Hanukkah Shalom Spec Sheet

Transcription

1 Hanukkah Shalom Spec Sheet Title: Composer: Arranger: Hanukkah Shalom Anonymous (Hebrew Folk Song) Dan Schwartz Publisher: Shawnee Press, Inc. Publication Date: 1990 Publication ID #: D 0427 Voicing: Accompaniment: 3-Part Mixed Piano Unaccompanied Solos: N/A Language: Occasion: Hebrew Hanukkah, cultural awareness, greeting song, first day song Ranges: I: A3 E5; II: A3 C5 III: E3 - D4 Concepts: Skills: triadic patterns in arpeggios, fermata, polyphony vs. homophony, accent marks, marcato, legato, la minor, key changes, subito ritardando, crescendo, accelerando Hebrew diction, singing in legato vs. marcato style, pure vowels, singing in la minor, and singing in head voice Potential Problems: Singing the piece on solfege is kind of challenging in regards to the incorporation of fi, di, and si throughout. Part III at m. 33 is a little challenging to hear the mi fi si pattern right after the key change. Depending on how high Part III can sing, mm are in the higher point of their range, and the students may struggle if their voices have changed.

2 Study Guide for Hanukkah Shalom Composer: Anonymous (Hebrew Folk Song) Arranger: Dan Schwartz Voicing: 3 Part Mixed Background/Historical Context: This work is based on a Hebrew greeting used in Jewish culture, in which they use the phrase Hevenu shalom aleichem. This means we bring peace to you. The response to this greeting is usually assalamu aleichem, which means the peace of God be upon you. Typical characteristics of these folk songs include the use augmented seconds and accelerando, which are both featured in this piece. Terms Accelerando: Accent: Arpeggio: Crescendo: Fermata: Homophony: Legato: Marcato: Minor Triad: gradually accelerating or getting faster in regards to tempo emphasis or stress placed on a particular note to mark its position playing the notes of a chord consecutively; individual notes of a chord are sounded one after the other instead of all of the notes being played at once. gradually getting louder A marking of notation used to direct the performer to sustain a particular note as long as the conductor or artistic interpretation allows. A musical term in which all parts (in this case, vocal parts) move together at the same time with the same words and rhythms but different pitches. One voice has the melody. A musical term used to direct a passage to be performed in a smooth, graceful, and connected style. A musical style in which notes are accented, emphatic, and stressed; march-like. A chord that consists of a root and an interval of a minor third between the root and the third; the chord consists of an interval of a major third between the third and the fifth of the chord. These can come in root position, first inversion, and second inversion.

3 Polyphony: A musical term in which each voice part has its own melody. Subito Ritardando: Suddenly slowing down. Skills. Singing in legato style: Students should be able to master the art of singing in legato, which means to sing passages in a flowing, graceful, and connected style. They can do this with proper breath support and phrasing. The legato phrases are to be used throughout, except for on the areas with accent marks above the notes. Students should connect the notes of their phrases together in the legato phrases. Singing in marcato style: Students should be able to master the art of singing in marcato, which means to sing passages in a more stressed, accented, and emphatic style. This style is almost march-like. The specific passages that use this technique are the ones marked with the accent notes throughout the piece. These are meant to be more stressed and should be able to be observed by the audience. Hebrew diction: The Hebrew language includes a lot of different sounds, including the ch sound. This word is found in aleychem. Students should pronounce it uh-lay -chem with the glottal effect on the ch and having a schwa sound on the em. All pronunciations of text should be true to the Hebrew language and Jewish culture. Singing in head voice: Singing with control of the upper register and having a nice, free sound with a lowered soft pallete and support from the abdominal muscles. This should not be tight and should not involve shouting from the chest voice. Some of the vocal parts lie in higher places of a students range. These students should sing with proper technique when they arrive at these sections. Singing in la minor: Proper performance of the la minor scale up and down, with the pitches la- ti-do-re-mi-fa-sol-la. Students should also be able to properly sing melodic and harmonic scales, as the pitches of fi and si are featured throughout. (Many students get used to singing in major modes. Introducing them to songs written in minor keys can enhance and sharpen their abilities in la-minor to make them more well-rounded musicians.)

4 Learning Goals 1) At the end of this unit, the students will be able to accurately sing Hanukkah Shalom with correct pitch accuracy, diction and text accuracy, breath support, intonation, and articulation. These will be evaluated individually with a rubric. Students skills will be marked as unsatisfactory, basic, proficient, and distinguished, depending on their level of mastery of these skills (National Standard 1 Singing alone and with others, National Standard 7 Evaluating music and music performances (for me), National Standard 9 Understanding music in relationship to history and culture (in regards to Jewish culture and their proper pronunciation of the Hebrew text) ) 2) At the end of this unit, the students will be able to fully comprehend and explain the musical terms studied throughout the unit, including those in the study guide such as accelerando, accent marks, arpeggio, crescendo, fermata, homophony, legato, marcato, polyphony, and subito ritardando. Students will be assessed on these terms with a quiz at the end of the unit to make sure they have a very strong understanding of the terms and their relation to the music. (National Standard 5 Reading and Notating, National Standard 6 Listening to, analyzing, and describing music). 3) At the end of the unit, the students will reflect on their performance of Hanukkah Shalom after watching a video recording. Their reflections should include their thoughts on the pieces, their personal progress throughout the term, their reflection on the class performance of the piece as well as their own, and one thing they learned from the piece that will make them a better musician and a more well-rounded human being. These will be graded based on a rubric that gauges if students met all of the specified guidelines in the prompt, and also assesses their grammatical errors and their ability to write the proper number of pages for the assignment. (National Standard 6 Listening to, analyzing, and describing music; National Standard 7 Evaluating music and music performances; National Standard 9 Understanding music in relationship to history and culture).

5 Time Frame We have three weeks before our performance of this piece. In our middle school classroom, we meet every day for fifty minutes. Throughout these three weeks, we are also working on three other pieces for our concert, which gives us limited time to work on this specific piece. However, I have made a basic outline for how our rehearsals are going to go during these next three weeks, along with the musical concepts needed to be taught on each day. Week One Monday: Tuesday: Introduce the class to Hanukkah Shalom by Dan Schwartz. Begin first by writing the word on the board and have students work on the proper pronunciation of the words Hevenu Shalom Aleychem. Teach them that this means we brought peace to you in the Hebrew language. Teach students about minor triads and see they can find any within the piece, in root, first inversion, and second inversion. Have them learn mm Teach students the solfege of mm , and then have them sing it with words to make sure that they are using proper diction. Have students review measures Ask them if they remember what a minor triad is and if they can find any in the score. Perform a vocal technique exercise in which you accent specific notes in the warm-up. Ask students what was different about how the notes sounded. Introduce students to accent marks and draw an accent note on the board. Then, ask students if they can find any in mm Have them sing through mm Then, have them look at Part 1 of mm What do they notice is different in mm ? Wednesday: Have them perform the accent notes that were taught the before. Look at mm Introduce the concept of marcato style, as opposed to a legato style. Have them sing the phrases of unaccented notes in an legato, flowing style. Have the students perform the accented notes by moving their arms in a marcato-like style. Make it kinesthetic for them. Make sure that they can describe and identify the differences in marcato and legato phrases. Review mm and mm Thursday: Review mm in Part 1 and mm in all three parts. Then teach Part 2 and Part 3 their parts at mm Teach the students the solfege in mm Loop this material a lot, as the di, fi, and si intervals are very challenging. Ask them to identify which note is do based on the key signature. Then, have students sing mm Have them sing the passage on the actual text. Once they feel comfortable, review material in mm

6 Friday: Review mm with the students. Ask students about the definitions of minor triads and accent marks. Ask students to verify where they see these in the score in mm Then, introduce the concept of fermata to the students. Demonstrate your conducting skills and the students ability to watch you. Perform fermatas as a class. Ask the class where they have found them in the music. Week Two Monday: Tuesday: Wednesday: Thursday: Ask the class to sing mm Then, have them look at which note is do in mm Then, ask them which note is la. Have the class turn to m. 25. Ask the class, Which note is do? Which note is la? Introduce the concept of key change to the students. Teach students their parts in mm Ask them if each voice parts is moving at the exact same time. Ask students what they see in the score at these sections. Introduce the topics of polyphony and homophony. Ask students if mm are more polyphonic. Then, have them look at mm Are these more polyphonic or homophonic? Ask the class questions and guide them to the correct answers. Have them perform mm Have the students look at m. 43. Ask them which note is do? Which note is la? Review the material from last week and ask which notes are do and la in mm. 1 and 25. Have the entire class sing Part I in mm. 42- the third beat of m. 50. Teach Part II and Part III in mm Are these notes polyphonic or homophonic? Review what the differences between these two styles are. Review accent marks, legato, marcato, accent marks, and fermata. Have the students find and define such objects in their score and if they could sing an example of these terms found in the score. Sing through mm Teach mm of the piece, emphasizing the students to maintain the proper diction. Ask the class to note the fermata marks in mm Ask the students to define them. Have students volunteer to be the conductor and have them play around with how long to sustain these notes. Have the students run through the entire piece from mm Ask them to review the terms that they have covered in class so far. Introduce them to the mark accel. Teach the students that stands for accelerando, this means to gradually accelerate. Start adjusting the tempo of the piece with the students, starting from the top. Show the students the sub. rit. marking on m. 59. Teach students that this is a subito ritardando, mark and it means to suddenly get slower. Perform the entire piece with the differences in tempo, gradually accelerating throughout the piece, besides m. 59. Review all of the terms for the quiz the next day on Friday. Hand out the study guide for them to review the terms.

7 Friday: Have the students take the music definitions quiz at the beginning of the class period. Then, when every student is finished taking the quiz, run through the entire piece, paying attention to the tempo markings, the concepts and skills found within the piece, and the correct pronunciation of the text. Week Three Monday: Tuesday: Wednesday: Thursday: Friday: Run through the entire piece, making sure that students are able to apply the concepts and skills learned the weeks before. Fix any problem areas and ask the students if they would like to go over anything again. Prepare them for their singing tests the next day by running through mm multiple times. Singing tests mm for all students. Other students are asked to start on their reflections as to what they have learned the past couple of weeks as well as complete their required reading for the unit. Anything they do not get done is due the next day. Talk about the reading assignment from the previous day. Review the terms that relate to the piece. Sing through the entire piece, encouraging students to use good singing techniques. Review what the phrase Hevenu Shalom Aleychem means. Review the terms. Brush up on any troubling areas. Have the students practice Hanukkah Shalom in the performance space. Have the students work on blending for the piece, and ask them how the change in the location affected their sound. Ask them to continue working on proper technique as well as proper diction. Continue reviewing the terms and polishing the piece. Concert in the performance space. Have the students evaluate and reflect on their performance as an individual and as an ensemble after you post the video of their performance to your grading website.

8 Hanukkah Shalom Rubric Specific Description of the task: Students will sing measures of their assigned vocal part of Hanukkah Shalom. Each student will be assessed on pitch accuracy, rhythmic integrity, breath support, intonation, and overall expression of the piece. Total Points Possible: 50 points Student Name Unsatisfactory (Less than 6.75) Pitch Accuracy The student is unable to match pitch at all. The song is completely unrecognizable. Basic (6.75) The student matches many of the pitches in the piece and the song is definitely recognizable. The student performs the song decently but a few errors throughout. Proficient (8.00) The student makes minor errors when matching pitch and has mostly accurate singing. The performance is near perfect, with very little errors at all. Distinguished (10) The student matches every pitch accurately in the piece and performs each pitch perfectly. Diction The student is unable to sing any of the Hebrew words correctly, if any at all. The student pronounces many words of the text correctly The student makes a few errors in regards to text. The student makes minor errors when performing the Hebrew text of the piece. The performance is near perfect, but there are very few errors. The student pronounces every word of the Hebrew text correctly. Breath Support The student has no support with breathing whatsoever. The student has poor posture with shoulders moving as the student breathes. The student decently supports sound with use of diaphragm and abdominal muscles. The student has decent posture. The student has great posture with shoulders rolled back. The student holds out almost every single line correctly. The student has perfect posture and breathes correctly in every single line. The student uses abdominal muscles correctly. Intonation The student has an extremely breathy tone and does not support the sound. The student has tone throughout the piece and supports the high notes. The student sings almost the entire song with accurate tone. The student sings with clear tone almost entirely throughout with no errors. The student supports the high notes. The student sings the entire excerpt with clear tone and supports every note perfectly.

9 Articulation The student sings with no change in articulation. The child does not use articulation markings at all and disregards their role in the music The student sings with the indicated articulation markings, focusing on expressive elements, but the student is not completely consistent. The student sings with the indicated articulation marks throughout the piece, focusing almost all of the expressive elements throughout the piece with very few or almost no errors. The student sings with all of the correct articulation marks, in regards to legato phrases and accent marks. The student sings with all expressive elements. Additional Teacher Notes:

10 Name: Date: / / Hanukkah Shalom Quiz Directions: Using the word bank, match each word to its definition. Make sure that you write legibly, or points will be deducted. Accelerando Accent Note Arpeggio Crescendo Fermata Homophony Legato Marcato Polyphony Subito ritardando Minor Triad 1) A term used for gradually getting louder.. 2) A musical term in which each voice part has its own melody.. 3) A music term used to direct a passage to be performed in a smooth, graceful, and connected style.. 4) A marking of notation used to direct the performer to sustain a particular note as long as the conductor or artistic interpretation allows.. 5). A chord that consists of a root and an interval of a minor third between the root and the third; the chord consists of an interval of a major third between the third and the fifth of the chord. These can come in root position, first inversion, and second inversion.. 6) A term that refers to the tempo suddenly slowing down. 7) A term that refers to emphasis or stress placed on a particular note to mark its position.. 8) A term in which all parts move together at the same time with the same words and rhythms but different pitches. One voice has the melody.. 9) A music style in which notes are accented, emphatic, and stressed. March-like.. 10) A term referring to the tempo gradually getting faster.. 11) Playing the notes of a chord consecutively; individual notes of a chord are sounded one after the other instead of all of the notes being played at once. Extra Credit: Draw or write out the abbreviation for two of these terms.

11 Name Date / / Hanukkah Shalom Reflection Direction: During the past three weeks, we have been working on the piece Hanukkah Shalom as an ensemble. Please type out your responses for this reflection. The papers should be based around thoughts about the piece and any personal progress made throughout the term. After watching the video reflection, please reflect on your class overall performance of the piece as well as your own, focusing on at least one vocal technique choral technique observed. Finally, write one thing that you learned from this piece that will make you a better musician and / or well-rounded human being. This should be at least two pages. Again, make sure to write about: -your thoughts on the piece -personal progress throughout the term -the class overall performance of the piece as well as your own (include one vocal or choral technique observed) -one thing you learned from this piece to make you a better musician and / or wellrounded human being. These will be graded based on a rubric that gauges if students met all of the specified guidelines in the prompt, and also assesses their grammatical errors and their ability to write the proper number of pages for the assignment. Late assignments will lose one letter grade for every day the assignment is not turned in. Papers are due at the beginning of class on April 30. Please contact Miss LaRosa if you have any questions.

12 Hanukkah Shalom Reflection Rubric Specific Description of the task: Students were asked to watch a video on their performance of Hanukkah Shalom. After watching the video, they were asked to complete a video reflection about their thoughts on the piece, personal progress made throughout the term, the class overall performance of the piece as well as their own, including one vocal or choral technique, and one thing they learned from this piece that has helped to make them a better musician and / or a well-rounded human being. This should be at least two pages in length. These will be graded based on a rubric that gauges if students met all of the specified guidelines in the prompt, and also assesses their grammatical errors and their ability to write the proper number of pages for the assignment. Late assignments will lose one letter grade for every day the assignment is not turned in. Papers are due at the beginning of class on April 30. Please contact Miss LaRosa if you have any questions. Total Points Possible: 25 points Student Name Thoughts of the Piece / Personal Growth Unsatisfactory (0) The student does not provide thoughts of the piece or personal growth throughout the past couple of weeks. Basic (2.5) The student describes his thoughts of the piece or his personal growth, but not in full detail. There was thought put into the answer, but the student could have gone deeper. Distinguished (5) The student describes in detail his thoughts of the piece and his personal growth from the experience. Class Overall Performance / Personal Performance The student does not provide thoughts of the class or his own personal performance. The student describes the class overall performance and his own personal performance. The student could have gone deeper. The student describes the class overall performance / personal performance in detail. One Thing Learned from Piece The student does not provide an element learned from the piece or an element of vocal or choral technique in his essay. The student provides one thing learned from the piece, but he does not have the vocal or choral technique. The student included at least one thing learned from the piece and an example of a vocal or choral technique observed in the video. Grammatical Errors The student has SEVERAL grammatical and spelling errors throughout. It makes the essay hard to read. The student has a fairly decent paper, but there are a few grammatical and spelling errors throughout. The piece is still readable though. The student has no grammatical or spelling errors in his essay at all.

13 Page Length The student did not meet the two-page requirement. The student met the two-page requirement, but the piece has unnecessary fluff to the paper to add more words. These words are unnecessary. The student meets the two-page length requirement. Additional Teacher Notes:

14 Required Reading Holmes, Martha Sandma. Israeli Folk Dance: A Resource for Music Educators, Music Educators Journal 67 (Oct., 1980), 36-39, accessed April 15, 2015, doi:

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17 Choral Rehearsal Plan: Hanukkah Shalom (Hebrew Greeting) Basic Information Francesca LaRosa Ball State University - Choral Methods II Choir Grades Cooperating Teacher: Dr. Ester March 19, 2015 Prerequisite Knowledge and Skills for this Rehearsal Level 3 Minor (The Natural Minor tetrachord) Knowledge of articulation and expression marks (staccato, legato) Behavioral Objectives At the conclusion of this lesson, students will be able to: -demonstrate quality vocal tone that utilizes head voice (NS1) -accurately echo-translate and read Level 3 minor tonal patterns (NS5, NS6) -Perform mm of "Hanukkah Shalom" accurately and expressively (NS1) -Self-evaluate regarding performance success using music terminology (NS6, NS7) -Read mm accurately with appropriate solfege and proper Hebrew diction -Sing mm with proper articulation (with legato and accent marks) and understanding the difference between these expression marks. (NS1, NS7) Materials ELMO Projector Piano Tonal Wand On Whiteboard: -Rehearsal Sequence: -VT -ML -Hevenu shalom aleychem (We brought peace upon you) Procedure: 0:00 Set (mental focus): Echo clap Start with the vocal exercise eeeeeee on do mi sol do sol mi do starting in C Major. Do the first exercise legato with the swinging hand motion. Do the next exercise staccato with the fingers. Do the last exercise with accents in a marcato style. Model the exercise first. Then model the hand motions with it. Have the class try it with you. Progress up the scale to G Major, making sure that the class modifies the ee vowel as they get higher. Make sure to focus on tall, mature vowels, as well as proper articulation. Have students drop down the octave if it becomes uncomfortable. Encourage students to use proper breath support the entire time.

18 0: 02 Echo Tonal Exercises on Solfege 0:03 Echo Translate Tonal Exercises on pa. 0:04 Use Curwen hand signs of the minor progressions demonstrated in mm of score and also that were used in tonal exercises above. 0:05 Use the tonal wand with the minor key. Put transparencies up on the projector and draw a treble clef on the board. Write in the key signature. Ask the class if this is the key signature, where is do? Where is la? Have them sing the pitches that you show on the board with the tonal wand that correspond with the tonal patterns from the score. 0:06 Have the class apply the solfege and reading skills from the previous exercises with the syllable echoing and the tonal wand by reading the passage on solfege. Help out with any challenging leaps. Use hand signs where needed and give feedback throughout. Read on Takadimi syllables if students are struggling with reading on solfege keeping a steady beat. 0:07Teach the students the Hebrew words to the passage and explain to them the meaning (We brought peace upon you). Teach them how to properly pronounce it. Model for the students how to properly speak the text. Have them echo the pronunciation. Have them sing the passage with the appropriate Hebrew text.

19 0:08 Go back to the opening exercises. Ask the students to remember the opening exercises. Model for students the exercise and ask them to explain how the music sounded when doing the flowing hand gesture. What did this music sound like? What is the music term for music that is smooth and connected and flowing? Legato! This is what we are learning about today: Articulation. Can anyone think of any other musical terms that are associated with articulation (hint: think back to our opening exercises). Write these on the board if students say them: staccato, leggiero, etc. If students say marcato, put this in another category: style. Say, This is a particular type of musical style, and it represents music that is march-like. Ask students how they would describe the music at the end of the vocal exercise accent marks (stress or special emphasis on a note to mark its position). Draw in accent marks on the board in the score. Explain to the students that these are horizontal accents. They are used to add emphasis to the note. Have the class sing the passage all in legato phrases, using the legato hand gesture that they learned at the beginning of class. When they get to the new accent marks, have them do the accent specified hand motions as well. Help them to make connections between their body movements and how they are singing. Continue to emphasize the definitions of legato and accent marks. 0:11 Have the students open their scores to page 4. Ask them where they have seen this material before. Ask them to match up the melody to what they see on the board and find what is similar or different. Ask them if they see any types of expression or articulation markings and which measure(s) they are located in. 0:12 Have the students sing the passage in the score that matches what they have previously learned. Make sure to help with transitions from one section to the next. Show part I that their starting note in m. 18 is the same note that part II ends on in m. 18 a few beats before. The same is true form m. 22. Help students navigate from one measure to the other.

20 0: 13 Part II will start in mm , then Part I will sing in mm All parts should sing in mm , and have part II sing mm , as this is all material they have previously learned. 0:15 Teach mm to Part I. Have part II hum their part along with Part I. Have both Parts I and II sing their parts together, starting at measure 21. Teach mm to Part III. Have the other parts hum their parts while Part III continues to learn his part. Make sure every voice part is singing with proper support and good vocal production. Make sure to emphasize the accent marks while teaching every voice part and reinforcing the legato phrases throughout. 0:17 Have parts I, II, and III sing starting at mm Begin the passage having part 1 begin. Give the starting pitch and count off properly. Have all of the other voice parts sing their part until mm. 24, using the hand gestures demonstrated at the beginning for legato and accent marks.. 0: 18 Sing the passage through with accompaniment. Make sure to give the students a way to find their starting pitch from the accompaniment, focusing on improvements Closing: Have the class sing the piece from mm Invite them to stand and to sing with excitement. 0: 19 Instructional: Ask meaning of hevenu shalom aleychem (translation). Ask about different forms of expression and articulation marks. Ask which ones we found in the score. Performance: Run mm with accompaniment. (request/remind of focuses) Sponge Activity: Write your own accent marks! Instructions If there is extra time in the rehearsal, students will be asked to find additional accent marks throughout the score. Also, the will be given a piece of staff paper to write out a few measures of the melodic line. Once they have done this, they will be asked to put four accent marks anywhere in their melodic line. Students will be called upon to perform their version of the piece with their chosen placement accent notes. Students will also be constantly asked the definition of an accent mark to make sure that they understand the concept.

21 Curriculum Connection: Writing Assignment from the Reading Instructions Students will be asked to read the article from the assigned reading. After reading this, they will be asked write three key points they found from the reading relating to characteristics of Israeli music and culture. They must write about one of these elements that is used within our own song of Hanukkah Shalom. Students will also be asked to summarize the article and describe how music is used within the Israeli culture. The purpose of this assignment is to allow students to become more aware of other cultures and their music around the world.