Beacon Lesson Plan Library
Do You Remember?
Kathryn La Rosa
DescriptionThe student demonstrates an awareness of where a melody and melody fragments enter different voice parts, and adjusts dynamically to enable the listener to perceive these events. Each student uses a rubric to make critical evaluations of the performances.
ObjectivesThe student perceives and remembers significant music events within a composition.
The student establishes a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance.
The student understands the criteria used in the critical evaluation of one's own and others' performances, arrangements, and improvisations.
Materials-Exemplary recordings of District Festival, State Festival, and professional performances
-District Festival Evaluation tapes and forms
-Piano, audio equipment (play and record capability)
-Blank audio tapes
PreparationsIsolate the excerpts of music.
Collect copies of the score excerpts.
Reproduce evaluation forms.
Prepare examples of desired outcomes.
Your performing group is preparing to participate at State Festival. The judge at District Festival commented that your group needs to improve in awareness of where the melody and melody fragments enter different voice parts, and to adjust dynamically to enable these events to be perceived by the listener. To help your chorus improve its performance before State Festival, each student will make critical evaluations of the District Festival chorus performance after listening to a recording of the performance.
1. Listen to both an exemplary and an inferior recording of a selection that has a melodic theme that occurs in every voice part. Discuss what is happening dynamically that makes one performance better than the other.
2. Present the authentic context to the students.
3. Have all students, regardless of voice part, sing the melody of the District Festival selection together.
4. Have students mark their scores in every part where the melody is present.
5. Have students listen to their District Festival recording and note which measures need to be altered dynamically. Each time the melody appears in their part while they are singing, have sections stand.
6. Record the chorus periodically.
7. Share the Choral - Large Group Evaluation Form and Rubric with the students
8. Each student should complete the Balance and Musical Effect sections on the Large Group Evaluation Form (See Assessment) for the selection their group recorded, with emphasis on the comments and suggested strategies and the Large Group Evaluation Rubric.
8. Teacher assesses the comments and suggested strategies using the Choral - Large Group Evaluation Rubric (See Associated File).
AssessmentsChoral-Large Group Evaluation Form
Name__________________________________ Observation: Live / Recorded
Date__________________________________ Final Rating _________
A = Outstanding Quality; Exceptional knowledge of choral concepts
B = Minor defects; Ineffective interpretation
C= Shows promise; Lacks fundamental factors
D = Weak, uncertain; Numerous errors
E = Complete lack of preparedness and understanding
Circle Rating Comments and Suggested Strategies
Beauty A B C D E
Blend A B C D E
Control A B C D E
INTONATION: 20% A B C D E
Breathing A B C D E
Posture A B C D E
Precision A B C D E
Rhythm A B C D E
Clarity of consonants A B C D E
Purity of vowels A B C D E
BALANCE: 5% A B C D E
Expression A B C D E
Phrasing A B C D E
Style A B C D E
Tempo A B C D E
MUSICAL EFFECT: 5%
Artistry A B C D E
Feeling of Ensemble A B C D E
Fluency A B C D E
Vitality A B C D E
OTHER FACTORS: 5%
Choice of Music A B C D E
Discipline A B C D E
Stage Presence A B C D E
Appearance A B C D E
Adapted from NIMAC
ExtensionsStudents self reflect by completing the following:
Proper balance improves a performance by.......
Attached FilesChoral-Large Group Evaluation Form and Rubric. File Size: 20480 bytes (0.02 mb) File Extension: pdf
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