accurately sing solo melodies from a varied repertoire;
accurately sing from a varied repertoire an individual voice part in an ensemble.
I will use Problem-Based Learning to help my students learn individual voice parts in an ensemble. This method challenges students to learn by working cooperatively to find solutions. They will use computer software to learn their parts.
Activity: Sectional Cooperative Learning
Grade: 8th
Performance Indicator: to accurately sing solo melodies from a varied repertoire;
to accurately sing from a varied repertoire an individual voice part in an ensemble.
Method:Problem-Based Learning- I will use Problem-Based Learning to help my students learn individual voice parts in an ensemble. This method challenges students to learn by working cooperatively to find solutions. They will use computer software to learn their parts.
Lesson Activity: Preparation:
The object of this activity, will be to learn music for a real-life situation, in which my students will sing a song in four parts for the entire school faculty.
I will use Garage Band to create a music track containing each individual voice part played on the piano (Soprano, Alto, Tenor, and Bass), as well as a track containing all parts in one. I will burn 4 CD’s with each individual voice part, and all CD’s containing the track with all voice parts.
In my classroom, I have 4 computer stations set up in each corner of the room (to put distance between each group). Before the students enter the classroom, I will place a CD at each station, and enough sheet music for each individual in each student’s music folder.
The students have previously learned how this learning method works. We have done this method throughout the semester thus far, and the students are now self-directed in their part learning. This activity will last for one half of the class time, each time that it is used. It is used to begin their voice part learning, before the whole class comes together to work as a whole.
The students in the classroom:
Upon entry to the classroom, the students are directed to their stations, where they gather in each voice part grouping, and begin their work. The groups each place their CD in the CD drive of the computers, and open the track containing all voice parts. They listen to this track to get a feel for the piece as a whole. As they listen to the piece, the students also scan the music with their eyes to see the rhythmic patterns, as well as the melodic lines. Combining both of these learning methods meets the needs of both an aural and visual learner.
After listening to and reading the piece as a whole, the students then listen to the individual voice part track on the CD. They work together to learn the parts. If one member of the team struggles, those who are stronger in their learning help those who struggle.
After each student feels comfortable singing the voice part as a whole team, each student will individually sing the part to the rest of their team. This will insure that each student understands and knows the part, and will allow the rest of the group to help each student individually. This part of the activity will also demonstrate that each student is able to accurately sing solo melodies.
As the students learn, I will walk around the classroom listening in and offering assistance when needed. After the activity is completed, the students will come together as a whole group. They will then demonstrate their learning, and continue their learning, as they sing all parts together. I will direct and conduct, helping where there have been any possible learning mistakes, by picking out the notes on the piano, and walking up to each individual voice section and singing along to help them stay on track.
The students will have virtually learned a song on their own through self-directed learning and collaboration!
Addressing each of the components of authentic instruction:
1. Learner autonomy- The students will use self-directed learning, which is an aspect of learner autonomy.
2. Active learners- Students learn best by “doing,” and learning this music by singing and helping one another is “doing.”
3. Holistic, challenging, and complex activities- This activity will help students in other team activities that they might be required to participate in other classes. It will also help them to enjoy the music class more, when they are not just listening to each other voice part being taught by the teacher sitting at the piano, but rather the whole class learning at once, and on their own!
Content Standard 1.0: SingingGrade: 6-8
At Level 3, the student is able to:
I will use Problem-Based Learning to help my students learn individual voice parts in an ensemble. This method challenges students to learn by working cooperatively to find solutions. They will use computer software to learn their parts.
Activity: Sectional Cooperative Learning
Grade: 8th
Performance Indicator: to accurately sing solo melodies from a varied repertoire;
to accurately sing from a varied repertoire an individual voice part in an ensemble.
Method: Problem-Based Learning- I will use Problem-Based Learning to help my students learn individual voice parts in an ensemble. This method challenges students to learn by working cooperatively to find solutions. They will use computer software to learn their parts.
Lesson Activity:
Preparation:
The object of this activity, will be to learn music for a real-life situation, in which my students will sing a song in four parts for the entire school faculty.
I will use Garage Band to create a music track containing each individual voice part played on the piano (Soprano, Alto, Tenor, and Bass), as well as a track containing all parts in one. I will burn 4 CD’s with each individual voice part, and all CD’s containing the track with all voice parts.
In my classroom, I have 4 computer stations set up in each corner of the room (to put distance between each group). Before the students enter the classroom, I will place a CD at each station, and enough sheet music for each individual in each student’s music folder.
The students have previously learned how this learning method works. We have done this method throughout the semester thus far, and the students are now self-directed in their part learning. This activity will last for one half of the class time, each time that it is used. It is used to begin their voice part learning, before the whole class comes together to work as a whole.
The students in the classroom:
Upon entry to the classroom, the students are directed to their stations, where they gather in each voice part grouping, and begin their work. The groups each place their CD in the CD drive of the computers, and open the track containing all voice parts. They listen to this track to get a feel for the piece as a whole. As they listen to the piece, the students also scan the music with their eyes to see the rhythmic patterns, as well as the melodic lines. Combining both of these learning methods meets the needs of both an aural and visual learner.
After listening to and reading the piece as a whole, the students then listen to the individual voice part track on the CD. They work together to learn the parts. If one member of the team struggles, those who are stronger in their learning help those who struggle.
After each student feels comfortable singing the voice part as a whole team, each student will individually sing the part to the rest of their team. This will insure that each student understands and knows the part, and will allow the rest of the group to help each student individually. This part of the activity will also demonstrate that each student is able to accurately sing solo melodies.
As the students learn, I will walk around the classroom listening in and offering assistance when needed. After the activity is completed, the students will come together as a whole group. They will then demonstrate their learning, and continue their learning, as they sing all parts together. I will direct and conduct, helping where there have been any possible learning mistakes, by picking out the notes on the piano, and walking up to each individual voice section and singing along to help them stay on track.
The students will have virtually learned a song on their own through self-directed learning and collaboration!
Addressing each of the components of authentic instruction:
1. Learner autonomy- The students will use self-directed learning, which is an aspect of learner autonomy.
2. Active learners- Students learn best by “doing,” and learning this music by singing and helping one another is “doing.”
3. Holistic, challenging, and complex activities- This activity will help students in other team activities that they might be required to participate in other classes. It will also help them to enjoy the music class more, when they are not just listening to each other voice part being taught by the teacher sitting at the piano, but rather the whole class learning at once, and on their own!