Lindsey Stamper

Peer Teaching 2
Dona Nobis Pacem
Content and Achievement Standards
Singing, alone and with others, a varied repertoire of music.
c. Sing with proper intonation, articulation, and expression
Class Goals and Objectives
Continue to develop students skills through various singing
activities, including two-part melodies.
Enable students to identify the difference between a cappella
and accompanied.
Materials
Dona Nobis Pacem Sheet Music
Piano
Procedures
1. The instructor will start with the foreign language.
PROMPT: This song has two languages: Latin and English. The
repeated phrase is dona nobis pacem. Repeat after me, Dona
nobis pacem. [Students
repeat] What does dona nobis pacem
mean? [Students respond] Right, grant us peace. Listen carefully to
the song while I sing it for you, paying close
attention to the new
language.
2. The instructor will model the song with accompaniment on piano.
PROMPT: Lets jump right into this song. If it helps you learn more
quickly to hum along quietly while I am modeling, please do so.
Repeat after me when I
give you the signal.
3. Students will echo Dona Nobis Pacem in small phrases as modeled
by the instructor in an effort to learn the song by rote. The instructor
will repeat this process many times, gradually increasing the length of
the phrase, providing enough repetition so that students will be able to
sing accurate pitches, rhythms, and lyrics.
PROMPT: So weve learned the first melody, now lets add
another melody to
the first. We call this a countermelody.
4. Repeat step 3 with the countermelody.
PROMPT: Fabulous! Now lets sing both melodies one after the
other together.

5. The instructor will intone the pitch and bring everyone in to sing
both parts in succession with accompaniment.
PROMPT: Now that we have sung both parts, lets sing these
parts at the
same time. This half will do the first melody and this
half will do the second melody. [Instructor sings starting pitch] Let me
hear your starting pitch.
6. The students will sing both parts at the same time independently
with accompaniment.
7. The students will learn the difference between a cappella and
accompaniment.
PROMPT: So notice that sometimes we sang this song with piano
and sometimes without piano. What is it called when we sing alone
without
instrumentation? [Students respond] What is it called when
we sing with
instrumentation? [Students respond]
8. The students will discuss various a cappella groups as well as
instruments that can be used for accompaniment.
PROMPT: What are some groups that sing without instruments?
[Barbershop
quartets, pop a cappella, vocal jazz, madrigal choirs,
gospel choirs, other
choirs] What are some instruments used to
accompany voices? [Piano, violin, flute, oboe, guitar, ukulele, cello,
etc.]
Assessment of Goals and Objectives
The instructor will assess students formatively throughout the process
by the students performance of the song and the exit tickets, which
are not for a grade.
Follow Up Lessons
Next time students will learn about homophony and polyphony.