AAC
Sub Plans for 4.22.25

Some new exercises to switch it up! I suggest slowing down the playback speed the first few times through. Ms. Porter moves FAST!

  • If at any point the singers want (or need!) to stop the recording and do something over, please encourage them to do so.

***Another option is to have a student lead/play some of our regular warm-ups. I think there are piano players in each class period!***

Repertoire Rehearsal Tracks*

    • Clocks (1st Period)

 
 
 
 

  • hese tracks have voices as the song is a cappella. They are welcome to try without the track and see how they do!

  • Rock Around the Clock (4th Period)

*This is the first time some classes are working with the karaoke tracks. If it is a complete disaster, let me know and I will try to record some piano parts for them to listen to next week.

  • Have the students stand (or sit tall!) and sing through the piece with the recording. Encourage them to use their pencils to circle the places in their music where they made a mistake as they are singing.**

  • After singing through once, have the students look through their music and find the spots they had trouble with. Ask them to think about what they can do differently the next time they sing.

  • Sing through at least one more time. More if they ask, less if they seem bored or restless!

Filler Exercises (For Fourth Period Mainly, but they work in all classes!)

    • Fourth period has the youngest singers and sometimes need to break up the class. Here are some options:

      • Stick Figure Dance: If you can get your hands on some blank paper (I may have some in the bin), then have the students draw a stick figure in a pose. Go through all of them to make sure everyone knows what to do for each drawing. Put on an upbeat song and shuffle through the drawings as the music plays.

      • Parachute Play: There is a rainbow parachute in the black bin. Here is a Spotify playlist of songs with movement that they can do with it.

      • Performance Time: The young musicians in this class LOVE to play piano for each other. I sometimes allow 5-10 minutes at the end of class for this.

      • Karaoke: A crowd favorite!

      • Rhythm Sticks: There is a clear bin with a grey top in the space near the baptismal that has rhythm sticks (and other instruments!) These are great for playing along with music to practice a steady beat. You can also do a copy cat exercise where a leader plays a pattern and the class has to repeat it.

Music Appreciation-Second Period; Upstairs in Room 206

Music Appreciation-Week 14
Music and Dance Around the World Par1 I: Hula

  • Discussion Kick-off

      • Ask students what they think of when they hear the word “hula.”

        • Where does it come from? Who participates? How would they describe it? What instruments do they associate with it?

      • One very common misconception about hula is that it is practiced primarily by women, when in fact it was male explores from Polynesia that brought hula to the Hawaiian Islands.

        • “Traditionally, ancient hula was once an exclusively male practice, deeply rooted in the sacred and the ceremonial. Men were the primary performers of hula, which was initially a part of religious rituals that honored Hawaiian gods and sought their favor. These early hula dancers, or “kahiko”, were expected to undergo rigorous training and adhere to strict protocols to perfect their craft. The physical discipline required to perform the intricate dances, coupled with the spiritual discipline to respect its sanctity, was at the time considered more befitting for men. It wasn’t until later periods that women were allowed to partake in hula, ultimately leading to it becoming more synonymous with female dancers in contemporary times.” Source: 7 Fascinating Facts About Ancient Hawaiian Hula; https://www.hawaiiactivities.com/travelguide/hula-facts/

      • Watch Video and discuss. “How Hula Dancers Connect Hawaii’s Past and Present | If Cities Could Dance”

  • Much aloha from Hawaii! Can’t wait to see everyone next week!

Music Appreciation-Week 13
The Symphony Orchestra vs The Jazz Orchestra

  • Discussion Kick-off

    • T-chart on board; one side for characteristics of a symphony orchestra and the other for characteristics of the jazz orchestra

      • What similarities and differences do they notice (instruments, instrument families)?

      • Why did big bands become popular? (Rise of jazz music, dance and club culture)

      • One of the most popular big bands was led by Duke Ellington

  • Symphony Orchestra Nutcracker vs Jazz Orchestra Nutcracker

    • The symphony version was written by Tchaikovsky in 1892. Duke Ellington wrote his version in 1960. Both versions are loosely based on the horror story The Nutcracker and The Mouse King which was written by E.T.A. Hoffman in 1816. The family friendly version of the The Nutcracker tells the story of Clara, a girl who receives a magical nutcracker on Christmas Eve. The nutcracker comes to life, and Clara and the nutcracker battle an army of mice led by the Mouse King, eventually transforming into a handsome Prince. Together, they journey to the Land of Sweets, where they witness various dances and are eventually joined by the Sugar Plum Fairy. 

      • Key Events and Characters:

        • Clara: A young girl who receives the Nutcracker as a gift. 

        • The Nutcracker: A magical doll that comes to life and transforms into a Prince. 

        • Drosselmeyer: A magician who creates the magical world. 

        • The Mouse King: The leader of the army of mice, defeated by Clara and the Nutcracker Prince. 

        • The Land of Sweets: A magical kingdom populated by various characters and dances, including the Sugar Plum Fairy. 

        • The Sugar Plum Fairy: A prominent character in the Land of Sweets, who dances with a regal cavalier. 

      • Tchaikovsky and Ellington Spotify Playlist: https://open.spotify.com/playlist/4ijOrvxgtbA6elqnFdNo1Q?si=a95b72521d3a4e99&nd=1&dlsi=8b7d51000f124445

        • Compare style/feel/instrumentation of:

          • Overture: Tracks 1 and 9

          • Dance of the Sugar Plum Fairy: Tracks 3 and 12 (Called Sugar Rum Cherry in Ellington’s Suite)

          • Chinese Dance: Tracks and 15 (Called Chinoiserie in Ellington’s Suite)

        • Do the students have a preferred version? Can they think of any other musical examples where there are two versions of a song that cross genres? Feel free to share and discuss. Example: I Will Always Love You Written and performed by Dolly Parton vs. I Will Always Love You Written performed by Whitney Houston.

4.8.25: Music Appreciation-Week 12
The Symphony Orchestra Continued: The Conductor

  • Review: Ask the students to name the four instruments families of the symphony orchestra?

    • Discussion Prompt: Who is the leader of the orchestra?

      • What does this person do?

        • The conduct is responsible for the entire symphony orchestra!

          • Entrances (when to begin)

          • Cut-offs (when to stop), dynamics (loud vs soft), tempe (fast vs slow)

          • Interprets the mood/theme of the piece

The entire song written out for the trumpet player.

The FIRST page of the conductor’s score!

Question: What is the title given to the person (usually the first [best] violinist) in the orchestra that leads the orchestra in tuning before the conductor steps onto the stage? He/She will often shake hands with the conductor after a performance. Answer: Concert Master

        • Video: What Conductors Are Really Doing NOTE: The conductor in this video is conducting with his right hand. Students may want to mirror him and use their left. Encourage them to do the opposite. If using a browser such as Chrome, you can flip the video as you’re watching and that way what the students see is what they should do.

          • PAUSE at 6:10 to allow students to attempt the challenges themselves.

            • Break into pairs. At least one student will need to have a device to access Google.

            • Type “metronome” into search bar.

            • One student will adjust the number to show the desired tempo (60, 120 or 48) and tell the other student what tempo they should conduct.

            • The “conductor” will begin conducting the 4/4 pattern at what they internalize (feel) is the correct tempo. The student running the metronome will start the metronome and see if they are correct.

            • Switch and repeat for all tempos in the video and/or pick your own!

          • Continue Video and PAUSE at 8:18 to allow students to practice conducting crescendo and diminuendo as a class.

            • Choose one student to be the conductor.

            • Set a metronome to 60 BPM (Beats Per Minute)

            • The other students will be the “orchestra” and should pat their knees along with the metronome.

            • The conductor should conduct a beat pattern and a crescendo (gradually louder) and diminuendo (getting softer)

            • Let everyone have a chance to conduct

          • Finish video!

      • Guess Who Picked the Song

        • I don’t know what we call this game, but the kids love it and they know the drill! They will write down the name of a song and give it to you in secret. Then you listen to a short clip and everyone tries to guess who picked that song. If you have less than 15 minutes remaining in class, have them select two songs. More than that, they can select 2 songs each.