Nov 9th 2012
John Rogers
Lesson Plan #3
Instructional Objective and Lesson plan on singers' diction.
Objective: Given vocal modeling and discussion of consonant (voiced and unvoiced) and vowel
sounds, including guided practice in emphasizing consonants for percussive effect, the student will
demonstrate the ability to alter consonants as directed, As demonstrated by the students reading and
performing the first 12 bars of Bayne Dobbins "Basketball! a court jest" with particular emphasis being
paid on enhancing the percussive consonants within the text. (Pass/Fail)
Equipment and Resources:
Choral sheet music for "Basketball! a court jest" by Bayne Dobbins
Handout including: phrases from "Basketball", phonetic guide (voiced and unvoiced consonants, and
vowels), and examples of onomatopoetic words.
You tube video of beatboxing. 1min of http://www.youtube.com/watch?v=mJE7uUy5RlA
Rehearsal Plan:
Anticipatory set: watch you tube video (a quick review of diction and it's importance in choral
performance)
Instructor sets the class off walking to the beat, L R L R
add in clapping
clap
clap
add in Beatboxing Boom /tik B B T T
Boom / tak
add in improvised sentences "I like to eat cheeze"
go around the room allowing students to add in their own looped phrases.
Introduction to the subject being learned:
"So from what we have just heard, certain sounds in certain words have a special percussive effect if
give them extra emphasis" "t" "th" "s" for example are all unvoiced consonants and have very
interesting sounds if prolonged or accented, many such sounds can be used to create a clear articulation
and percussive quality to otherwise usual sounding words."
Modelling: After students have improvised with looping phrases and beat-boxing. The teacher
demonstrates the way in which the emphasis of consonants relative to vowels can be varied to achieve
a desired musical effect.
Independent Practice: Printed scores of "Basketball" are distributed
students are directed to speak through m. 1-12
Guided Practice :The students are asked to speak through the phrases found in "Basketball"
slowly, isolating vowels and consonants they are using to sound the words.
Listen!
Listen
to
the rhythm.
Lih sssihn! Lih sssihn tooh theh rrih thihm
Shoot .
Double
Dribble
Sh ooht
Dah_uhbull Drih bil
Students are then encouraged to emphasize "s", "t","th" to create a greater percussive quality to the
voice. Instructor models appropriate emphasis.
Closure: Class performance of "Basketball" measures 1-12.
read ahead 12 more measures if going well.
Assessment: Before performing Basketball (in 3 more rehearsals), student groups of 3 or 4 will
construct an 8 bar loop out of short repeating phrases. Together the students must identify the vowel
and consonant sounds that make up the phrase in their part. Students are then asked to emphasize
consonants to create a clean percussive vocal sound.