Unit Plan Outline

Teacher: Claire Joy Moss

Unit Title: Knowing Your Instrument (Vocal Technique Class)
Grade: 9th
Number of Classes: 4
MA Frameworks:
5.8 Describe specific music occurrences in a given aural example, using
appropriate terminology
5.11 Listen to formal and informal performances with attention, showing
understanding of the protocols of audience behavior appropriate to the style of
the performance
5.12 Demonstrate an understanding of how musical elements interact to create
expressiveness in music
5.13 Demonstrate knowledge of the technical vocabulary of music
5.14 Listen to performances of extended length and complexity with proper
attention and audience protocol
National Standards:
Responding
Connecting
Rationale:
This unit introduces proper vocal technique through topics (anatomy, vocal
health, breathing, and register identification) that will allow students to begin
singing healthily with the correct knowledge of how their voice works.
Essential Questions:
How can knowledge of proper vocal technique be effective for singing?
Enduring Understanding:
Proper vocal technique will maintain and improve the vocal instrument as well as
advance musicianship.
Behavioral Objectives:
Students will be able to identify the part of their vocal instrument, including the
anatomy of the vocal tract.
Students will be able to recall the three parts of the singing process (breath,
sound production, and resonator)
Students will be able to outline the vocal health guidelines
Students will be able to discuss common vocal issues.
Students will be able to demonstrate the correct breathing technique.
Students will be able to describe vocal registers.
Students will be able to name the vocal registers and their corresponding
classical type.

Assessment/Evaluation:
Informal: Instructor observation, in-class activities, games, and
discussions, homework assignments.
Formal: End of unit tests
Long Range Assignment/Project/Product: Students will prepare a oneminute vocal solo (can be any style) and present it at the end of the year in a
recital using all the techniques and skills acquired during the year.
Prior Knowledge and Skills:
Basic reading of music notation
Basic singing skills
Accommodations:
1. Autism Spectrum
a. Instructor will have set routine and agenda that does not change
so the students will be comfortable. Any changes and the
teacher will notify the student well in advance.
2. ELL
a. Many visual cues and listening activities that the students will be
able to follow and pick-up on. In addition, there will be many
worksheets for their own studying at whatever pace is best for
them.
School to Home/community connection:
Students can bring this knowledge to any outside community choirs or musical
groups they participate in.
Activator:
Students will watch a video: Look inside the head of an opera singer as he
performs Wagner, which is a YouTube video a famous opera singer as he sings
during an MRI. It gives them an introduction to anatomy, breathing technique,
and registration.
https://www.youtube.com/watch?v=Q9eFqX4wvnw
Repertoire:
Look inside the head of an opera singer as he performs Wagner
o https://www.youtube.com/watch?v=Q9eFqX4wvnw
Samson by Regina Spektor
Breakaway by Celine Dion
Easy to Love by Ella Fitzgerald
Million Years Ago by Adele
Love Today by Mika
Somebody to Love by Queen

Cant Get Enough of Your Love by Barry White

O Children by Nick Cave
Dont Rain on My Parade by Barbra Streisand
Love on Top by Beyonc
Queen of the Night by Mozart
Agitata da due venti by Vivaldi
Con te partir by Francesco Sartori and Lucio Quarantotto
For Beholdby Handel
Theres No Business Like Show Business by Irving Berlin
3D Video of Diaphragm
Laura Osnes and Santino Fontana sing Anything You Can Do.
Twinkle Twinkle Little Star
Mariah Carey All I Want for Christmas from 1996 performance and 2014
performance.

Materials Needed:
Note Taking Worksheets
Pencils
Computer
YouTube Videos (Listed Above)
Speakers
White Board
Dry Erase Markers
Handouts of diagrams from the vocal tract
Twinkle Twinkle PDF
Lesson Outlines
1. Lesson 1/4
a. Objective: As a result of this lesson, students will be able to name
the parts of the singing process. Students will also be able to
recognize the vocal tract and describe the different components of
it.
b. Assessment/Evaluation: Informal homework assignment in which
students label the parts of the vocal tract.
c. Prior Knowledge/Activator: Students should know where their
throat is located and some basic knowledge of whats in there. We
will look at a simple, surface level diagram of it.
d. Lesson Content:
i. Video: Look inside the head of an opera singer as he
performs Wagner
1. Discussion of video in which students will describe
what was happening in the video.
ii. Presentation of the vocal tract; labeling activity on a giant
diagram class will participate

iii.

Class singing of Twinkle Twinkle Little Star where we will

identify the three steps of the singing process; the breath
(generator), the sound production (vibrator), and the
resonance (tone enhancers)

2. Lesson 2/4
a. Objective: Students will be able to identify the different vocal
issues that singers suffer from. Students will be able to explain the
preventative measures that singers can take. Students will be able
to list guidelines of maintaining good vocal health.
b. Assessment/Evaluation: Informal class participation and
discussion.
c. Prior Knowledge/Activator: Students will have to be knowledge
about the part and functions of the vocal tract.
d. Lesson Content:
i. Do Now & Class Discussion: What are some vocal issues?
What causes them?
ii. Instructor presents common vocal issues and their causes
iii. Instructor presents preventative measures for vocal issues
iv. Listening: comparing Mariah Careys All I Want for
Christmas from 2014 and 1996 to show the effects of
improper vocal use; students will discuss what some causes
would be.
3. Lesson 3/4
a. Objective: Students will be able to recall the four steps of effective
breathing through PowerPoint and participation. Students will be
able to identify the muscles of breathing and how to engage them
through demonstration and participation. Students will be able to
demonstrate the correct posture for breathing.
b. Assessment/Evaluation: Informal - Instructor will go around the
room during the presentation to make sure that all students are
taking notes. Instructor will also take notice of who is participating in
the exercises correctly. Students will also be informally assessed
through their homework assignment. Their notes should be
consistent with what weve learned in class.
c. Prior Knowledge/Activator: Review of the vocal tract through
diagram review.
d. Lesson Content:
i. Worksheet Review
ii. Vide of Laura Osnes and Santino Fontana with teacher
facilitated discussion
iii. Students will be introduced to perfect posture for singing and
will demonstrate such.
iv. Students will learn about the muscles of
inhalation/exhalation through powerpoint and demonstration

v. Teacher will lead breathing exercises for students to

understand the correct and best way to breathe.
4. Lesson 4/4
a. Objective: Students will be able to identify the different vocal
registers (head voice, chest voice, falsetto, and belt) through
presentation and listening activity (identifying ranges based on
audio clips of singers in the classical/popular music idiom).
Students will be able to define the characteristics of the varying
registers of Head Voice, Chest Voice, Falsetto, and Belt. Students
will be able to match the vocal registers to voice types such as
Soprano, Alto, Tenor, and Bass through teacher-facilitated
discussion.
b. Assessment/Evaluation: Informal: Answering PPT Questions,
Participating in the Breathing Warm-Up, Game at the End. Students
will also be assessed on their knowledge of the lesson through the
assignment that they turn in during the next class.
c. Prior Knowledge/Activator: Breathing review.
d. Lesson Content:
i. Listening activities: students will listen to 5 examples of the
five different registers and using a worksheet provided, will
fill in the characteristics.
ii. Listening game:
1. Students will be split up into 3 groups and will listen to
examples of contemporary sopranos, altos, tenors,
and basses. They will then discuss with their
teammates what voice type the singer is and why.

Lesson Plan (3/4)

Name: Claire Joy Moss
Grade/Class: 9th Grade - Vocal Technique
Unit: Knowing Your Instrument
---

Date: December 8th, 2016

1. Measurable Objective(s):
1. Students will be able to recall the four steps of effective breathing through
powerpoint and participation.
2. Students will be able to identify the muscles of breathing and how to engage them
through demonstration and participation.
3. Students will be able to demonstrate the correct posture for breathing.
2. Required Prior Knowledge and Skills:
1. Anatomy of the vocal tract.
3. Review Needed:
1. Anatomy and diagram of the vocal tract (learned in lesson before.

4. Materials, Repertoire, Equipment needed:

1. https://www.youtube.com/watch?v=q2mQGpu9lAQ
a. Anything You Can Do - Laura Osnes and Santino Fontana
i.
Longest note at 2:04
2. https://www.youtube.com/watch?v=hp-gCvW8PRY
a. 3D Diaphragm
3. Projector
4. PPT (Provided by Teacher)
5. Worksheets
a. Extra vocal tract wksts
b. Note-taking worksheet about Breathing that corresponds with PPT (Provided
by Instructor)
5. Agenda:
1. Homework Discussion (From last class)
2. Anatomy Review
3. Breathing and Posture for Singers!
4. Recap and Assignment
5. Bye!
6. Lesson Sequence (be sure to list time in the pacing section)

Pacing

A. Brief Opening:
1. Review of previous materials:
1.
a. Homework from previous class was a worksheet on the
vocal health guidelines that was presented in the class prior
- we will review the worksheet.
b. Students will have worksheet from two classes prior in
which they labeled the vocal tract and proper anatomy of
the voice - we will go over and have a teacher facilitated
discussion about the muscles and anatomy.

5 min

B. Learning Activities:
Activities are in conjunction with PPT slides unless otherwise noted.
**Students will receive a worksheet in which they fill in selected
information.
1. PPT Slide 1:
1. 20 min (all
a. Students will watch video of Laura Osnes and Santino
of PPT)
Fontana singing Anything You Can Do, paying careful
attention to the long note that Laura holds.
i.
How do you think they hold those long notes?
ii.
Do you notice anything in particular?
iii.
How do they prepare?
iv.
We will be referring back to this video throughout the
presentation.
2. PPT Slide 2:
a. Perfect Posture
i.
Teacher will present the perfect posture for singing:
1. High chest, relaxed knees, and feet hipdistance apart.
2. Students will stand and demonstrate this
posture with teacher, breathing normally.
ii.
Teacher led discussion analyzing Laura and
Santinos posture.
1. Do either of them have the characteristics
discussed?
2. What would happen if one of the traits was
missing?
3. PPT Slide 3:
a. Muscles of Inhalation and Exhalation
i.
Video on diaphragm
(https://www.youtube.com/watch?v=hp-gCvW8PRY)
ii.
Teacher will present the diaphragm (with graphics
on PPT)
1. The diaphragm is a flat muscle, curved in a

iii.

double-dome shape, separating the chest

cavity from the abdominal cavity. It connects
to the bottom of your ribs and is the floor of
your rib cage. (Peckham, 14.)
2. Teacher will demonstrate how the diaphragm
works using hands as example.
3. Students will stand and feel diaphragm and
how they naturally breathe into it.
Graphic of ribs and lung and abs
1. Information on intercostal and external
intercostal muscles
2. Participate in exercise
a. Place Fist on your sides above waist
b. Take full breath and feel expansion
c. Exhale and feel rib cage become
narrow
d. Take a second breath, spreading
your ribs as wide as possible without
lifting shoulders
e. Exhale
3. Abs need to stay tight!

4. PPT Slide 4:
a. Teacher will present Four steps of effective breathing and
types of breathing.
b. Four Steps of Effective Breathing
i.
Align Your body
ii.
Inhale and expand around your waistline
iii.
Exhale with firm abs
iv.
Keep ribs and chest open and stable as you exhale.
c. Three types of breathing:
i.
Chest (least effective)
ii.
Rib (somewhat effective)
iii.
Rib/Abdominal (most effective)
d. Teacher will present all types of breathing and why or why
they are not effective.
5. Teacher will lead a few breathing exercises, going around the room
occasionally to check/fix any issues.
C. Assessment:
Informal - Instructor will go around the room during the presentation to
make sure that all students are taking notes. Instructor will also take notice
of who is participating in the exercises correctly.
Students will also be informally assessed through their homework
assignment which is listed below. Their notes should be consistent with

5. 8 min

what weve learned in class.

D. Closing/Wrap-up:
1. Recap:
a. Students and teacher will go through their note-taking
worksheet to make sure they have all the correct
information.
2. Give assignment for next class.

3min.

E. Assignment: Do the following breathing exercise and bring in a few

notes about it:
Lay on floor with piece of paper on your stomach, watching the way
the paper goes up and down. Pay attention to the rise and fall and
how open your abs, rib cage, and diaphragm are whilst working
together.

7. Accommodations:
Special Needs:
Students on Autism spectrum do best when things are laid out in a routine and an
order that they can follow. Its important to write the agenda on the board, no matter
what age the students are. In addition, a routine that was set up at the beginning of
the year can help a lot. I also feel that the worksheets would help to follow and keep
track of all that we learn.
ELL:
For ELL students, videos and visuals on the PPT will definitely help more.

8. Teacher Reflection/Self-Evaluation: TBD

9. National Standards:
1. Responding
Interpret
Analyze
Evaluate
10. State Standards:
5.8 Describe specific music occurrences in a given aural example, using appropriate
terminology
5.13 Demonstrate knowledge of the technical vocabulary of music
5.14 Listen to performances of extended length and complexity with proper attention and
audience protocol

Lesson Plan (4/4)

Name: Claire Joy Moss
Grade/Class: 9th Grade - Vocal Technique
---

Date: December 8th, 2016

1. Measurable Objective(s):
1. Students will be able to identify the different vocal registers (head voice, chest
voice, falsetto, and belt) through presentation and listening activity (identifying
ranges based on audio clips of singers in the classical/popular music idiom).
2. Students will be able to define the characteristics of the varying registers of Head
Voice, Chest Voice, Falsetto, and Belt.
3. Students will be able to match the vocal registers to voice types such as Soprano,
Alto, Tenor, and Bass through teacher-facilitated discussion.
2. Required Prior Knowledge and Skills:
1. Proper singing technique (posture, breathing).
3. Review Needed:
1. Breathing technique that was reviewed in the class prior.

4. Materials, Repertoire, Equipment needed:

- Powerpoint
- Whiteboard, Dry erase markers
- Laptop/Speakers
- Audio:
- Queen of the Night by Mozart (HEAD)
- Agitata da due venti by Vivaldi (CHEST)
- Con te partir by Francesco Sartori and Lucio Quarantotto (TENOR)
- For Behold...by Handel (CHEST)
- Theres No Business Like Show Business by Irving Berlin (BELT)
- Samson by Regina Spektor (HEAD)
- Breakaway by Celine Dion (HEAD)
- Easy to Love by Ella Fitzgerald (CHEST)
- Million Years Ago by Adele (CHEST)
- Love Today by Mika (FALSETTO)
- Somebody to Love by Queen (FALSETTO)
- Cant Get Enough of Your Love by Barry White (CHEST)
- O Children by Nick Cave (CHEST)
- Dont Rain on My Parade by Barbra Streisand (BELT)
- Love on Top by Beyonce (BELT)
5. Agenda:
1. How do we breathe?

2. Vocal Registers/Types
3. Game!
6. Lesson Sequence (be sure to list time in the pacing section)

Pacing

A. Brief Opening:
1. Review of Previous Material
a. Students will participate in teacher-led question-answer
8 min.
format of the correct way of breathing.
i.
Posture - High Chest, Relaxed Knees, Feet HipDistance Apart (if students do not remember,
demonstration is called for)
ii.
What is the muscle of breathing?
1. Diaphragm
2. Show where diaphragm is on body.
iii.
Demonstrate correct way to breathe
1. Student led
a. Breathe low, centered, do not breathe
into shoulders.
iv.
Powerpoint Slide of Four Steps of Effective
Breathing

B. Learning Activities:
1. Listening
a. Students will listen to four songs to learn about vocal
registration.
i.
Listening #1 - Queen of the Night by Mozart
1. Students will listen to this song to hear the
register of the head voice.
2. Questions: Any specific characteristics of the
voice? High or Low? Strong or Weak?
Darker or Lighter?
3. Teacher will explain that this is the head
voice. (PPT)
a. Head voice is when the vocal cords
thin and lengthen.In their head voice,
the resonance of the notes is
primarily felt in the singers head
(PPT)
b. Teacher will present the ranges of the
head voice. (C4-C6)
c. Students will be introduced to the

1. 15min

ii.

iii.

iv.

term of Soprano
Listening #2 - Agitata da due venti by Vivaldi
1. Students will listen to this song to hear the
register of the chest voice.
2. Is this higher or lower than the previous?
Darker or Lighter? Strong or Heavy?
3. Teacher will explain that this is the chest
voice. (PPT)
a. Chest voice is when the vocal cords
shorten and thicken. ... chest voice
resonates primarily in their chest,
hence the names. Altos are the
support of the song and can usually
be heard climbing low into their
register for a darker sound.
b. Teacher will present the ranges of the
chest voice. (G3-D5 with some
dispute)
c. Students will be introduced to the
term of Alto
Listening #3 - Con te Partiro
1. Students will listen to this song to hear the
register of the falsetto.
2. Questions: Any specific characteristics of the
voice? High or Low? Strong or Weak?
Darker or Lighter?
3. Teacher will explain that this is the falsetto.
a. Falsetto is the male version of head
voice. Stays in higher range. (PPT)
b. Teacher will present the ranges of the
male falsetto (No definite range, but
most men slip into falsetto in Eb4Ab4)
c. Students will be introduced to the
term of Tenor (Countertenor for
Andrea Bocelli example, where there
is more of a mix of head voice and
chest voice.)
Listening #4 - For Behold by Handel
1. Students will listen to this song to hear the
register of the male chest voice.
2. Very similar to female chest voice.
3. Teacher will explain that this is the chest

voice. (PPT)
a. Chest voice is when the vocal cords
shorten and thicken. ... chest voice
resonates primarily in their chest,
hence the names. Altos are the
support of the song and can usually
be heard climbing low into their
register for a darker sound.
b. Teacher will present range (E2-C4)
c. Students will be introduced to the
term of Bass
v.
Listening #5 - Theres No Business Like Show
Business by Irving Berlin
1. Students will listen to this song to hear the
register of the belt.
2. Teacher will explain that this is the belt (PPT)
a. Found mostly in musical theatre.
3. Belting is a more chest dominant form of
2. 2 min
singing.
4. Very loud, high, powerful, vibrato (PPT)
3. 10 min
2. Students will be introduced to the registers in the contemporary
idiom. (PPT Slide)
3. Listening Activity & Game
a. Students will be split up into 3 groups of three.
b. Students will listen to examples of contemporary soprano,
alto, tenor, bass.
c. Students will discuss with their teammates what voice type
it is and why.
d. Winning team will get a point.
e. Samson by Regina Spektor (HEAD)
Breakaway by Celine Dion (HEAD)
Easy to Love by Ella Fitzgerald (CHEST)
Million Years Ago by Adele (CHEST)
Love Today by Mika (FALSETTO)
Somebody to Love by Queen (FALSETTO)
Cant Get Enough of Your Love by Barry White (Chest)
(4. 5 min)
O Children by Nick Cave (CHEST)
Dont Rain on My Parade by Barbra Streisand (BELT)
Love on Top by Beyonce (BELT)
4. If time permits, students will become the teacher and pick an artist
that they feel has a specific voice type and share it with the group.
C. Assessment:
Informal: Answering PPT Questions, Participating in the Breathing Warm-

Up, Game at the End

*Students will also be assessed on their knowledge of the lesson through
the assignment that they turn in during the next class. The assignment is
below.
D. Closing/Wrap-up:
1. Recap:
Teacher asks students to recall:
5 Voice Types Discussed
Accompanying Voice Part (Sop, Alto, etc.)
Characteristics of them

3min.

E. Assignment: Bring in a song that clearly showcases a Soprano, Alto,

Tenor, or Bass. Contemporary artists. We will review in class about the
characteristics.

7. Accommodations:
Special Needs:
Students on Autism spectrum do best when things are laid out in a routine and an
order that they can follow. Its important to write the agenda on the board, no matter
what age the students are. In addition, a routine that was set up at the beginning of
the year can help a lot.
ELL:
For ELL students, more visuals can be presented on the powerpoint. We can create
a ladder that displays where the voice would fall. For example, a higher voice would
be higher on the ladder.
8. Teacher Reflection/Self-Evaluation: TBD
9. National Standards:
1. Responding
Interpret
Analyze
Evaluate
10. State Standards:
1. 5.12 Demonstrate an understanding of how musical elements interact to create
expressiveness in music
5.13 Demonstrate knowledge of the technical vocabulary of music
5.14 Listen to performances of extended length and complexity with proper
attention and audience protocol

Video Links:
-

Queen of the Night by Mozart (HEAD)

- SABINE DEVIEILHE - MOZART - LA FLUTE ENCHANTEE - Der
hlle Rache
- https://www.youtube.com/watch?v=41mE3kapPgc
- Start at 0:41
Agitata da due venti by Vivaldi (CHEST)
- Cecilia Bartoli Agitata da due venti Vivaldi
- https://www.youtube.com/watch?v=rISjBGOtHhs
- Start at 1:18
Con te partir by Francesco Sartori and Lucio Quarantotto (TENOR)
- Andrea Bocelli - Con te Partiro
- https://www.youtube.com/watch?v=E_0i7Arjep4
- Start at 3:11
For Behold...by Handel (CHEST)
- "For Behold...The people that walked in darkness", Philippe Sly,
Julian Wachner
- https://www.youtube.com/watch?v=IiLJC6p3sjM
- Start at 2:15
Theres No Business Like Show Business by Irving Berlin (BELT)
- Ethel Merman / There's No Business Like Show Business
- https://www.youtube.com/watch?v=aVMXw_y7jyI
- Start at 1:27
Samson by Regina Spektor (HEAD)
- https://www.youtube.com/watch?v=p62rfWxs6a8
- Start at 0:13
Breakaway by Celine Dion (HEAD)
- https://www.youtube.com/watch?v=mS76fAFumtk
- Start at 1:04
Easy to Love by Ella Fitzgerald (CHEST)
- https://www.youtube.com/watch?v=uJZ7EypO_G8
- Start at 0:42
Million Years Ago by Adele (CHEST)
- https://www.youtube.com/watch?v=sc4rqVwlbjU
- Start at beginning
Love Today by Mika (FALSETTO)
- https://www.youtube.com/watch?v=AWiccrTB4LM
- Start at 0:28
Somebody to Love by Queen (FALSETTO)
- https://www.youtube.com/watch?v=kijpcUv-b8M
- Start at 3:47
Cant Get Enough of Your Love - Barry White
- https://www.youtube.com/watch?v=x0I6mhZ5wMw

- Start at beginning
O Children by Nick Cave (CHEST)
- https://www.youtube.com/watch?v=yJyKzDtxZ2g
- Start at 3:53
Dont Rain on My Parade by Barbra Streisand (BELT)
- https://www.youtube.com/watch?v=oZTSuMErgsw
- Start at 1:22
Love on Top by Beyonce
- https://www.youtube.com/watch?v=Ob7vObnFUJc
- Start at 2:02