Rachel Pennington

MUED 480: Block 3

2/13/20

TA Lesson Plan: Chamber 

 
Overview: 

Students will warm up their voices doing the selected exercises and improve their sight-reading
ability. We will also review new sections of music and review pieces they have already learned.

Rationale: 

This experience matters in order for the students to reach their full vocal capacity when performing
their choral literature, as well as preparing them for assessment.

I Can Statements: (learning goals) 

● I can strengthen my vocal independence, agility, range, and exemplify principles of vocal
health by executing the appropriate vocal exercises.
○ (HCAD.3) The student will demonstrate vocal techniques and choral skills, including
■ increasing vocal independence, agility, and range by singing appropriate vocal
exercises, including the use of head and chest voices
■ Singing an assigned vocal part in complex harmony

Materials 

● Piano
● “Miniyama Nayo”
● “Beati Quorum Via”

Detailed Process: Warm-ups (10 minutes) 

Time Steps:
Required:

1 mins 1) “Oo” (drmfsfmrd)

a) Ascending then descending

.5 min 2) “Ee” (sfmrd)

a) Descending

1 min 3) “Staccato/ Legato Ah”

a) Ascending then descending

1 min 4) “Me-ah” (d-sfmrd)

 Rachel Pennington
MUED 480: Block 3
2/13/20

a) Descending then ascending

.5 min 5) “Zingamama” (sfmrd-s-d)

a) Descending

.5 min 6) “D-m-r-f-m-s-f-r-d”
a) ascending

5 mins 7) Sight-reading

Detailed Process: Repertoire (30 minutes) 

Time Steps:
Required:

15-20 mins 1. “Miniyama Nayo”

a. Learn measures (73-74)
i. S, T, B, A
ii. Put together
b. Learn measures (75-end)
i. B1, B2, T
ii. Combine
iii. A2, A1, A
iv. Combine
v. Combine all parts
c. Run from measure (73-end)
d. Go back to measure (64-end)
e. Run whole piece

Assessments 

● Performance
● Evaluation

 
 
 
 
 Rachel Pennington
MUED 480: Block 3
2/13/20

TA Lesson Plan: Piano 

Overview: 

Students will review their knowledge of chords and learn about Mozart, and listen to some of his
compositions.

Rationale: 

This experience matters in order to solidify the students' knowledge of theory for piano and to learn
about famous composers.

I Can Statements: (learning goals) 

● I can demonstrate an understanding of music theory by identifying the root, third, and fifth of
a chord as well as explore music history associated with my instrument.
○ (HMT.9) The student will demonstrate understanding of triadic structure by
■ identifying root, third, and fifth of a chord
○ (MG.17) The student will explore historical and cultural aspects of music.

Materials: 

● Piano
● Whiteboard

Detailed Process: (90 minutes) 

Time Steps:
Required:

30 mins 1. Practice

5 mins 2. Break

3. Review chords
5 mins
a. Review what a chord is
b. Review what the R,3,5 is of the chord
c. Review how many half steps are in between each interval
d. Review 1st, 2nd, and 3rd inversions

4. Learn about Mozart (Presentation)

50 mins a. His early childhood
 Rachel Pennington
MUED 480: Block 3
2/13/20

i. Child prodigy, started composing at 5 years old

ii. Family
b. Life events:
i. Jobs
ii. Traveling
iii. Wife and children
c. Compositions
i. Listening
1. “The Magic Flute”
2. “Requiem-Lacrimosa”
3. “Piano Sonata in F Major”
4. “Jupiter”
d. https://docs.google.com/presentation/d/1GBtI314GP6XbOCZSukCN_
eabbRDkjEPGWWFGyMD_WRk/edit?usp=sharing

Assessments: 

● Review
● Evaluation
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Rachel Pennington
MUED 480: Block 3
2/13/20

 
TA Lesson Plan: Concert Choir 

Overview: 

Students will review chords, inversions, circle of fifths, be introduced to their new song “Journey”
and work on their individual composition.

Rationale: 

This experience matters in order to solidify the students' knowledge of theory and allow them to
express themselves creatively through music composition.

I Can Statements: (learning goals) 

● I can demonstrate an understanding of key signatures by identifying the order of sharps and
identifying the root, third, and fifth of a chord.
○ (HMT.6) The student will demonstrate an understanding of key signatures by
■ identifying the order of sharps and flats in key signatures
○ (HMT.9) The student will demonstrate understanding of triadic structure by
● identifying root, third, and fifth of a chord

Materials: 

● Piano
● Whiteboard
● “Journey”

Detailed Process: (90 minutes) 

Time Steps:
Required:

5 mins 1. Review circle of fifths

5 mins 2. Review chords and inversions

a. I, IV, V
b. Give examples
c. Go over 1st, 2nd & 3rd inversions

10 mins 3. Warm-up
a. Stretching
 Rachel Pennington
MUED 480: Block 3
2/13/20

b. “Oo” (drmfsfmrd)
i. Ascending then descending
c. “Ee” (sfmrd)
i. Descending
d. “Do-do-do-do-doot” (d-m-s-m-d)
i. Ascending then descending
e. “Zingamama” (sfmrd-s-d)

20 mins 4. Start “The Journey”

a. Learn measures (4-5)
b. Learn measures (5-6)
c. Put those two sections together
d. Learn measures (7-8)
e. Put all sections together

5 mins 5. Break

40 mins 6. Work on their compositions

Assessments: 

● Performance
● Evaluation