Conductors Name: Ms.

DiPalermo Title of Piece: Bring me Little Water Sylvie Composer/Arranger: Moira Smiley Ensemble Name: Treble Makers- 5-6th grade treble ensemble Voicing: Girls Part 1-2
Learning Goals: Behavioral: By the end of the term both 5th and 6th grade girls will successfully perform Bring me little water Sylvie with body percussion. Understand: 5-6TH grade girls will understand the relationship of music to movement, they will gain greater understanding of singing and moving to 7/8 time and the significance of singing in harmony. Encounter: Students will experience the significance and effectiveness of singing an acapella while doing body percussion. From this students further understand how the two come together to represent a very unique and powerful piece. Constructivist: Ss and teacher will discuss the origin of this piece, the composer and what their significance and intention were for writing this particular selection. We will discuss Leadbelly and discuss his life, time period and style of music to further inform students of the purpose of Bring me little water Sylvie.

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 without use of instrumental accompaniment. Students will strengthen their ear training of basic diatonic intervals in F major (with small jazz style minor notes) Building awareness and comprehension of clear diction. Developing a sense of phrasing and being able to influence phrasing with various dynamics. Informing and embellishing the piece with attention to dynamic contrast and various articulations.

Musical Concepts: Singing various melodies, woven together with correct phrasing, dynamics and articulation in the respective places. Singing and doing body movement simultaneously in time. Understanding and jazz style, learning new intervallic relationships and singing

against other parts. 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. 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: Students will start by learning body percussion to feel rhythm and kinesthetically put in the body what they will later have to incorporate with sound. Present: T&Ss will say in 8/8 time, giving particular attention to the 7-8-1 that these three counts remain on the same foot and are the pick up to the new section. Students will then be asked to tell which feet are landing on counts.1, 4, and 7. Once this part is confident, and can be done alone, T will add in the clapping counts. Building up from feet, to claps, student will finish last part of movement by learning the upper body percussion portion. Warm ups: Mi-me-ma-mo-moo Mommy made me mash my m&ms Bumble, bee, bumble, double bubble, double bubble gum. la do la do mi re do Silvy comin yes she is 1, 121, 12321, 1234321, 123454321. Alelujah- on 1,3,5,8,5,3,1 On ch T will teach the small rhythm of mm. 4 beat 3 of melody, then on neutral syllable or sound, then on melody. Everyone will learn melody first on ch then on words, then on melodic pitch. Then eventually split parts. When each part is comfortable and confident, students will combine singing parts. Informal assessments of various spots in the music with quartets or duets. T and Ss will work on song being put with body percussion. Students will also play word treasure map where various parts of the song will be put on the white board with blanks, students will begin memorizing by filling in the blanks.

Personalize: Students will create a class created rubric that will address all musical elements and concepts being addressed within in each section. Students will 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.