IMPORTANT DATES
Sept 6 – Navarro College All-Region Clinic
Sept 20 – HS All-Region Auditions, Sulphur Springs
Oct 18 – MS Auditions
Nov 8 – Region Concert & Workshop, Mount Pleasant
Nov 13 – Pre-Area Auditions, Mount Pleasant
Dec 11 – Tentative Christmas Concert – this will probably have to change due to UIL conflicts
Jan 11 – Area Auditions, SFA
Feb 7 – Tentative Solo & Ensemble
Mar 4 – Concert & Sightreading, Mount Pleasant HS
Middle School
- October 18 Sulphur Springs – would love a parent volunteer to come with us
All Region Workshop and All-Region Concert – November 8 (Evening)
Varsity Choir
Break down each song
Tuesday:
Lesson Plan: Teaching “Son de la Loma”
Grade Level: Middle/High School Choir
Time: One class period (45–50 minutes)
Song: Son de la Loma – Miguel Matamoros
TEKS Alignment
High School (Level I/II):
- 117.315 (c)(1)(A): Perform with accurate intonation and rhythm, individually and in ensembles.
- 117.315 (c)(2)(B): Interpret music through appropriate stylistic performance practices.
- 117.315 (c)(3)(A): Compare and contrast music representing diverse cultures.
- 117.315 (c)(4)(B): Evaluate musical performances, offering constructive feedback.
Learning Targets
- I can perform rhythms using the Cuban clave pattern.
- I can pronounce Spanish text clearly and accurately.
- I can sing the melody of Son de la Loma with correct rhythm and intonation.
- I can demonstrate stylistic features of Cuban son music.
Objective
Students will perform the first section of Son de la Loma with accurate rhythm, clear Spanish diction, and stylistic authenticity, demonstrating understanding of its cultural context.
Lesson Procedure
- Anticipatory Set (5 min)
- Play a short authentic recording.
- Ask: “What makes this music feel alive? What instruments do you hear?”
- Share brief cultural context: Cuban son, clave rhythm, dance origin.
- Rhythm Foundation (10 min)
- Teach 3–2 son clave by clapping: CLAP — clap — clap | — clap —.
- Half class claps clave while others tap quarter notes.
- Speak rhythm of first phrase in syllables (la la la), then sing on neutral syllable.
- Language Work (10 min)
- Speak text slowly: “De alto Cedro voy para Marcané…”.
- Focus on pure vowels and rolled r.
- Speak entire verse in rhythm before adding pitch.
- Melody Teaching (15 min)
- Sing phrase 1 on neutral syllable, then add text.
- Build phrase by phrase, combine into full section.
- Encourage light movement for groove.
Wednesday Dixit Domminus
Lesson Plan: Teaching Dixit Dominus
Lesson Plan: Teaching Dixit Dominus
Grade Level: High School Varsity Choir
Class Length: 50 minutes
TEKS Alignment
- 117.315 (c)(1)(B): Read and interpret standard music notation.
- 117.315 (c)(2)(A): Sing independently or in groups, demonstrating accurate intonation, rhythm, and diction.
- 117.315 (c)(3)(B): Demonstrate appropriate performance etiquette.
- 117.315 (c)(4)(A): Analyze and describe music representing diverse styles, periods, and cultures.
Objective
Students will rehearse and develop accurate rhythm, Latin diction, and ensemble balance on the opening section of Dixit Dominus.
Lesson Sequence
1. Opening (5 minutes)
- Use ascending sequences in D minor.
- Include articulation drills for clear consonants: “di-xit do-mi-nus.”
- Introduce the lesson objective and give brief historical context (Handel, 1707, Baroque style).
2. Text & Rhythm (10 minutes)
- Write “Dixit Dominus Domino meo” on the board with IPA:
[ˈdiːksit ˈdɔ.mi.nus ˈdɔ.mi.no ˈmɛ.o]
- Speak text in rhythm while clapping the beat.
- Chant text in rhythm only (no pitches) to internalize meter.
3. Teach Melody in Layers (20 minutes)
- Start with Soprano Subject:
- Sing slowly, then up to tempo.
- Add Alto, then Tenor, then Bass.
- Use call-and-response for tricky melismas.
- Check intervals with piano before combining voices.
- Combine parts gradually before full tutti.
4. Ensemble Balance & Expression (10 minutes)
- Run section with dynamics and text stress.
- Emphasize entrances of the subject and countersubject.
- Play a recording and have students identify fugue entries.
Thursday
High School Choir Lesson Plan: “To Propagate a Home” by Eugene Butler
Grade Level: High School
Duration: 1–2 class periods (can be adjusted)
Materials Needed: Choir folders, scores, piano/keyboard, recording device (optional)
Learning Objectives
Students will:
- Demonstrate accurate pitch, rhythm, and intonation while performing To Propagate a Home.
- Analyze the text for meaning, diction, and phrasing to convey the emotional intent of the piece.
- Collaborate in sectionals and full choir to achieve blend and balance.
- Apply expressive dynamics and stylistic interpretation in performance.
TEKS Alignment
High School Choir (Music, Grades 9–12)
- §117.311. Music, High School:
- (b)(2)(A): Sing independently, with accurate intonation, rhythm, and diction.
- (b)(2)(B): Interpret and perform music with expression, dynamics, and stylistic characteristics.
- (b)(3)(A): Analyze musical works, including text and compositional elements.
- (b)(3)(C): Rehearse and refine music to achieve performance quality.
- (b)(4)(B): Demonstrate ensemble skills including blend, balance, and collaboration.
Lesson Outline
1. Warm-Up (10–15 minutes)
- Vocal exercises focusing on:
- Rhythm clapping and solfege review to prepare for piece
2. Introduction to the Piece (5–10 minutes)
- Discuss Eugene Butler and the compositional style
- Read through the text, discuss meaning and emotional intent
- Highlight tricky diction: propagate, home, phrasing cues
3. Sectional Work (20 minutes)
- Divide into voice parts Practice:
- Address challenging entries and harmonies
4. Full Choir Rehearsal (20 minutes)
- Combine sections, focusing on:
- Phrase shaping and textual emphasis
5. Reflection & Interpretation (10 minutes)
- Discuss emotional and stylistic interpretation
- Optional: record and listen to rehearsal to identify areas for improvement
Friday Review all and prepare for Navarro Workshop Saturday
⅞ Grade Choir
| Day |
Objective |
Activities |
TEKS Alignment |
Assessment |
| Monday |
Introduce weekly repertoire and reinforce proper vocal technique |
1. Warm-Up: Breathing exercises, lip trills, 5-note scales, posture check (10 min)
2. Review Previous Songs: Focus on tone, pitch, diction (10 min)
3. New Repertoire: “Cool Moon” first section, rhythm clapping then pitch (15 min)
4. Sight-Reading: Short melodic pattern from “Ad Astra” (10 min)
5. Reflection/Exit Ticket: One thing learned/challenging (5 min) |
b2A, b2B, b3B, b5A |
Teacher observation, exit tickets |
| Tuesday |
Focus on rhythmic accuracy and ensemble balance |
1. Warm-Up: Vocal slides, solfege, resonance (10 min)
2. Rhythm Practice: Clap/count rhythms for “Cool Moon” & “Ad Astra” (10 min)
3. Sectional Rehearsal: Practice parts separately then blend (15 min)
4. Full Ensemble: Emphasize dynamics, phrasing, balance (10 min)
5. Reflection/Exit Ticket: Rhythmic challenge overcome (5 min) |
b2A, b2B, b3B, b4A, b5A |
Teacher observation of rhythm accuracy |
| Wednesday |
Develop music reading and sight-singing skills |
1. Warm-Up: Solfege, pitch-matching exercises (10 min)
2. Sight-Reading: “Ad Astra” excerpt, unison then harmony (15 min)
3. Improvisation: Small groups improvise melodies/rhythms over drone (10 min)
4. Ensemble Rehearsal: “Cool Moon,” focus on articulation & expression (10 min)
5. Reflection/Exit Ticket: Describe expressive element used (5 min) |
b2A, b2B, b3A, b3B, b4A, b5A |
Accuracy in sight-reading, participation in improvisation |
| Thursday |
Refine ensemble performance and musicality |
1. Warm-Up: Vowel shaping, resonance, scales in 3 parts (10 min)
2. Sectional Rehearsal: Focus on challenging measures of “Cool Moon” (10 min)
3. Full Rehearsal: Emphasize dynamics, tempo, phrasing, blend (20 min)
4. Peer Evaluation: Partners give feedback on phrasing/tone (5 min)
5. Reflection/Exit Ticket: Note one improvement (5 min) |
b2A, b2B, b4A, b5A |
Peer evaluation, teacher observation |
| Friday |
Demonstrate performance readiness and self-assessment |
1. Warm-Up: Breathing, scales, articulation exercises (10 min)
2. Rehearse Repertoire: Full run-through of “Cool Moon” & “Ad Astra” (20 min)
3. Performance Simulation: Sing as if in concert, focus on stage presence (10 min)
4. Self-Assessment & Reflection: Rubric on pitch, rhythm, expression (5 min)
5. Wrap-Up & Goal Setting: Personal goals for next week (5 min) |
b2A, b2B, b4A, b5A |
Self-assessment rubric, teacher observation |