidifying Rhythms

Rehearsal Goals/ I can statements:

1. I understand what a dotted half note is, why it has three beats, and am able to chant using
rhythm cards and solfege.
2. I can apply proper vowels and diction to the notes of m. 38 of ​The Auctioneer.​ I
understand where it repeats, and can sing through it using the music.
3. I can read through pg. 6 of ​Popular. ​I can confidently sing before page 6.

SOL’s:
MCB.1 The student will read and notate music, including
1. identifying, defining, and using basic standard notation for pitch, rhythm,
meter, dynamics, and other elements of music;
2. echoing, reading, and notating rhythmic patterns that include whole notes,
dotted ​half notes,​ half notes, dotted quarter notes, quarter notes, eighth notes,
sixteenth notes, and corresponding rests;
3. sight-singing eight-measure melodic patterns, while maintaining a steady beat;
4. differentiating by sight call-and-response songs, canons, and partner songs; and
5. using contemporary media and technology in the study and creation of music.

Procedure:
Dotted Half Notes and Solidifying Rhythms
1. Using rhythm cards students will chant combinations of half notes, eighth notes, and
dotted half notes
2. When we come across a dotted half note, the instructor will take the time to write on the
board, ask the students analytical leading questions, and
3. Students will sing an eight bar phrase of a sight singing exercise with dotted half notes,
eighth notes, and quarter notes
○ Students will count through the exercise and sing it

The Auctioneer
Review:
1. Pg. 5 m. 38→ using proper rhythms, diction, and good tone
○ “Don’t just speak it, be confident!”
2. Pg. 7 talk about the repeat sign
3. Try new words, fix if necessary
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Popular
1. Starting at “You will be, popular”, m. 18
○ Continue to solidify parts, help soprano twos
2. Read through pg. 6- m. 61, pg. 8

7th Grade Girls 4/8/2019

Unit 2: Solidifying ‘ti’, adding ‘la’, and introducing a triad

Rehearsal Goals/ I can statements:

1. I can identify and sing ‘la’ and ‘ti’ as it appears in a sight-singing example.
2. I can identify and sing a triad as when singing through the scale.
3. I can apply solfege to repertoire using measure 63 of ​Popular.​
4. I can sing with proper vowels as I read through the “oo” and “ah” section of ​Popular.

SOL’s:
MCB.1 The student will read and notate music, including
1. identifying, defining, and using basic standard notation for pitch, rhythm,
meter, dynamics, and other elements of music;
2. echoing, reading, and notating rhythmic patterns that include whole notes,
dotted half notes​,​ half notes, dotted quarter notes, quarter notes, eighth notes,
sixteenth notes, and corresponding rests;
3. sight-singing eight-measure melodic patterns, while maintaining a steady beat;
4. differentiating by sight call-and-response songs, canons, and partner songs; and
5. using contemporary media and technology in the study and creation of music.

Procedure:
Warm-up: Breathing
1. Physicals, body mapping
2. Breathing with the belly button
3. “It’s fine by me” part song

Sight Singing
1. Scale→ adding triad
2. Echo, discover patterns using ti then la
3. Singing through example with addition of ‘la’

Repertoire
Popular
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1. Starting at 71, talking about chromaticism

2. Circling up, emphasizing the 3 part split
3. Try and sing from beginning
The Auctioneer
1. Pg. 7, adding new verse!

7th Grade Girls 4/30/2019

Unit 3: Applying a Triad to a Sight Singing Example

Rehearsal Goals/ I can statements:

1. I can sing a scale and remember to use my triad at the end.
2. I can identify where my triad appears in a sight singing exercise.
3. I can sing a triad as it appears in a sight singing exercise.
4. I can sing through the entirety of my repertoire of ​Popular​ and ​And the Night Shall Be
Filled with Music.
5. I can add movements to the end of ​Rattlin Bog.
6. I can chant the final verse of​ Auctioneer ​with proper diction.

SOLs:
MCB.1 The student will read and notate music, including
1. identifying, defining, and using basic standard notation for pitch, rhythm,
meter, dynamics, and other elements of music;
2. echoing, reading, and notating rhythmic patterns that include whole notes,
dotted half notes​,​ half notes, dotted quarter notes, quarter notes, eighth notes,
sixteenth notes, and corresponding rests;
3. sight-singing eight-measure melodic patterns, while maintaining a steady beat;
4. differentiating by sight call-and-response songs, canons, and partner songs; and
5. using contemporary media and technology in the study and creation of music.

Procedures:
Warmup
1. Oh→ 5, 4, 3, 2, 1
2. Lip Buzzes→ (​do, mi, so, mi, do)
3. Bubble gum, double bubble gum, triple double bubble gum, not here

Applying a Triad to a Sight Singing Example

1. Students will sing through their scale.
2. Students will echo pitch patterns that include ti, la, and a triad
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3. Students will sing through a sight singing example level two.

Auctioneer
1. Students will chant the last verse where it adds “fifty dollar biddle”
2. Students will sing through the last verse of ​Auctioneer

Popular
1. Students will sing through from the begining with less hesitation on the “La’s”

And the Night Shall Be Filled with Music

1. Students will sing through their part with more sincerity and expression.

Rattlin Bog
1. Students will sing through after the key change adding movement.
2. Students will review final page.
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Reflection
This project was an important skill for me to learn as I know that I will apply these skills

to my teaching in the future. I will always be in a situation as a teacher where my goal is to bring

my students to a further level and challenge them within the realm of their capabilities. In terms

of the procedures to go about this, it would have been more effective for me to assess every

student formally. That was not an option for me during the time, but I hope if I do this project

with my own students I would be able to help with them more individually. Pulling the students

out was the best way for me to differentiate teaching to fit individual needs. This was a great

opportunity for me to understand every student’s need as they continued learning and solidifying

the material.

In terms of assessment, I was please with using the ​VCDA Sight Singing Rubric. ​It is a

rubric that I will see down the line for when I am teaching so it was beneficial for me and the

students to become more familiar with it. I consistently was assessing their process as I had them

do solfege throughout their classes. Informal observation was the best way to see if students were

understanding the material. With this it was helpful to know if I could speed up or slow down the

amount of material provided.