Ballade To The Moon Lesson Plan

LESSON PLAN TEMPLATE:
Musical Selection: Ballade to the Moon by Daniel Elder

Concert Title: High School Spring Chorus Concert
Ensemble: High School Select Choir
Time Required: 10 Rehearsals
Common Core Standards:

Performing Arts:
1) MU: Pr6.1.8a Perform music with stylistic expression, technical accuracy, interpretation, and
culturally authentic practices.
2) MU: Pr4.2.H.8b Use aural skills and standard notation(rhythmic, melodic, and harmonic)
when analyzing selected music.
3) MU: Pr 6.1.8c Respond appropriately to aural and visual cues
4) MU: Re8.1.H.8a Identify and explain how the expressive qualities; elements of music; and
social, cultural, and/or historical context influence performers’ interpretations to reflect
expressive intent.
5) MU: Cr3.2.H.8b Demonstrate and explain expressive intent, and development and
organization of musical ideas, based on evaluation criteria and craftsmanship.
Literacy:
1) Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
2) Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
Objectives:
Through this piece students will know/identify:
1) dynamics(piano, crescendo, decrescendo, mezzo forte, mezzo piano, forte)
2) text painting
3) dotted rhythms and triplets
4)
Through this piece students will be able to:
5) sing with accurate and expressive dynamics
6) identify and describe text painting
7) sing and chant dotted rhythms and triplet rhythms accurately
Assessments: (Every objective must be linked to an assessment-formal or informal)

Objective 1: Students can answer out loud what each dynamic level means. [informal-
teacher will listen as students answer]
Objective 2: 5: Students can sing with distinct differences in dynamic and tone between
the sections of the piece [informal- teacher will listen during rehearsal]
Objective 3: Students can bring out the entrances throughout the piece making sure
each entrance is brought out above the other voices. [informal- teacher will listen during
rehearsal]
Objective 4: Students can sing and chant with correct rhythms [informal- teacher will
listen during rehearsal]
Objective 5: Students can describe text painting and pick out a section or line where text
painting is occurring [formal- teacher will grade students papers]
Preparatory Exercises:
Warmups: (choose warmups that lead to appropriate vocal production for this
piece)
1) “Me-ah” - phrasing crescendos and decrescendos
2) “Diction is Done with the Tip of the Tongue and the Teeth” - diction
3) “Mmee, mmeh, mwah, mmoh, mmoo”- pure vowels; different dynamic levels
4) “No-Ah” in rounds with dynamics – work dynamics and part independence when
different sections are coming it at different times
Sight-reading: (choose measures from the repertoire that can be used for sight-
reading)
1) m. 9-12 (work on dotted rhythms)
2) m. 13-16 (work on triplet figures and review dotted rhythms)
3) m. 17-20 (leaps of a 6th and 7th)
4) m. 66-76 (count singing to work on accurate entrances)
Rehearsal of Piece:
Day 1: - teach dotted rhythms and how to count them correctly
-sight read m. 5-12 individually to focus on the dotted rhythms
-put together the parts in m. 9-12, really paying attention to the dissonance that happens on ‘-
der free’ (count sing during this)
- correct errors as necessary
Day 2: -review m. 5- 12 together first counting and then on text
-sight read m. 13-16 to work on triplet figures and review dotted rhythms
-sing m. 1-16 on text together
Day 3: -review m. 5-12 on text
-sight read m. 17-20 to practice large leaps of 6th and 7th
-have students go through the piece and mark where this figure happens in their part
-go over the figure in each of the voices (m. 17-20 for altos, m. 42-45 for tenors, m. 77-80 for
sopranos)
Day 4: - review different dynamic levels during warmups by having the students sing the
warmups at the dynamic levels as instructed by the teacher
- sing m. 5-28 using correct dynamic contrast as marked by the composer
Day 5: -sight read m. 66-76 count singing to work on accurate entrances
Day 6: -review m. 66-76 count singing to work on accurate entrances
-sing m. 66-76 on text with accurate entrances
Day 7: -explain what text painting is and provide and example (not from the music)
-have students look through their music and see if they can find an example of text painting and
assign them the following: Look through Ballade to the Moon and find an example of text
painting and explain why it is text painting (due at next rehearsal)
-give students time in class to start working on their assignment and to ask any questions (if
they finish their assignment, they can turn it in early)
Day 8: -students hand in their assignments from last class if they have not done so already
-students use exaggerated diction in warmups
-rote teach (first count singing and then on text) m. 46-56, paying special attention to diction
Day 9: -put together all of the parts of the song, paying special attention to diction and dynamics
Day 10: -sing through full song and polish as teacher seems necessary (go over diction,
expressive gestures, dynamics)
Modifications: provide extra time; large printed music, scribe for written assignment; reading
written questions out loud (on assignment sheet)
Changes for next time:

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LESSON PLAN TEMPLATE:

Musical Selection: Ballade to the Moon by Daniel Elder

Common Core Standards:

Assessments: (Every objective must be linked to an assessment-formal or informal)

Changes for next time:

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