Nov 9th 2012
John Rogers
Lesson Plan #3
Instructional Objective and Lesson plan on singers' diction.
Objective: Given vocal modeling and discussion of consonant (voiced and unvoiced) and vowel sounds, including guided practice in emphasizing consonants for percussive effect, the student will demonstrate the ability to alter consonants as directed, As demonstrated by the students reading and performing the first 12 bars of Bayne Dobbins "Basketball! a court jest" with particular emphasis being paid on enhancing the percussive consonants within the text. (Pass/Fail)
Equipment and Resources:
Choral sheet music for "Basketball! a court jest" by Bayne Dobbins
Handout including: phrases from "Basketball", phonetic guide (voiced and unvoiced consonants, and vowels), and examples of onomatopoetic words.
You tube video of beatboxing. 1min of http://www.youtube.com/watch?v=mJE7uUy5RlA
Rehearsal Plan:
Anticipatory set: watch you tube video (a quick review of diction and it's importance in choral performance)
Instructor sets the class off walking to the beat, L R L R
add in clapping clap clap
add in Beatboxing Boom /tik B B T T
Boom / tak
add in improvised sentences "I like to eat cheeze"
go around the room allowing students to add in their own looped phrases.
Introduction to the subject being learned:
"So from what we have just heard, certain sounds in certain words have a special percussive effect if give them extra emphasis" "t" "th" "s" for example are all unvoiced consonants and have very interesting sounds if prolonged or accented, many such sounds can be used to create a clear articulation and percussive quality to otherwise usual sounding words."
Modelling: After students have improvised with looping phrases and beat-boxing. The teacher demonstrates the way in which the emphasis of consonants relative to vowels can be varied to achieve a desired musical effect.
Independent Practice: Printed scores of "Basketball" are distributed
students are directed to speak through m. 1-12
Guided Practice :The students are asked to speak through the phrases found in "Basketball" slowly, isolating vowels and consonants they are using to sound the words.
Listen! Listen to the rhythm. Shoot . Double Dribble
Lih sssihn! Lih sssihn tooh theh rrih thihm Sh ooht Dah_uhbull Drih bil
Students are then encouraged to emphasize "s", "t","th" to create a greater percussive quality to the voice. Instructor models appropriate emphasis.
Closure: Class performance of "Basketball" measures 1-12.
read ahead 12 more measures if going well.
Assessment: Before performing Basketball (in 3 more rehearsals), student groups of 3 or 4 will construct an 8 bar loop out of short repeating phrases. Together the students must identify the vowel and consonant sounds that make up the phrase in their part. Students are then asked to emphasize consonants to create a clean percussive vocal sound.