Framework for Lesson Plans

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Framework for Lesson Plans
It is important that students are always being presented with new concepts or elements
while simultaneously practicing known concepts in each lesson. In your introductory
lecture, ask students to memorize melodies found on the audio CD for Chapter 1.
Homework for Chapter 1 should include the memorization of melodies for Chapter 2, found
on the audio CD.
Introduction
1. Vocal warm-­‐up
2. Review
through
performance
Vocal warm-­‐ups can include the singing of simple canons.
Review known main melodies from previous chapters, singing with
solfège and/or rhythmic syllables.
Main Section
1. Review
homework
assignments
2. Preparation
and presentation
of new music
theory concepts
Briefly review music theory units
Sing and move.
If you’re working on a rhythmic concept, students need to sing
while performing the beat and clapping the rhythm.
If you’re working on melody, students need to sing and clap
the melodic contour.
Work on the new concept you’re presenting. Follow the procedures
outlined in the book.
1. Guide students to listen, sing, and memorize the new
song.
2. Guide students to analyze what they hear; ask them
questions concerning what they’ve been singing.
3. Guide students to construct a representation of what
they’ve been singing from memory. Have them
exchange their representation with a friend in the class.
Let the whole class sing the song and point to their
friend’s representation. Once you’ve done that, ask
them to talk about two things: (1) what they wrote that
was the same and (2) what they wrote that was
different.
Address the newly learned concept like this:

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3. Assign
Homework
1. As the instructor, sing the song with the appropriate
rhythm or solfège syllables. Do this with the class
several times: all together, or with the class divided in
two, or in small groups, or individually…any way you’d
like as long as they’re singing with the appropriate
syllables.
2. Present the notation. Have the students copy the
notation in some way that challenges them. If you’re
working on a melodic element, have the students write
it in a different key. If you’re working on a rhythmic
element, have the students write it in a different meter.
You can ask one student to do this activity at the board.
3. Put the newly learned concept into practice through
singing, writing (assign selected exercises from Section
2 to do as a class), assigning exercises from the Skills
CD, and assigning keyboard performance exercises
from the companion website.
4. Listening: Locate the “How to Read A Musical Score”
sections at chapter ends. Perform the pieces. Working
as a class, identify as many aspects of the scores as
appropriate to the level of learning.
5. Improvise and compose using the newly learned
melodic or rhythmic element or concept.
Close:
Sing known focus
melodies or
canons to end
the class

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