Conductors Name: Ms.

DiPalermo Title of Piece: Amani Composer/Arranger: Jim Papoulis, Jacques Sebisaho Ensemble Name: General Chorus 5-6th grade Voicing: Girls Part 1-2 Boys Part 3
Learning Goals: Behavioral: All students in 5th and 6th grade will be able to successfully perform Amani exhibiting particular ability to shape phrases, sing French and Swahili with accurate diction and adhere as closely as possible to African style. Students will also be able to discuss in detail the characteristics indicative of African style music with respect to how they are sung and what instruments are normally found in this style of music. Understand: Through various musical elements presented in piece such as tempi, dynamics and rhythms, students will gain understanding of multicultural music and some of the chief characteristics that describe it; specifically the Congo region of Africa. Students will gain understanding of African culture and how music and singing is such an integral part of their daily lives. Encounter: All students in 5th and 6th grade will combine the informative musical/stylistic characteristics with a deeper understanding of the text and its meaning. Through analysis of text and text setting, students will gain stronger appreciation for the selections message both literally and culturally. Constructivist: Students will discuss persons or groups in history who have supported, advocated or were successful in their attempts to create piece in the world. Students will also discuss current issues in their current world and acts that they have been taking in order to create piece in their community. Students will bring greater value to the word community and articulate how this piece and their ideas have helped build a stronger community in their school.

Choral Concepts: Students will strengthen their ability to listen to various parts and hold harmony. Students are creating musical independence and understanding how to sing within a section. Students will strengthen their ear training of basic diatonic intervals in F major. Building awareness and comprehension of various vowel shapes and sounds found in the French language. Developing a sense of phrasing and being able to influence phrasing with various dynamics. Informing the African style with comprehension of dynamic contrast and various articulation.

Musical Concepts: Singing various melodies, woven together with correct phrasing, dynamics and articulation in the respective places. Singing rhythms correctly and accurately clapping together as an ensemble on hand clapping parts. Bringing appropriate attention texture by developing understanding of the contrasting march sections to the fluid, pretty melody sung in the beginning section. Understanding how to create overall dynamics of each section. Recognizing and analyzing the form and structure of the piece.

Empowering Musicianship: Listening to various recordings of this selection and articulating the interpretation of each video. Discussing which interpretation was more significant to them and why. What musical elements did they enjoy that informed their decision. Talk about the history of African with a discussion of the Congo region of Africa. How music plays a significant part in their culture and what its purpose is. How does this selection affect their lives? Does it further shape the way they view the word community. What does it mean to be apart of a community? Giving description of the composers background, the intentions of why he/she wrote the piece and why they might have written it for this specific age group.

Partner: Talk about someone in history who has made an attempt towards piece. What is one way they have made efforts to make peace in their community? Have them listen to the video and describe what they are hearing. Is this language familiar to you if not can you guess what language it might be? Discussing problem solving: What are some challenges we might see in the march section? How can we describe the Amani section to the Gashoonga part? Students will participate in a musical treasure hunt where teacher can map out the form on white board but leave various spots blank students will have to look in the music to find where the missing spots and be able to tell teacher using measure and system numbers. Or class decided reference points.

Student will start in single combined circle developing movements that correlate to their part in the song. Each section of the song students can come up with a symbol to represent that section.

Present: Warm ups Students will go through various resonance warm ups, on various syllables. Students will sing various 5-1 or 1-5 patterns. And working with 1, 3,5 and audiating or isolating various pitches Ss & T will address breathing and breath feeling hands bounce on their stomachs, Pillsbury doughboy, or mickey mouse analogy. Humming and chewing. Nasal exercises to bring resonance forward and understand sensation when addressing nasal vowels. 135-octave-5-3-1 Chante liberte going in half steps. Hoo-Hoo (54321) in rhythm of Amani.

Amani by Jim Papoulis Rhythms on neutral syllable will be addressed in both sections separately while the other section is whispering their part and showing with a hand motion. Rhythmic parts will be put together and then a brief question/discussion on what should improve. When rhythmic march section feels confident, go back and re-address the 1,3,5 having student auditating. By rote students will learn each part and be asked to sing it on neutral syllable and then with words with piano and then by themselves. As girls section makes progress and confident transitions from one section to the next we will add in the clapping part. Go back to the beginning and work on various words that mock the French vowel shapes. Teach words and help create confidence in speaking and saying in rhythm. Chante- Shawl. Mall- and come to a round shape and say mo for monde Paix- Pay Pour- Pur Py- Pea Le- lay Put melody to it. Have students recognize they are singing the same part. Homophonically. Third section: La, sol, la so fa mi re do- This tune will be sung for students and have them use it with various articulations with attention to legato. Paintbrush method can be used to show differences.

Discuss form/map out form given prompt questions about various parts of the music who is singing (Boys or girls, boys and girls, only girls) How many times does one part occur before we move on, where do we then go from there? In what section do we march?

Personalize: Students will create a class created rubric that will address all musical elements and concepts being addressed within in each section. Students listen to each section and address what went well and what is in need of improvement. Evaluate the music and talk about various performances of the piece. Analyze various parts of the music whether in mixed groups or in their own sections and will be given key questions to look for or key parts to clarify. Students will talk about what they hear from each rehearsal.

Perform: Ss will perform this for their class and for the spring concert. After concert students will discuss how they felt their performance went. If they felt that the message of piece was sent to their audience members. Ss will be asked what they enjoyed about the performance and what could have been improved. Watch their video of their concert and do a self-assessment of their experience in chorus and with this piece. Individual and group assessment.