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Directions:
Take the piece you are doing for VMRC and design a full lesson sequence as
indicated below, based on a fifteen-minute rehearsal.
Modify each class as needed from this template. Add or delete activities and
chunks as needed.
Do not do a Direct Instruction Script for this assignment, only outline the
activities and chunking that will complete each rehearsal thread.
Be creative and include lots of kinesthetic and learning experiences.
Please spend no more than 40 minutes on this part of the exam
Please feel free to work with others on this exam! Share answers, help each
other, share ideas, strategies and definitions!
Rehearsal 1 – “Hook” and introduction to the piece (rote introduction, and rote to
note in the music.)
Time: (2/2/15) Activity 1: Introduction and Rehearsal Threads
Transition statement: Now lets review the bass part and start adding harmonies!
Transition statement: Now that we have the outer parts in place lets go ahead
and learn the inner parts starting with tenor.
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Chunk 1: Well done today with our piece! We are now about 55% of the way
through this piece and it is sounding lovely with great vocal space so far!
Chunk 1: Sing through first verse, when a section has the tonic they raise their
hand
Chunk 2: Sing through first verse, when a section has the dominant they raise
their hand
Chunk 1: Everyone did really well today with our interesting Tonic Vs
Dominant activity. Please transfer this concept into your other music as well!
Transition statement: You did wonderfully! Now lets solidify that part B.
Chunk 3: All parts together, including sopranos, run entire first verse
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Transition statement: Great diction everyone! I like how you balanced between
the parts as well
Transition statement: Now let’s go ahead and transfer that musicality into our
second and third verses.
Chunk 1: Go over diction in second and third verses as well as word stress.
Chunk 1: Have choir sing entire piece all the way through.
Rehearsal 8 - Sing all the way through, improving and perfecting tone and
adding reminders about meaning and direction (R6 & R7 eliminated due
to there not being C & D sections.)
Time: (3/3/15) Activity 1: Introduction and Rehearsal Threads
Transition statement: now lets move onto the meaning of this piece
Transition statement: I love your transfers from what we have been doing into
this piece!
Rehearsal 9 – Buzzwords to deepen expression, tone, and sophistication & Run fix Run
Time: (1/1/15) Activity 1: Introduction and Rehearsal Threads
Transition statement: Lets look at the third verse and work backwords
Transition statement:
Directions: Pick 10 out of the 20 philosophy statements below and define them in 1-3
sentences. Please spend no longer than 20 minutes on this portion of the exam.
Philosophy Statement Definition
97% of what you teach is who you are. If you are a nasaty person inside it will
reflect in your teaching. If you are a kind
person inside it will reflect in your teaching.
Work on bettering you so you may better
others.
Be the Music. Feel music on a personal level and through
you allow that music to live and touch
others.
If it is meant to be, it is up to me. Don’t let life happen to you. Be the change
you want to see in life.
JAHEES? SHRED’M! Judgement, Arrogance, Hubris, Entitlement,
Ego, and Selfishness. All qualities of an
ineffective teacher and an ineffective
musician. All have no place in music!
Meet your students where they ARE, not This is a great one because it shows the
where you think they should be. thinking of an effective teacher as one that
can assess each student and teach to benefit
each individual. Not just teach a lesson and
hope all students are able to understand.
Positives come and go, negatives Showing how people dwell on the negatives
accumulate. and how we need to focus more on the
positives than gathering up the negatives.
The Concert is the Celebration of What This saying encompasses every ounce of
Has Already Happened. work that has gone into a piece of music
and shows that the concert is nothing to be
stressed over because its just celebrating the
music that has already been made.
Who claps for you? You should clap for others around you and
yourself because you know when you’ve
done a good job and don’t need others to
validate that yet you still want to support
others.
Who do you want to be when you grow Do you want to be an effective teacher? A
up? person everyone looks up to? A snob only
concerned with your own success? What
you do now and your behaviors shape
yourself for tomorrow.
You don’t know what you don’t know! Let others help you when you may be doing
something wrong, even if you think you’re
right, because there are always those out
there who know more than you and want to
help you grow.
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