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A-Tisket, A-Tasket  (#2)
SSA- Music by Ella Fitzgerald, Al Feldman; Arranged by David Elliot
Taught by: Leslie Weisstein
Eastside H.S. Girls’ Chorus
March 9, 2005

National Standards
Content Standard 1:  Singing alone, and with others, a varied repertoire of music

Content Standard 5: 
Reading and notating music
Content Standard 9:  Understanding music in relation to history and culture

Sunshine
State
Standards
Skills and Techniques

Standard 1: The student sings alone and with others, a varied repertoire of music (MU.A.1.4)

Standard 3:  The student reads and notates music (MU.A.3.4)

Cultural and Historical Connections

Standard 1:  The student understands music in relation to history and culture.  (MU.C.1.4)

Aesthetic and Critical Analysis

Standard 1:  The student listens to, analyzes and describes music.  (MU.D.1.4)

Standard 2:  The student evaluates music and music performance.  (MU.D.2.4)

Accomplished Practices
Assessment

Communication

Critical and Creative Thinking

Role of the Teacher

Human Development and Learning

Knowledge and presentation of subject matter

Learning environment

Planning


Objective

Eastside H.S. Women’s Chorus will learn the second section (mm 29-44) and third section (mm 44-64 time permitting) of A-Tisket, A-Tasket arr. by David Elliot with accurate jazz style and age-appropriate choral tone.  Students will be provided with background about Ella Fitzgerald and identify syllables as “scat syllables.”  They will also determine repeated sections and similarities between sections of their individual parts as a group.


Procedure
Background

    1.    E
lla Fitzgerald.
        a.    S
how picture
        b.
    Read biography highlights
        c
.    Give quotes
        d
.    Play A-Tisket, A-Tasket- Ella’s version
                           
i.    H
ave students follow along in their music and listen for their part and any changes in the music.
                   
    ii
.   After finished, ask where they heard their parts.  What does that tell them about how they should sing it?
                   
    iii
.  Where did they hear changes?  Why might the music have changed there?
Warmu
p
    1.
    Scalar
            a.
    Warmup #8 (see sheet) beginning on C above middle C and descending in half steps to E above middle C.
            b.
    Warmup #4 (see sheet) beginning on F above middle C and ascending in half steps to C above.
    2.   
Diction
            a.   
"Many mumbling mice” (Warmup #2) beginning in C minor and ascending to B minor.
    3.
  Canons
            a.    "Sing together” (Warmup #2) C Major
                    i.    
Sing through together once to see how much girls remember; fix any problems.
                    ii.    Split into two parts.
                               
    iii.  
Split into three parts
                               
    iv.  
Split girls into groups of three and go around semi-circle
    4.   C
hordal
            a.   
Warmup #2 in C major.  Up and down in unison, then split into parts.  (order: soprano 1, soprano 2, alto.)
            b
.    On parts sing up and down and then back up stopping on the following pitches: sop 1 - G, sop 2 – E, alto – C.
            c.
    Change to different vowels and move up and down by half steps to achieve choral sound.
Music
   
1.   
Review mm 1-28.  Fix problem areas.
    2.   
Learn mm 29-36.
    3.   
Speak rhythm on words, first.
    4.    Split into parts:  sopranos, altos, together.
    5.   
Learn mm 36-45.
    6.    W
hat does this look like?  (The beginning section!) Try to sightread.
    7.   
Go back and fix parts.  Sing all parts together with parts being played.
    8.    Sing mm 29-45 with accompaniment.

    9.   
Sing from beginning to mm 45 with accompaniment.
If time...

    10.   L
isten to mm 52-55 on piano.  What happens to the music?  (modulates to minor) Why?  (words!)
    11.   E
xplain same as beginning but sop 1 sing E flats
    12.
  Try to sing through mm 52-63.  Fix problems.

Evaluatio
n
Did we meet the objectives
?
Were my instructions clear and easy to understand?

What went well?

What were the challenges?



 
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