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Weihnachten (#1 of Sechs Spruche, Op 79) Composer: Mendelssohn-Bartholdy, Felix
Voicing: SSAATTBB
Style: Sacred
Genre: Motet
Language: German
Instruments: A Cappella
License: CPDL (www.cpdl.org)
Published: Mendelssohn ’s Werke (1874-1877)
Teacher Handbook For Weihnachten (#1 of Sechs Spruche, Op 79)
By Felix Mendelssohn-Bartholdy (1809-1847)
Created by Becca Cline
National Standards:
Standard1:Singing,aloneandwithothers,avariedrepertoireofmusic.Standard2:Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic.Standard3:Improvisingmelodies,variationsandaccompaniments.Standard4:Composingandarrangingmusicwithinspecificguidelines.Standard5:Readingandnotatingmusic.Standard6:Listeningto,analyzing,anddescribingmusic.Standard7:Evaluatingmusicandmusicperformances.Standard8:Understandrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsideofthearts.Standard9:Understandingmusicinrelationtohistoryandculture. Learning Objectives:
1. Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)
2. By the end of this activity, 85% of students will:a. Accurately perform their part using correct solfege syllables, pitches, and
rhythms.(Standards 1,6) b. Students will create a creative and coherent journal entry analyzing their
experience (using terminology discussed in class.)(Standards6,7) 3. Students will create a coherent and creative journal using content discussed in class to
reflect on their group rehearsal. (Standard 6,7)4. By the end of this lesson, at least 85% of the class will accurately:
a. Showthephrasingofthepieceusingbodymotionb. Aurallyidentifythephrasestructureofthepiece(Standards5,6)
5. Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)
6. Bytheendofthisactivitystudentswill
a. CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).
b. Teachtheirpeersaboutthecomposer,basedontheirfindings.i. Duringthis,thestudentsbeingtaughtmustrecordnotesintheir
journals.(Standards6,7,8,9)7. Studentswillcomposeanewrhythmbasedonthetextofthepiece(Standard4)8. StudentswillcompleteaWebQuestactivity,guidingthemtocomposeanewmelody
basedonobservedartandthetextofthepiece.(Standards3,4,5,8,9)
Score Study of Weihnachten Element Information
Composer:FelixMendelssohn‐artholdy
FelixMendelssohnwasborninHamburg,onFebruary3rd,1809.In1843hefoundedtheLeipzigConservatory,andwasnameddirectoroftheMusicSectionoftheAcademyofArtsinBerlinbyKingFrederickofPrussia.Andthoughhisschedulewasquitefull,itwasduringthistimethathewrotetheRuyBlasoverture,stagemusicforShakespear’s“AMidsummerNight’sDream”(whichcontainsthenowworld‐famous“WeddingMarch”,and“TheScottishSymphony”,whichwasthethirdoffivesymphonieshewroteinhislifetime.
Style: Motet
Sacred: Thisisasacredmotetwrittenaspartofasetofsixpiecesoutliningthechurchcalendar.ThetextisbasedonPsalm98
Key: ThekeyremainsinGMajorthroughout
Texture: Eight‐part,SSAATTBB.Homophonicthroughout.
Form: Terneryform(ABBA)
Meter: Thepiecetypicallybeginsatamoderato(around110)andgraduallyretardsthroughout,untiltheendapproachesadagio.
Text: ThetextisbasedonPsalm98andisoneofsixpieceswrittentofollowthechurchcalendar.ThisparticularpiecewaswrittenincelebrationofChristmas,andwasactuallycompletedonChristmasdayof1843.
Rhythm: Mostlyhomorhythmicthroughout,thesongbeginswiththewomendeclaring“Rejoice,allyepeople!”,andthemencomeinatthecloseofthatfirststatementbythewomen(measure2),andhavetheirowntextandrhythmsuntilmeasure6atwhichtimethechoirssinghomorhythmicallyuntilmeasure13.Atthispointeachlinehassomethingdifferentuntilmeasure18atwhichpointthe
partscometogetheragainrhythmicallyuntilmeasure22,andthenthewomencometogetherinthepick‐upstomeasure29.Themenhavetheirownindividualrhythmsuntiltheyalljointogetherinmeasure30.Allpartsendinatriumphantfermata.
Melody: Themelodyisexpressedbythewomeninunisonatthebeginningandendofthepiece,otherwisetheemphasisliesinthehomorhythmicharmonies.
Harmony: Thispieceisextremelyharmonicallyinteresting.Webegininunisonuntilmm2,andthenweseeseveraliiandii7chordsthroughoutinmm13,15,16,17,20,24,25,26,and28andaV7/iigoingtoiiinmm7.Therearealsoafewothersecondarydominantsinmm7,11,and22.ThefirstBsectionbringsaninterestingtonalitythatplayswiththeresolutiontotonic,butwedon’tactuallyresolveuntilmm19,whichalsobringsinthesecondBsection.ThesecondAbringsthereturnofwomeninunison,butthistimethebaritonesandbasesaresupportingtheroot,whilethetenortwosaddthe7thofourVchord,andthenresolvedownasweallreachourtonic.WethenreturntoV,withthetenoronessustainingaGwhichaddsabrief9thtoourchord,andourbaritoneshavethe7th.Weonceagainresolvetotonic,thentoaIV9(altooneshavethe7th,andsopranotwoshavethe9th)andfinallyweallarrivebackattonic.
Phrasing: Short,butlegatolines,usually4‐5measureslong.Thereareobviousplacestobreathe,butstudentswillabsolutelyberecordinganymarkingsIhaveindicatedinthescorethatallowforgoodbreathtosupporttheline.(Oneexampleofthisismm10;studentswillmakethesecondhalfnoteofthismeasureintoaquarternote,andaddinaquarterrest.Thiswillallowthemtocutoff,endtheirword,andbeginthenewsectioncleanly.
Dynamics: Thispieceisentirelywritteninforte,whichiswrittenasareminderatthebeginningofeachnewsection,andagainforthefinalhalleluja.
Text Translation:
Frohlocket,ihrVölkeraufErden,undpreisetGott!
Rejoice,yepeopleoftheearth,andpraiseGod!
DerHeilandistershienen,denderHerrverhißen.
Theredeemeriscome,whomtheLordhaspromised.
ErhatseineGerechtigkeitderWeldoffenbaret.Hallelujah!
Hehasrevealedhisjusticetotheworld.Hallelujah!
TextissaidtobebasedonPsalm98whichsays:“SingtotheLordanewsong,forhehasdonemarvelousthings;hisrighthandandhisholyarmhaveworkedsalvationforhim.2TheLordhasmadehissalvationknownandrevealedhisrighteousnesstothenations.3HehasrememberedhisloveandhisfaithfulnesstoIsrael;alltheendsoftheearthhaveseenthesalvationofourGod.4shoutforjoytotheLord,alltheearth,burstintojubilantsongwithmusic;5makemusictotheLordwiththeharp,withtheharpandthesoundofsinging,6withtrumpetsandtheblastoftheram’shorn—shoutforjoybeforetheLord,theKing.7Letthesearesound,andeverythinginit,theworld,andallwholiveinit.8Lettheriversclaptheirhands,letthemountainssingtogetherforjoy;9letthemsingbeforetheLord,forhecomestojudgetheearth.Hewilljudgetheworldinrighteousnessandthepeopleswithequity.“
Activity #1 Instructional objective: Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)Instructionalmaterials,resources,andtechnologyneeded:
• Sheetmusic• Piano• Pencil
Modalitiesaddressed:Visual,Kinesthetic,andTactileWarmup:Studentswillsingthesolfegeladder(do,do‐re‐do,do‐re‐mi‐re‐do,etc).Studentswillthensight‐singmelodycardslocatedatthefrontoftheroom(whichcontainmelodicsectionsfromtheirmusic)usingsolfege.Activity:Usingtheirknowledgeofsolfege,studentswillwritethesolfegefortheirindividualpartintotheirmusic,andthensingthepieceusingthesolfegesyllables.Thiswillensurethatstudentsunderstandsolfege,andcanusesolfegeasatooltodeveloptheirauralskills,andbetterunderstandtheirmusic.Below is an example of what an alto’s score should look like after writing in their solfege.
Assessment: The students will turn in their score for the teacher to examine. The teacher will check for correct solfege and completion. This assessment will ensure that students understand and can correctly apply solfege.
Activity #2 Instructional objective: By the end of this activity, 85% of students will:
• Accurately perform their part using correct solfege syllables, pitches, and rhythms.(Standards 1,6)
• Students will create a creative and coherent journal entry analyzing their experience (using terminology discussed in class.)(Standards6,7)
Instructionalmaterials,resources,andtechnologyneeded:• Sheetmusic• Piano• Journalandpencil• Computerwithrecordingsoftware,orsomeotherrecordingdevice• Accesstointernettoemailtheirrecordedworktotheteacher• Ifinternetisnotavailable,aflashdriveorSDcardwiththevideo/audiorecording
Modalitiesaddressed:AuralandKinestheticWarmup:Studentswillsingthesolfegeladderagain.Thistimewhentheygettothetop,sopranoswillstayonhighdo,altosonla,tenorsonfa,andbassesandbaritonesonre,andthenaskthestudentstomoveupahalfstepordownahalfstepasyouindicate,andfinally,askthestudentstoresolvetotonic.Thisisagreatexercisetogetthestudentsreallylistening.Activity:Studentswillvideooraudiorecordthemselvessingingtheirpartsonthesolfegesyllablesdiscoveredintheirlastassignment.Thisactivitywillhelpthestudentsdevelopindividualownershipoftheirparts,andwillgivethemanopportunitytopracticetheirpartsoutsideofclass.Theywillalsolistentotheirrecordingandcommentabouttheirexperience,whattheyhaddifficultieswith,andwhattheyfoundhelpfulabouttheprocessAssessment: The assignment will be graded by the following rubrics: Recording Elements 3 2 1 Pitch Pitches were very
accurate with 1 or 2 mistakes
Pitches were mostly accurate, with 3 or 4 mistakes
Pitches were inaccurate, with 5 or more mistakes
Rhythm The beat is secure, and rhythms accurate, with 1 or 2
The beat is secure, and rhythms accurate, with 3 or 4
Beat was unsteady and/or rhythms were sporatic, with 5 or
mistakes mistakes more mistakes Solfege The solfege is
applied correctly The solfege is mostly correct with 1 or 2 mistakes
The student did not sing with solfege, or 5 or more mistakes were made.
Comments/ total score
Journal Elements
4 3 2 1 0
Content Answers use the proper terminology discussed in class.
Answers use some of the terminology discussed in class
Answers use little of the terminology discussed in class
Answers are irrelevant to class discussion
No journal entry completed
Coherency Student’s response is directly in line with the prompt
Student’s response strayed from the prompt in places, but returned to topic
Student’s response is frequently off topic of the prompt
Student’s response is irrelevant to the subject of the prompt
No journal entry completed
Creativity Journal entry shows strong creativity and unique thoughts throughout
Journal entry shows strong creativity and unique thoughts through most of the writing.
Journal entry shows some creativity and unique thought, but little effort was displayed
Journal entry shows little effort. Creativity and uniqueness are low
No journal entry completed
Activity #3 Instructional objective: Students will create a coherent and creative journal using content discussed in class to reflect on their group rehearsal. (Standard 6,7) Instructionalmaterials,resources,andtechnologyneeded:
• StudentJournals• Apencil
Modalitiesaddressed:AuralandKinestheticAssessment: Informal assessment will take place by verbal response to guided questions, and class participation Activity:Attheendofrehearsalstudentswillreceiveanotecardwithaprompt:Evaluateyoursinging.Notethreethingsthatyoudidwelltoday,threethingsthegroupdidwelltoday,onethingthatyoucanimproveon,andonethingthegroupcanimproveon.Thestudentswillusethespaceonthecardtorespondtothepromptandthenleavethecardinadesignatedareaatthefrontoftheroomontheirwayoutofclass.
Assessment: The students will be graded by the following rubric: Journal Elements
4 3 2 1 0
Content Answers use the proper terminology discussed in class.
Answers use some of the terminology discussed in class
Answers use little of the terminology discussed in class
Answers are irrelevant to class discussion
No journal entry completed
Coherency Student’s response is directly in line with the prompt
Student’s response strayed from the prompt in places, but returned to topic
Student’s response is frequently off topic of the prompt
Student’s response is irrelevant to the subject of the prompt
No journal entry completed
Creativity Journal entry shows strong creativity and unique thoughts throughout
Journal entry shows strong creativity and unique thoughts through most of the writing.
Journal entry shows some creativity and unique thought, but little effort was displayed
Journal entry shows little effort. Creativity and uniqueness are low
No journal entry completed
Activity #4 Instructional objective: By the end of this lesson, at least 85% of the class will accurately:
• Showthephrasingofthepieceusingbodymotion• Aurallyidentifythephrasestructureofthepiece(Standards5,6)
Instructionalmaterials,resources,andtechnologyneeded:• Thesheetmusicandapencil• ComputerwithinternetaccessandprojectortoshowyoutubevideoofWeihnachten
performance• Theroomwillneedtobesetupwithplentyofspaceformovement.• OntheboardwillfirstbewrittentheletterA
Modalitiesaddressed:Visual,AuralandKinestheticActivity:Studentswillstandinacirclearoundtheroom.Wewillstartby‘marching’clockwisearoundtheroom.Whenwestop,astudentwillgiveasuggestionforanothermotion(notethatthemotionsmustrepresentasteadybeat).Wewillthenlistentoarecordingofthepiece(theYoutubevideo,whichalsodisplaysthenotatedmusicasthechoirsings).Aswelisten,wewillbeginmarchingaroundtheroom.Whenanewmusicalideaisintroduced,wewillstopanddothesecondmotion(andwewilladdtheletterBtotheboard).Wewillstopthemotionandhavestudentslisten,andstatewhethertheythinkthenextmusicalideaisthesameordifferent.(WewillwritetheletterBontheboardagainasitisidentified.)Wewillthendothesameforthelastidea(addingthefinalAtotheboardaswell).Whenthishasbeendone,wewilllistentothepiecestarttofinish,performingthemotionsthataccompanyeachoftheideas.Oncetheactivity
iscomplete,wewillidentifytheformasABBA(Ternery)andstudentswillwritethisintotheirmusic.Assessment: Informal assessment will occur throughout the lesson, emphasizing the correct body motion as related to phrase identification.
Activity #5 Instructional objective: Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)Instructionalmaterials,resources,andtechnologyneeded:
• Blanknotationpaperandapencilforeachgroup• AKQJwillbewrittenontheboardbeforeclass• Eachgroupwillhaveacopyofjusttheirsectionofthescore.
Modalitiesaddressed:Visual,AuralandKinestheticActivity:Studentswillbegivenaplayingcardastheyentertheroom(Ace,King,QueenorJack).Theywillthengototheboardandwritetheirnameundertheindicatedcardname(A,K,Q,orJ)andplacetheircardsinapileonthepianoontheirwaytotheirseats.Studentswillbedividedintofourgroupsasfollows:AcesarethefirstAsection,KingsarethefirstBsection,QueensarethesecondBsection,andJacksarethefinalAsection.Thestudentswillhaveacopyofthesongwithonlytheirselectedsectionprinted.Theywillthenbeaskedtocomposeontheirblanknotationpaperawarm‐upusingthechords(butnotnecessarilytherhythms)fromtheirsection.(Ifunsure,theymayaskfortheteacher’sassistance,astheteacherwillbemonitoringtheroom).Theywillperformthesefortheclass,andsubmitboththeircompositionandtheirgroupssectionscoretotheteacher.Assessment: Points will be given based on a checklist: Didthestudentscorrectlyidentifythechordsoftheirselection?
Yes/No
Didthestudentscomposeawarm‐upusingthenotesprovidedintheirsection?
Yes/No
Didthestudentaccuratelyperformtheirwarm‐upfortheclass?
Yes/No
Activity #6 Instructional objective: Bytheendofthisactivitystudentswill
• CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).
• Teachtheirpeersaboutthecomposer,basedontheirfindings.o Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.
(Standards6,7,8,9)Instructionalmaterials,resources,andtechnologyneeded:
• Journals• Computerswithinternetaccess
Modalitiesaddressed:VisualandTactileActivity:StudentswilleachcreateaPinterestboard.Theseboardsmustcontainseveralpinscoveringthebackgroundofthepiece,including:biographicalinformationaboutMendelssohnn,historicaleventsoftheearlyRomanticperiodthatmayhaveimpactedthemusic,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten.)Whenboardsarecomplete,thestudentswillbesortedintopairs,thestudentswillthenteachtheirpartnertheirinformation(includingwhytheychosethatparticularinformation.)Thestudentbeingtaughtshouldrecordtheinformation(includinghisorherpartner’srationale)intohisorherjournal.Assessment: Teacher will check all boards for inclusion of each topic, and journals for coherent rationale behind each pin.
Activity #7 1. Instructional objective: Studentswillcomposeanewrhythmbasedonthetextofthe
piece(Standard4)
Instructionalmaterials,resources,andtechnologyneeded:Instructionalmaterials,resources,andtechnologyneeded:
• Rhythmworksheet
• Writingutensil
• Thesheetmusic
Modalitiesaddressed:visualandtactileActivity:Studentswillbegiventhefollowingworksheet
Name_____________________
I. Pick one stanza of this piece (one set of four lines). You will be composing a new rhythm for this stanza.
Stanza Chosen:
II. Break the words apart syllabically (sei-ne Ge-rech-tig-keit). This will allow you to better create your rhythmic line.
• Line 1: __________________________________________________________________
• Line 2: __________________________________________________________________
• Line 3: __________________________________________________________________
• Line 4: __________________________________________________________________
Use these rhythmic bars (no staff, just a line) to write out the rhythmic line. Each vertical line represents a bar line. This piece must remain in 4/4, but you can take liberties with how it will be rhythmically represented.
|-------------------------|----------------------------|--------------------------|----------------------------|
|-------------------------| ----------------------------|--------------------------|----------------------------|
|-------------------------|----------------------------|--------------------------|----------------------------|
Assessment: Student worksheets will be graded based on the following checklist:
Did the student identify the stanza used?
Yes/No
Did the student break apart the syllables of the words in their indicated lines?
Yes/No
Did the student identify the new rhythm?
Yes/No
Activity #8 Complete the webquest in class
Weihnachten (#1 of Sechs Spruche, Op 79) Composer: Mendelssohn-Bartholdy, Felix
Voicing: SSAATTBB
Style: Sacred
Genre: Motet
Language: German
Instruments: A Cappella
License: CPDL (www.cpdl.org)
Published: Mendelssohn ’s Werke (1874-1877)
Student Handbook For Weihnachten (#1 of Sechs Spruche, Op 79)
By Felix Mendelssohn-Bartholdy (1809-1847)
Created by Becca Cline
National Standards:
Standard1:Singing,aloneandwithothers,avariedrepertoireofmusic.Standard2:Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic.Standard3:Improvisingmelodies,variationsandaccompaniments.Standard4:Composingandarrangingmusicwithinspecificguidelines.Standard5:Readingandnotatingmusic.Standard6:Listeningto,analyzing,anddescribingmusic.Standard7:Evaluatingmusicandmusicperformances.Standard8:Understandrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsideofthearts.Standard9:Understandingmusicinrelationtohistoryandculture. Learning Objectives:
2. Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)
3. By the end of this activity, students will complete with 80% accuracy: a. Accurately perform their part using correct solfege syllables, pitches, and
rhythms.(Standards 1,6) b. Students will create a creative and coherent journal entry analyzing their
experience (using terminology discussed in class.)(Standards6,7) 4. Students will create a coherent and creative journal using content discussed in class to
reflect on their group rehearsal. (Standard 6,7)5. By the end of this lesson, at least 85% of the class will accurately:
a. Showthephrasingofthepieceusingbodymotionb. Aurallyidentifythephrasestructureofthepiece(Standards5,6)
6. Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)
7. Bytheendofthisactivitystudentswilla. CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece
(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).
b. Teachtheirpeersaboutthecomposer,basedontheirfindings.
i. Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.(Standards6,7,8,9)
ii. journals.(Standards6,7,8,9)8. Studentswillcomposeanewrhythmbasedonthetextofthepiece(Standard4)9. StudentswillcompleteaWebQuestactivity,guidingthemtocomposeanewmelody
basedonobservedartandthetextofthepiece.(Standards3,4,5,8,9)
Score Study of Weihnachten Element Information
Composer:FelixMendelssohn‐artholdy
FelixMendelssohnwasborninHamburg,onFebruary3rd,1809.In1843hefoundedtheLeipzigConservatory,andwasnameddirectoroftheMusicSectionoftheAcademyofArtsinBerlinbyKingFrederickofPrussia.Andthoughhisschedulewasquitefull,itwasduringthistimethathewrotetheRuyBlasoverture,stagemusicforShakespear’s“AMidsummerNight’sDream”(whichcontainsthenowworld‐famous“WeddingMarch”,and“TheScottishSymphony”,whichwasthethirdoffivesymphonieshewroteinhislifetime.
Style: Motet
Sacred: Thisisasacredmotetwrittenaspartofasetofsixpiecesoutliningthechurchcalendar.ThetextisbasedonPsalm98
Key: ThekeyremainsinGMajorthroughout
Texture: Eight‐part,SSAATTBB.Homophonicthroughout.
Form: Terneryform(ABBA)
Meter: Thepiecetypicallybeginsatamoderato(around110)andgraduallyretardsthroughout,untiltheendapproachesadagio.
Text: ThetextisbasedonPsalm98andisoneofsixpieceswrittentofollowthechurchcalendar.ThisparticularpiecewaswrittenincelebrationofChristmas,andwasactuallycompletedonChristmasdayof1843.
Rhythm: Mostlyhomorhythmicthroughout,thesongbeginswiththewomendeclaring“Rejoice,allyepeople!”,andthemencomeinatthecloseofthatfirststatementbythewomen(measure2),andhavetheirowntextandrhythmsuntilmeasure6atwhichtimethechoirssinghomorhythmicallyuntilmeasure13.Atthispointeachlinehassomethingdifferentuntilmeasure18atwhichpointthepartscometogetheragainrhythmicallyuntilmeasure22,andthenthewomencometogetherinthepick‐upstomeasure29.Themenhavetheirownindividualrhythmsuntil
theyalljointogetherinmeasure30.Allpartsendinatriumphantfermata.
Melody: Themelodyisexpressedbythewomeninunisonatthebeginningandendofthepiece,otherwisetheemphasisliesinthehomorhythmicharmonies.
Harmony: Thispieceisextremelyharmonicallyinteresting.Webegininunisonuntilmm2,andthenweseeseveraliiandii7chordsthroughoutinmm13,15,16,17,20,24,25,26,and28andaV7/iigoingtoiiinmm7.Therearealsoafewothersecondarydominantsinmm7,11,and22.ThefirstBsectionbringsaninterestingtonalitythatplayswiththeresolutiontotonic,butwedon’tactuallyresolveuntilmm19,whichalsobringsinthesecondBsection.ThesecondAbringsthereturnofwomeninunison,butthistimethebaritonesandbasesaresupportingtheroot,whilethetenortwosaddthe7thofourVchord,andthenresolvedownasweallreachourtonic.WethenreturntoV,withthetenoronessustainingaGwhichaddsabrief9thtoourchord,andourbaritoneshavethe7th.Weonceagainresolvetotonic,thentoaIV9(altooneshavethe7th,andsopranotwoshavethe9th)andfinallyweallarrivebackattonic.
Phrasing: Short,butlegatolines,usually4‐5measureslong.Thereareobviousplacestobreathe,butstudentswillabsolutelyberecordinganymarkingsIhaveindicatedinthescorethatallowforgoodbreathtosupporttheline.(Oneexampleofthisismm10;studentswillmakethesecondhalfnoteofthismeasureintoaquarternote,andaddinaquarterrest.Thiswillallowthemtocutoff,endtheirword,andbeginthenewsectioncleanly.
Dynamics: Thispieceisentirelywritteninforte,whichiswrittenasareminderatthebeginningofeachnewsection,andagainforthefinalhalleluja.
Text Translation:
Frohlocket,ihrVölkeraufErden,undpreisetGott!
Rejoice,yepeopleoftheearth,andpraiseGod!
DerHeilandistershienen,denderHerrverhißen.
Theredeemeriscome,whomtheLordhaspromised.
ErhatseineGerechtigkeitderWeldoffenbaret.Hallelujah!
Hehasrevealedhisjusticetotheworld.Hallelujah!
TextissaidtobebasedonPsalm98whichsays:“SingtotheLordanewsong,forhehasdonemarvelousthings;hisrighthandandhisholyarmhaveworkedsalvationforhim.2TheLordhasmadehissalvationknownandrevealedhisrighteousnesstothenations.3HehasrememberedhisloveandhisfaithfulnesstoIsrael;alltheendsoftheearthhaveseenthesalvationofourGod.4shoutforjoytotheLord,alltheearth,burstintojubilantsongwithmusic;5makemusictotheLordwiththeharp,withtheharpandthesoundofsinging,6withtrumpetsandtheblastoftheram’shorn—shoutforjoybeforetheLord,theKing.7Letthesearesound,andeverythinginit,theworld,andallwholiveinit.8Lettheriversclaptheirhands,letthemountainssingtogetherforjoy;9letthemsingbeforetheLord,forhecomestojudgetheearth.Hewilljudgetheworldinrighteousnessandthepeopleswithequity.“
Activity #1 Instructional objective: Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)Instructionalmaterials,resources,andtechnologyneeded:
• Sheetmusic• Piano• Pencil
Activity:Usingyourknowledgeofsolfege,youwillwritethesolfegeforyourindividualpartintothemusic,andthensingthepieceusingthecorrectsolfegesyllables.Usingsolfegeisameanstohelpyousightreadbetter,andtohelpyoubetterunderstandyourmusic!Below is an example of what an alto’s score should look like after writing in their solfege.
Assessment: You will turn in your score for me to examine. The assignment should have 4 or
fewer mistakes! If you have questions, asks your peers or myself for help!
Activity #2 Instructional objective: By the end of this activity, students will complete with 80% accuracy:
• Performance of their part using correct solfege syllables, pitches, and rhythms.(Standards 1,6)
• Students will create a creative and coherent journal entry analyzing their experience (using terminology discussed in class.)(Standards6,7)
Instructionalmaterials,resources,andtechnologyneeded:• Sheetmusic• Piano• Journalandpencil• Computerwithrecordingsoftware,orsomeotherrecordingdevice• Accesstointernettoemailtheirrecordedworktotheteacher• Ifinternetisnotavailable,aflashdriveorSDcardwiththevideo/audiorecording
Warmup:Youwillsingthesolfegeladderagain.Thistimewhenyougettothetop,sopranoswillstayonhighdo,altosonla,tenorsonfa,andbassesandbaritonesonre,andthenmoveupahalfstepordownahalfstepasindicated,andfinally,resolvetotonic.Thisisagreatexercisetogetyoulistening,andpayingattentiontotheotherparts!Activity:Youwillvideooraudiorecordyourselvessingingyourpartsonthesolfegesyllablesdiscoveredinthelastassignment.Thisactivitywillhelpyoudevelopindividualownershipofyourparts,andwillgiveyouanopportunitytopracticetheirpartsoutsideofclass.;)Youwillalsolistentoyourrecordingandjournalaboutyourexperience,whatyouhaddifficultieswith,andwhatyoufoundhelpfulabouttheprocessAssessment: The assignment will be graded by the following rubrics: Recording Elements 3 2 1 Pitch Pitches were very
accurate with 1 or 2 mistakes
Pitches were mostly accurate, with 3 or 4 mistakes
Pitches were inaccurate, with 5 or more mistakes
Rhythm The beat is secure, and rhythms accurate, with 1 or 2 mistakes
The beat is secure, and rhythms accurate, with 3 or 4 mistakes
Beat was unsteady and/or rhythms were sporatic, with 5 or more mistakes
Solfege The solfege is applied correctly
The solfege is mostly correct with 1 or 2 mistakes
The student did not sing with solfege, or 5 or more mistakes were made.
Comments/ total score
Journal Elements
4 3 2 1 0
Content Answers use the proper terminology discussed in class.
Answers use some of the terminology discussed in class
Answers use little of the terminology discussed in class
Answers are irrelevant to class discussion
No journal entry completed
Coherency Student’s response is directly in line with the prompt
Student’s response strayed from the prompt in places, but returned to topic
Student’s response is frequently off topic of the prompt
Student’s response is irrelevant to the subject of the prompt
No journal entry completed
Creativity Journal entry shows strong creativity and unique thoughts throughout
Journal entry shows strong creativity and unique thoughts through most of the writing.
Journal entry shows some creativity and unique thought, but little effort was displayed
Journal entry shows little effort. Creativity and uniqueness are low
No journal entry completed
Activity #3 Instructional objective: Students will create a coherent and creative journal using content discussed in class to reflect on their group rehearsal. (Standard 6,7) Instructionalmaterials,resources,andtechnologyneeded:
• StudentJournals• Apencil
Modalitiesaddressed:AuralandKinestheticAssessment: Informal assessment will take place by verbal response to guided questions, and class participation Activity:Attheendofrehearsalstudentswillreceiveanotecardwithaprompt:Evaluateyoursinging.Notethreethingsthatyoudidwelltoday,threethingsthegroupdidwelltoday,onethingthatyoucanimproveon,andonethingthegroupcanimproveon.Thestudentswillusethespaceonthecardtorespondtothepromptandthenleavethecardinadesignatedareaatthefrontoftheroomontheirwayoutofclass.Assessment: The students will be graded by the following rubric: Journal Elements
4 3 2 1 0
Content Answers use the proper terminology discussed in class.
Answers use some of the terminology discussed in class
Answers use little of the terminology discussed in class
Answers are irrelevant to class discussion
No journal entry completed
Coherency Student’s response is directly in line with the prompt
Student’s response strayed from the prompt in places, but returned to topic
Student’s response is frequently off topic of the prompt
Student’s response is irrelevant to the subject of the prompt
No journal entry completed
Creativity Journal entry shows strong creativity and unique thoughts throughout
Journal entry shows strong creativity and unique thoughts through most of the writing.
Journal entry shows some creativity and unique thought, but little effort was displayed
Journal entry shows little effort. Creativity and uniqueness are low
No journal entry completed
Activity #4 Instructional objective: By the end of this lesson, at least 85% of the class will accurately:
• Showthephrasingofthepieceusingbodymotion• Aurallyidentifythephrasestructureofthepiece(Standards5,6)
Instructionalmaterials,resources,andtechnologyneeded:• Thesheetmusicandapencil• ComputerwithinternetaccessandprojectortoshowyoutubevideoofWeihnachten
performance• Theroomwillneedtobesetupwithplentyofspaceformovement.• OntheboardwillfirstbewrittentheletterA
Activity:Youwillstandinacirclearoundtheroom.Wewillstartby‘marching’clockwisearoundtheroom.Whenwestop,astudentwillgiveasuggestionforanothermotion(notethatthemotionsmustrepresentasteadybeat).Wewillthenlistentoarecordingofthepiece(theYoutubevideo,whichalsodisplaysthenotatedmusicasthechoirsings).Aswelisten,wewillbeginmarchingaroundtheroom.Whenanewmusicalideaisintroduced,wewillstopanddothesecondmotion(andwewilladdtheletterBtotheboard).Wewillstopthemotionandhavestudentslisten,andstatewhethertheythinkthenextmusicalideaisthesameordifferent.Assessment: Informal assessment will occur throughout the lesson, emphasizing the correct body motion as related to phrase identification.
Activity #5 Instructional objective: Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)Instructionalmaterials,resources,andtechnologyneeded:
• Blanknotationpaperandapencilforeachgroup
• AKQJwillbewrittenontheboardbeforeclass• Eachgroupwillhaveacopyofjusttheirsectionofthescore.
Activity:Youwillbegivenaplayingcardasyouentertheroom(Ace,King,QueenorJack).Youwillthengototheboardandwriteyournameundertheindicatedcardname(A,K,Q,orJ)andplaceyourcardsinapileonthepianoonyourwaytoyourseats.Youwillbedividedintofourgroupsasfollows:AcesarethefirstAsection,KingsarethefirstBsection,QueensarethesecondBsection,andJacksarethefinalAsection.Youwillhaveacopyofthesongwithonlyyourselectedsectionprinted.Youwillthenbeaskedtocomposeonyourblanknotationpaperawarm‐upusingthechords(butnotnecessarilytherhythms)fromyoursection.(Ifunsure,youmayaskformyassistance,Iwillbemonitoringtheroom).Youwillperformthesefortheclass,andsubmitbothyourcompositionandthegroup’ssectionscoretotheteacher.Assessment: Points will be given based on a checklist: Didthestudentscorrectlyidentifythechordsoftheirselection?
Yes/No
Didthestudentscomposeawarm‐upusingthenotesprovidedintheirsection?
Yes/No
Didthestudentaccuratelyperformtheirwarm‐upfortheclass?
Yes/No
Activity #6 Instructional objective: Bytheendofthisactivitystudentswill
• CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).
• Teachtheirpeersaboutthecomposer,basedontheirfindings.o Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.
(Standards6,7,8,9)
Instructionalmaterials,resources,andtechnologyneeded:• Journals• Computerswithinternetaccess
Activity:YouwilleachcreateaPinterestboard.Theseboardsmustcontainseveralpinscoveringthebackgroundofthepiece,including:biographicalinformationaboutMendelssohnn,historicaleventsoftheearlyRomanticperiodthatmayhaveimpactedthemusic,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten.)Whenboardsarecomplete,youwillbesortedintopairs,youwillthenteachyourpartneryourinformation(includingwhyyouchosethatparticularinformation.)Thestudentbeingtaughtshouldrecordtheinformation(includinghisorherpartner’srationale)intohisorherjournal.Assessment: Teacher will check all boards for inclusion of each topic, and journals for coherent rationale behind each pin.
Activity #7 1. Instructional objective: Studentswillcomposeanewrhythmbasedonthetextofthe
piece(Standard4)
Instructionalmaterials,resources,andtechnologyneeded:Instructionalmaterials,resources,andtechnologyneeded:
• Rhythmworksheet
• Writingutensil
• Thesheetmusic
Activity:Studentswillbegiventhefollowingworksheet:
Name_____________________
2. Pick one stanza of this piece (one set of four lines). You will be composing a new rhythm for this stanza.
Stanza Chosen:
3. Break the words apart syllabically (sei-ne Ge-rech-tig-keit). This will allow you to better create your rhythmic line.
• Line 1: __________________________________________________________________
• Line 2: __________________________________________________________________
• Line 3: __________________________________________________________________
• Line 4: __________________________________________________________________
Use these rhythmic bars (no staff, just a line) to write out the rhythmic line. Each vertical line represents a bar line. This piece must remain in 4/4, but you can take liberties with how it will be rhythmically represented.
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Assessment: Student worksheets will be graded based on the following checklist:
Did the student identify the stanza used?
Yes/No
Did the student break apart the syllables of the words in their indicated lines?
Yes/No
Did the student identify the new rhythm?
Yes/No
Activity #8 Complete the webquest in class