Relate intervals to familiar intervals

WMUS 670 Page 1 of 5 CURRICULUM PROJECT DESIGN CHART EXAMPLE Student: Mindy Damon Course for which you are creating curriculum: Sight-singing RES Concept Statement: (Briefly describe the overall purpose and point of the instructional unit.) Learning Outcomes (List in the order you plan to address in 12 weeks) Content (What must be learned to reach this objective?) Learning Activity/Training Activity (How will you teach the content?) Assessment (How will you know that the student has met the objective?) 1. Translate written notes into correct sung intervals and accurate rhythm. Week 1: Relate intervals to familiar intervals recognized by the learner (personal application) Recognize solfeggio syllables (do do) Recognize intervals including PU, P4, P5, and P8 Demonstrate hand signs in major scale, ascending and descending approaches Week 2: Review solfeggio syllables Recognize intervals including M2, M3, M6, and M7 Reinforce hand signs operationally Articulate/clap/sing whole, half, and quarter note rhythmic values Week 1: Name that Interval game Live hand sign demonstration Video on evolution of the Kodly system and hand signs Week 2: Pitch software level I Partner hand sign work Clap rhythms and count Praxis groups identified Week 1: Formative assessment: observation of performance during the class game, Name that Interval Week 2: QUIZ: Each student will perform the solfeggio system and hand signs WMUS 670 Page 2 of 5 2. Relate solfeggio syllables to appropriate hand signs in skips, steps, ascending and descending patterns. Week 3: Interval recognition to include major scale tones Dotted half, dotted quarter, eighth and sixteenth note values introduced. Review ascending and descending major scale, and introduce skips and steps Sing samples with corresponding hand signs. Week 3: Listen to examples of major and minor intervals being sung Interval BINGO Pitch software level II Personal practice time Praxis application 10 mins. Week 3: QUIZ: Computer interval quiz (retake until 90% correct) Praxis application of full scale and rhythms 3. Illustrate accurate major and minor interval recognition Week 4: Relate minor intervals of m2, m3, m5, m6, and m7 to intervals familiar to the learner. Recognize notation of minor intervals Week 5: Demonstrate hand signs associated with minor intervals Week 4: Write notation on the staff according to aural recognition Praxis application for minor intervals, 10 minutes. Pitch software level III Week 5: Sight-sing Bingo Pitch software level IIII review Week 4: Formative assessment: observations in class Praxis application QUIZ: Pitch performance software (retake until 90% correct) Week 5: Formative assessment of in class Bingo game WMUS 670 Page 3 of 5 4. Demonstrate correct relationship of intervals with lyrics and hand signs with sung pitch based on previously unseen/unheard major and minor melodies. Week 6: Incorporate song lyrics in the sight singing samples with hand signs Demonstrate leading a song with hand signs only as peers sing what is signed. Week 7: Sight-read a song in major modality with lyrics Week 8: Sight-read a song in minor modality with lyrics Week 9: Sight-read music in major and minor modalities with lyrics Week 6: Group singing of full songs with syllables and then with lyrics. Peer leading in pairs Pitch software level IV Week 7: Listen to examples of major and minor modalities Pitch software level V Week 8: Address student-reported weakest links in the sight singing process from weeks 17. Week 9: Pitch software review IVV Listen to peer-partner sight read music and indicate any mistakes that are made Week 6: Student self-assessment Week 7: Weakest link cards Week 8: Praxis performance Week 9: EXAM: In-class solo sight singing performance with syllables and hand signs and also with lyrics. WMUS 670 Page 4 of 5 5. Assess melodic and rhythmic accuracy in major and minor modalities. Week 10: Recognize incorrect major interval relationships as played on the piano and sung with lyrics by peers. Week 11: Recognize incorrect minor interval relationships as played on the piano and sung with lyrics by peers. Construct directives for improvement for classmates sight singing within the context of peer review. Week 12: Correctly sing accurate melody and rhythmic samples with lyrics in major and minor modalities. Articulate correction measures for melodic and rhythmic corrections for peers. Week 10: Find the Fault game Praxis application for major and minor modalities, SATB Week 11: Pitch software review IV Rhythm software Peer performance/ observation Week 12: Solo performance presentation of sight singing Week 10: Formative assessment Observation during Praxis Performance Week 11: Formative assessment during peer observations Week 12: EXAM final sight singing with solfeggio, hand signs and lyrics as solo and SATB. WMUS 670 Page 5 of 5 Learning Outcomes (List them in the order you plan to address during the 12 weeks of curriculum.) Rational for Sequence (Describe why you believe this sequence is the most effective.) 1. 2. 3. 4. 5.

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