The Foundations of Singing

In this lesson, students will vocalize in every class. Students will learn about vocal range and some basic music theory that will help them identify notes on a keyboard and in sheet music.

This lesson focuses specifically on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will revisit posture and breathing exercises as well as how to use the diaphragm, projection, and the resonators.

In this lesson, students will review what basic music theory they have learned and look at rhythm with time signatures and the length of time we hold notes and rests.

This lesson continues the focus on the technical aspects of vocal production. By understanding how voice is created, students will be more aware of how to improve their vocal production. Students will explore the articulators and apply everything they have learned about vocal production to sing a song. Decide if this song will be done for assessment.

This lesson continues with basic music theory and reading basic musical markings on a score. It’s up to you if you feel it necessary for students to learn this aspect of reading music. It all depends on your goals for the unit. Understanding musical dynamic markings will help students navigate a song, and that they can do this even if they do not read music.

Knowing the mechanics of singing a song is only half the process of preparing a piece to perform. In this lesson, students will dissect the musical interpretation of a song using key music terminology and actor interpretation to understand musical tactics and how a musical theatre song can be used to communicate character, story, and emotion. Students will then apply these same tools to use musical tactics as they sing “Happy Birthday” to achieve an objective.

Students will find the context and meaning of a song by dissecting its lyrics. Students will practice finding meaning in lyrics and applying possible tactics to its performance in monologue form.

Students will choose, learn, analyze, rehearse, and perform a musical theatre piece as a solo, as a pair, or in groups. As this may be the first time that they take all these steps to prepare a piece of music, the assessment will come from a place of risk, courage, and commitment, rather than how well they execute the song vocally. Students must also demonstrate learned elements from throughout the unit in their written work and performance. Any movement students add is their own choice, but not necessary. That element will be added to the assessment of performances after the movement unit.