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Teaching Music in Middle Schools

Chorus Program (7 grade)

chorus 3
solfege 2
rhythmics 2
The general quantity of hours 7

The division of academic hours

chorus 1
solfege 2
  • The possibilities of voice in the period of mutation, the basic rules of singing, and protection of voice at this period.
  • The breath distribution in the musical compositions, written in a quick and slow tempo. The gradual crescendo and diminuendo.
  • The development of the mobility of speech apparatus.
  • Smoothing of the sound of vowels according to the timbre. Smoothing of register sound.
  • Modulating of the simplest sequences according to semitones down and up.
  • Mastering of the dotted rhythm and the accents in the quick and slow tempos.
  • The comparison of 2 tempos simultaneously with the whole chorus or with one choral part.
  • The singing of not complicated two-voice songs without accompaniment.
  • The collective composing of melodies of different character
  • The creation of a rhythmic ostinato of the type of composition.
  • Teaching of diction, rhythm, solfege, and note reading for further according to standard ability to play the musical instrument.

The requirements for the students

The students should know:

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  • To know the possibilities of one’s voice during the mutation period
  • To know the basic rules of how to protect voice

The students should be able to:

  • Distribute one’s breath singing quick or slow compositions
  • Sing sequences according to semitones down and up.
  • Sing not forcing one’s voice

The approximate repertoire

Classical compositions

Bach J. “Before the Road”

The lesson plan (the first lesson in choral singing)

The musical Element: Mood

Aim: to interest students in choral singing, make them care for singing

Concept: An insight into the choral world, which emotions it evokes.

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Objectives: To play several choral compositions to the students.

To discuss what emotions does the beautiful singing make on them to interest them in the subject

Materials needed: choral samples (according to the teacher), c.d. player, white paper (several per student), markers, crayons, etc.

Preliminary procedures: A teacher asks students whether they remember sometimes, where somebody has a beautiful, clear voice of a singer and when he or she sings, everyone around is amazed and is smiling or crying. Who has experienced such emotions him/herself.

Procedures: The teacher hands out sheets of paper to the students.

Then he/she explains to the students that they are to color their sheets of paper or maybe write something down, while they are listening to the singing. The teacher needs to remind the students that if they are stuck with the work, they are to use the help of their “mind’s eye”.

Next, the teacher plays the samples of singing and asks the students to say what their emotions were while listening to the singing. (the students share emotions and discuss the samples of music)

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Evaluation: The teacher asks if the students liked the singing and tells that it is the objective of the class to teach them to sing as well as the people from the samples did. The teacher needs to emphasize that though it seems very difficult at first sight, those people were also learning when they were in school how to do that.

Follow-up: Then the teacher asks students, which techniques in the samples made them feel certain emotions. If children can not answer this question at once, the teacher gives them a hint (dynamics, rhythm, repetitions, etc.) The teacher tells the children that these techniques they are going to practice during the classes.

Summary: From the first class the teacher is to show students that they shouldn’t be indifferent to it. After the class, the students need to feel lifted up and be willing to come to the same class again and again.

Standards: a. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing

b. compose short pieces within specified guidelines,2 demonstrating how the elements of music are used to achieve unity and variety, tension and release, and balance (for this result, the teacher may use the different sequences in the mood they create.)

Lesson Plan 2

The Musical Element: skills in playing the instrument

Aim: To teach the students to listen to each other, work in a group (ensemble), and to further develop their skills in playing the musical instrument

Concept: A new experience for students, how to make a good team

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Objectives: to practice the parts, given to the students as home-assignment together to create an atmosphere of a small orchestra performing.

The students should understand the vitality of team orientation while playing.

Materials: Instruments (string instruments), keyboard, etc.

Preliminary talk: The teacher asks students whether they think it is easy to play in a big orchestra. What do they think about small orchestras, is it much easier to play there. A small discussion (5 minutes at the longest)

Procedures: The teacher announces that today there is a surprise in store for students as they are going to play the learned by-heart parts together. Every student knows his/her part perfectly, but usually, when they start playing together it is a mess.

The teacher is to build children up, saying that it is only seemingly easy to play in even a small orchestra, it requires a lot of training and skills and moreover, it requires team orientation. Up to the end of the class, the orchestra made of students practices the compositions, being watched by the teacher.

At the end of the class, the teacher announces the final version of the orchestra play. It is much better than it was at the beginning of the class.

Follow-up: The teacher compliments the class for the hard work they did and asks if they understand better now the vitality of teamwork and constant practice to achieve a good result. (a small discussion)

Summary: The class is aimed at illustrating to the children what they are to do in the future as they practice. It teaches them not to give up and continue the work they started and helps them develop their skills.

Standards: a. develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing

b. perform on at least one instrument1 accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow, or stick control.

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StudyCorgi. (2021, October 24). Teaching Music in Middle Schools. Retrieved from https://studycorgi.com/teaching-music-in-middle-schools/

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StudyCorgi. (2021, October 24). Teaching Music in Middle Schools. https://studycorgi.com/teaching-music-in-middle-schools/

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"Teaching Music in Middle Schools." StudyCorgi, 24 Oct. 2021, studycorgi.com/teaching-music-in-middle-schools/.

1. StudyCorgi. "Teaching Music in Middle Schools." October 24, 2021. https://studycorgi.com/teaching-music-in-middle-schools/.


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StudyCorgi. "Teaching Music in Middle Schools." October 24, 2021. https://studycorgi.com/teaching-music-in-middle-schools/.

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StudyCorgi. 2021. "Teaching Music in Middle Schools." October 24, 2021. https://studycorgi.com/teaching-music-in-middle-schools/.

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StudyCorgi. (2021) 'Teaching Music in Middle Schools'. 24 October.

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