Weihnachten #1 of Sechs Spruche, Op 79 · ye people!”, and the men come in at the close of that first statement by the women ... Rejoice, ye people of the earth, and praise God!

Weihnachten (#1 of Sechs Spruche, Op 79) Composer: Mendelssohn-Bartholdy, Felix

Voicing: SSAATTBB

Style: Sacred

Genre: Motet

Language: German

Instruments: A Cappella

License: CPDL (www.cpdl.org)

Published: Mendelssohn ’s Werke (1874-1877)

Teacher Handbook For Weihnachten (#1 of Sechs Spruche, Op 79)

By Felix Mendelssohn-Bartholdy (1809-1847)

Created by Becca Cline

National Standards:

Standard1:Singing,aloneandwithothers,avariedrepertoireofmusic.Standard2:Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic.Standard3:Improvisingmelodies,variationsandaccompaniments.Standard4:Composingandarrangingmusicwithinspecificguidelines.Standard5:Readingandnotatingmusic.Standard6:Listeningto,analyzing,anddescribingmusic.Standard7:Evaluatingmusicandmusicperformances.Standard8:Understandrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsideofthearts.Standard9:Understandingmusicinrelationtohistoryandculture. Learning Objectives:

1. Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)

2. By the end of this activity, 85% of students will:a. Accurately perform their part using correct solfege syllables, pitches, and

rhythms.(Standards 1,6) b. Students will create a creative and coherent journal entry analyzing their

experience (using terminology discussed in class.)(Standards6,7) 3. Students will create a coherent and creative journal using content discussed in class to

reflect on their group rehearsal. (Standard 6,7)4. By the end of this lesson, at least 85% of the class will accurately:

a. Showthephrasingofthepieceusingbodymotionb. Aurallyidentifythephrasestructureofthepiece(Standards5,6)

5. Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)

6. Bytheendofthisactivitystudentswill

a. CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).

b. Teachtheirpeersaboutthecomposer,basedontheirfindings.i. Duringthis,thestudentsbeingtaughtmustrecordnotesintheir

journals.(Standards6,7,8,9)7. Studentswillcomposeanewrhythmbasedonthetextofthepiece(Standard4)8. StudentswillcompleteaWebQuestactivity,guidingthemtocomposeanewmelody

basedonobservedartandthetextofthepiece.(Standards3,4,5,8,9)

Score Study of Weihnachten Element Information

Composer:FelixMendelssohn‐artholdy

FelixMendelssohnwasborninHamburg,onFebruary3rd,1809.In1843hefoundedtheLeipzigConservatory,andwasnameddirectoroftheMusicSectionoftheAcademyofArtsinBerlinbyKingFrederickofPrussia.Andthoughhisschedulewasquitefull,itwasduringthistimethathewrotetheRuyBlasoverture,stagemusicforShakespear’s“AMidsummerNight’sDream”(whichcontainsthenowworld‐famous“WeddingMarch”,and“TheScottishSymphony”,whichwasthethirdoffivesymphonieshewroteinhislifetime.

Style: Motet

Sacred: Thisisasacredmotetwrittenaspartofasetofsixpiecesoutliningthechurchcalendar.ThetextisbasedonPsalm98

Key: ThekeyremainsinGMajorthroughout

Texture: Eight‐part,SSAATTBB.Homophonicthroughout.

Form: Terneryform(ABBA)

Meter: Thepiecetypicallybeginsatamoderato(around110)andgraduallyretardsthroughout,untiltheendapproachesadagio.

Text: ThetextisbasedonPsalm98andisoneofsixpieceswrittentofollowthechurchcalendar.ThisparticularpiecewaswrittenincelebrationofChristmas,andwasactuallycompletedonChristmasdayof1843.

Rhythm: Mostlyhomorhythmicthroughout,thesongbeginswiththewomendeclaring“Rejoice,allyepeople!”,andthemencomeinatthecloseofthatfirststatementbythewomen(measure2),andhavetheirowntextandrhythmsuntilmeasure6atwhichtimethechoirssinghomorhythmicallyuntilmeasure13.Atthispointeachlinehassomethingdifferentuntilmeasure18atwhichpointthe

partscometogetheragainrhythmicallyuntilmeasure22,andthenthewomencometogetherinthepick‐upstomeasure29.Themenhavetheirownindividualrhythmsuntiltheyalljointogetherinmeasure30.Allpartsendinatriumphantfermata.

Melody: Themelodyisexpressedbythewomeninunisonatthebeginningandendofthepiece,otherwisetheemphasisliesinthehomorhythmicharmonies.

Harmony: Thispieceisextremelyharmonicallyinteresting.Webegininunisonuntilmm2,andthenweseeseveraliiandii7chordsthroughoutinmm13,15,16,17,20,24,25,26,and28andaV7/iigoingtoiiinmm7.Therearealsoafewothersecondarydominantsinmm7,11,and22.ThefirstBsectionbringsaninterestingtonalitythatplayswiththeresolutiontotonic,butwedon’tactuallyresolveuntilmm19,whichalsobringsinthesecondBsection.ThesecondAbringsthereturnofwomeninunison,butthistimethebaritonesandbasesaresupportingtheroot,whilethetenortwosaddthe7thofourVchord,andthenresolvedownasweallreachourtonic.WethenreturntoV,withthetenoronessustainingaGwhichaddsabrief9thtoourchord,andourbaritoneshavethe7th.Weonceagainresolvetotonic,thentoaIV9(altooneshavethe7th,andsopranotwoshavethe9th)andfinallyweallarrivebackattonic.

Phrasing: Short,butlegatolines,usually4‐5measureslong.Thereareobviousplacestobreathe,butstudentswillabsolutelyberecordinganymarkingsIhaveindicatedinthescorethatallowforgoodbreathtosupporttheline.(Oneexampleofthisismm10;studentswillmakethesecondhalfnoteofthismeasureintoaquarternote,andaddinaquarterrest.Thiswillallowthemtocutoff,endtheirword,andbeginthenewsectioncleanly.

Dynamics: Thispieceisentirelywritteninforte,whichiswrittenasareminderatthebeginningofeachnewsection,andagainforthefinalhalleluja.

Text Translation:

Frohlocket,ihrVölkeraufErden,undpreisetGott!

Rejoice,yepeopleoftheearth,andpraiseGod!

DerHeilandistershienen,denderHerrverhißen.

Theredeemeriscome,whomtheLordhaspromised.

ErhatseineGerechtigkeitderWeldoffenbaret.Hallelujah!

Hehasrevealedhisjusticetotheworld.Hallelujah!

TextissaidtobebasedonPsalm98whichsays:“SingtotheLordanewsong,forhehasdonemarvelousthings;hisrighthandandhisholyarmhaveworkedsalvationforhim.2TheLordhasmadehissalvationknownandrevealedhisrighteousnesstothenations.3HehasrememberedhisloveandhisfaithfulnesstoIsrael;alltheendsoftheearthhaveseenthesalvationofourGod.4shoutforjoytotheLord,alltheearth,burstintojubilantsongwithmusic;5makemusictotheLordwiththeharp,withtheharpandthesoundofsinging,6withtrumpetsandtheblastoftheram’shorn—shoutforjoybeforetheLord,theKing.7Letthesearesound,andeverythinginit,theworld,andallwholiveinit.8Lettheriversclaptheirhands,letthemountainssingtogetherforjoy;9letthemsingbeforetheLord,forhecomestojudgetheearth.Hewilljudgetheworldinrighteousnessandthepeopleswithequity.“

Activity #1 Instructional objective: Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)Instructionalmaterials,resources,andtechnologyneeded:

• Sheetmusic• Piano• Pencil

Modalitiesaddressed:Visual,Kinesthetic,andTactileWarmup:Studentswillsingthesolfegeladder(do,do‐re‐do,do‐re‐mi‐re‐do,etc).Studentswillthensight‐singmelodycardslocatedatthefrontoftheroom(whichcontainmelodicsectionsfromtheirmusic)usingsolfege.Activity:Usingtheirknowledgeofsolfege,studentswillwritethesolfegefortheirindividualpartintotheirmusic,andthensingthepieceusingthesolfegesyllables.Thiswillensurethatstudentsunderstandsolfege,andcanusesolfegeasatooltodeveloptheirauralskills,andbetterunderstandtheirmusic.Below is an example of what an alto’s score should look like after writing in their solfege.

Assessment: The students will turn in their score for the teacher to examine. The teacher will check for correct solfege and completion. This assessment will ensure that students understand and can correctly apply solfege.

Activity #2 Instructional objective: By the end of this activity, 85% of students will:

• Accurately perform their part using correct solfege syllables, pitches, and rhythms.(Standards 1,6)

• Students will create a creative and coherent journal entry analyzing their experience (using terminology discussed in class.)(Standards6,7)

Instructionalmaterials,resources,andtechnologyneeded:• Sheetmusic• Piano• Journalandpencil• Computerwithrecordingsoftware,orsomeotherrecordingdevice• Accesstointernettoemailtheirrecordedworktotheteacher• Ifinternetisnotavailable,aflashdriveorSDcardwiththevideo/audiorecording

Modalitiesaddressed:AuralandKinestheticWarmup:Studentswillsingthesolfegeladderagain.Thistimewhentheygettothetop,sopranoswillstayonhighdo,altosonla,tenorsonfa,andbassesandbaritonesonre,andthenaskthestudentstomoveupahalfstepordownahalfstepasyouindicate,andfinally,askthestudentstoresolvetotonic.Thisisagreatexercisetogetthestudentsreallylistening.Activity:Studentswillvideooraudiorecordthemselvessingingtheirpartsonthesolfegesyllablesdiscoveredintheirlastassignment.Thisactivitywillhelpthestudentsdevelopindividualownershipoftheirparts,andwillgivethemanopportunitytopracticetheirpartsoutsideofclass.Theywillalsolistentotheirrecordingandcommentabouttheirexperience,whattheyhaddifficultieswith,andwhattheyfoundhelpfulabouttheprocessAssessment: The assignment will be graded by the following rubrics: Recording Elements 3 2 1 Pitch Pitches were very

accurate with 1 or 2 mistakes

Pitches were mostly accurate, with 3 or 4 mistakes

Pitches were inaccurate, with 5 or more mistakes

Rhythm The beat is secure, and rhythms accurate, with 1 or 2

The beat is secure, and rhythms accurate, with 3 or 4

Beat was unsteady and/or rhythms were sporatic, with 5 or

mistakes mistakes more mistakes Solfege The solfege is

applied correctly The solfege is mostly correct with 1 or 2 mistakes

The student did not sing with solfege, or 5 or more mistakes were made.

Comments/ total score

Journal Elements

4 3 2 1 0

Content Answers use the proper terminology discussed in class.

Answers use some of the terminology discussed in class

Answers use little of the terminology discussed in class

Answers are irrelevant to class discussion

No journal entry completed

Coherency Student’s response is directly in line with the prompt

Student’s response strayed from the prompt in places, but returned to topic

Student’s response is frequently off topic of the prompt

Student’s response is irrelevant to the subject of the prompt


Creativity Journal entry shows strong creativity and unique thoughts throughout

Journal entry shows strong creativity and unique thoughts through most of the writing.

Journal entry shows some creativity and unique thought, but little effort was displayed

Journal entry shows little effort. Creativity and uniqueness are low


Activity #3 Instructional objective: Students will create a coherent and creative journal using content discussed in class to reflect on their group rehearsal. (Standard 6,7) Instructionalmaterials,resources,andtechnologyneeded:

• StudentJournals• Apencil

Modalitiesaddressed:AuralandKinestheticAssessment: Informal assessment will take place by verbal response to guided questions, and class participation Activity:Attheendofrehearsalstudentswillreceiveanotecardwithaprompt:Evaluateyoursinging.Notethreethingsthatyoudidwelltoday,threethingsthegroupdidwelltoday,onethingthatyoucanimproveon,andonethingthegroupcanimproveon.Thestudentswillusethespaceonthecardtorespondtothepromptandthenleavethecardinadesignatedareaatthefrontoftheroomontheirwayoutofclass.

Assessment: The students will be graded by the following rubric: Journal Elements

4 3 2 1 0
















Activity #4 Instructional objective: By the end of this lesson, at least 85% of the class will accurately:

• Showthephrasingofthepieceusingbodymotion• Aurallyidentifythephrasestructureofthepiece(Standards5,6)

Instructionalmaterials,resources,andtechnologyneeded:• Thesheetmusicandapencil• ComputerwithinternetaccessandprojectortoshowyoutubevideoofWeihnachten

performance• Theroomwillneedtobesetupwithplentyofspaceformovement.• OntheboardwillfirstbewrittentheletterA

Modalitiesaddressed:Visual,AuralandKinestheticActivity:Studentswillstandinacirclearoundtheroom.Wewillstartby‘marching’clockwisearoundtheroom.Whenwestop,astudentwillgiveasuggestionforanothermotion(notethatthemotionsmustrepresentasteadybeat).Wewillthenlistentoarecordingofthepiece(theYoutubevideo,whichalsodisplaysthenotatedmusicasthechoirsings).Aswelisten,wewillbeginmarchingaroundtheroom.Whenanewmusicalideaisintroduced,wewillstopanddothesecondmotion(andwewilladdtheletterBtotheboard).Wewillstopthemotionandhavestudentslisten,andstatewhethertheythinkthenextmusicalideaisthesameordifferent.(WewillwritetheletterBontheboardagainasitisidentified.)Wewillthendothesameforthelastidea(addingthefinalAtotheboardaswell).Whenthishasbeendone,wewilllistentothepiecestarttofinish,performingthemotionsthataccompanyeachoftheideas.Oncetheactivity

iscomplete,wewillidentifytheformasABBA(Ternery)andstudentswillwritethisintotheirmusic.Assessment: Informal assessment will occur throughout the lesson, emphasizing the correct body motion as related to phrase identification.

Activity #5 Instructional objective: Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)Instructionalmaterials,resources,andtechnologyneeded:

• Blanknotationpaperandapencilforeachgroup• AKQJwillbewrittenontheboardbeforeclass• Eachgroupwillhaveacopyofjusttheirsectionofthescore.

Modalitiesaddressed:Visual,AuralandKinestheticActivity:Studentswillbegivenaplayingcardastheyentertheroom(Ace,King,QueenorJack).Theywillthengototheboardandwritetheirnameundertheindicatedcardname(A,K,Q,orJ)andplacetheircardsinapileonthepianoontheirwaytotheirseats.Studentswillbedividedintofourgroupsasfollows:AcesarethefirstAsection,KingsarethefirstBsection,QueensarethesecondBsection,andJacksarethefinalAsection.Thestudentswillhaveacopyofthesongwithonlytheirselectedsectionprinted.Theywillthenbeaskedtocomposeontheirblanknotationpaperawarm‐upusingthechords(butnotnecessarilytherhythms)fromtheirsection.(Ifunsure,theymayaskfortheteacher’sassistance,astheteacherwillbemonitoringtheroom).Theywillperformthesefortheclass,andsubmitboththeircompositionandtheirgroupssectionscoretotheteacher.Assessment: Points will be given based on a checklist: Didthestudentscorrectlyidentifythechordsoftheirselection?

Yes/No

Didthestudentscomposeawarm‐upusingthenotesprovidedintheirsection?

Yes/No

Didthestudentaccuratelyperformtheirwarm‐upfortheclass?

Yes/No

Activity #6 Instructional objective: Bytheendofthisactivitystudentswill

• CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).

• Teachtheirpeersaboutthecomposer,basedontheirfindings.o Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.

(Standards6,7,8,9)Instructionalmaterials,resources,andtechnologyneeded:

• Journals• Computerswithinternetaccess

Modalitiesaddressed:VisualandTactileActivity:StudentswilleachcreateaPinterestboard.Theseboardsmustcontainseveralpinscoveringthebackgroundofthepiece,including:biographicalinformationaboutMendelssohnn,historicaleventsoftheearlyRomanticperiodthatmayhaveimpactedthemusic,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten.)Whenboardsarecomplete,thestudentswillbesortedintopairs,thestudentswillthenteachtheirpartnertheirinformation(includingwhytheychosethatparticularinformation.)Thestudentbeingtaughtshouldrecordtheinformation(includinghisorherpartner’srationale)intohisorherjournal.Assessment: Teacher will check all boards for inclusion of each topic, and journals for coherent rationale behind each pin.

Activity #7 1. Instructional objective: Studentswillcomposeanewrhythmbasedonthetextofthe

piece(Standard4)

Instructionalmaterials,resources,andtechnologyneeded:Instructionalmaterials,resources,andtechnologyneeded:

• Rhythmworksheet

• Writingutensil

• Thesheetmusic

Modalitiesaddressed:visualandtactileActivity:Studentswillbegiventhefollowingworksheet

Name_____________________

I. Pick one stanza of this piece (one set of four lines). You will be composing a new rhythm for this stanza.

Stanza Chosen:

II. Break the words apart syllabically (sei-ne Ge-rech-tig-keit). This will allow you to better create your rhythmic line.

• Line 1: __________________________________________________________________

• Line 2: __________________________________________________________________

• Line 3: __________________________________________________________________

• Line 4: __________________________________________________________________

Use these rhythmic bars (no staff, just a line) to write out the rhythmic line. Each vertical line represents a bar line. This piece must remain in 4/4, but you can take liberties with how it will be rhythmically represented.

|-------------------------|----------------------------|--------------------------|----------------------------|

|-------------------------| ----------------------------|--------------------------|----------------------------|

|-------------------------|----------------------------|--------------------------|----------------------------|

Assessment: Student worksheets will be graded based on the following checklist:

Did the student identify the stanza used?

Yes/No

Did the student break apart the syllables of the words in their indicated lines?

Yes/No

Did the student identify the new rhythm?

Yes/No

Activity #8 Complete the webquest in class

Weihnachten (#1 of Sechs Spruche, Op 79) Composer: Mendelssohn-Bartholdy, Felix

Voicing: SSAATTBB

Style: Sacred

Genre: Motet

Language: German

Instruments: A Cappella

License: CPDL (www.cpdl.org)

Published: Mendelssohn ’s Werke (1874-1877)

Student Handbook For Weihnachten (#1 of Sechs Spruche, Op 79)

By Felix Mendelssohn-Bartholdy (1809-1847)

Created by Becca Cline

National Standards:

Standard1:Singing,aloneandwithothers,avariedrepertoireofmusic.Standard2:Performingoninstruments,aloneandwithothers,avariedrepertoireofmusic.Standard3:Improvisingmelodies,variationsandaccompaniments.Standard4:Composingandarrangingmusicwithinspecificguidelines.Standard5:Readingandnotatingmusic.Standard6:Listeningto,analyzing,anddescribingmusic.Standard7:Evaluatingmusicandmusicperformances.Standard8:Understandrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsideofthearts.Standard9:Understandingmusicinrelationtohistoryandculture. Learning Objectives:

2. Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)

3. By the end of this activity, students will complete with 80% accuracy: a. Accurately perform their part using correct solfege syllables, pitches, and

rhythms.(Standards 1,6) b. Students will create a creative and coherent journal entry analyzing their

experience (using terminology discussed in class.)(Standards6,7) 4. Students will create a coherent and creative journal using content discussed in class to

reflect on their group rehearsal. (Standard 6,7)5. By the end of this lesson, at least 85% of the class will accurately:

a. Showthephrasingofthepieceusingbodymotionb. Aurallyidentifythephrasestructureofthepiece(Standards5,6)

6. Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)

7. Bytheendofthisactivitystudentswilla. CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece

(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).

b. Teachtheirpeersaboutthecomposer,basedontheirfindings.

i. Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.(Standards6,7,8,9)

ii. journals.(Standards6,7,8,9)8. Studentswillcomposeanewrhythmbasedonthetextofthepiece(Standard4)9. StudentswillcompleteaWebQuestactivity,guidingthemtocomposeanewmelody

basedonobservedartandthetextofthepiece.(Standards3,4,5,8,9)

Score Study of Weihnachten Element Information

Composer:FelixMendelssohn‐artholdy

FelixMendelssohnwasborninHamburg,onFebruary3rd,1809.In1843hefoundedtheLeipzigConservatory,andwasnameddirectoroftheMusicSectionoftheAcademyofArtsinBerlinbyKingFrederickofPrussia.Andthoughhisschedulewasquitefull,itwasduringthistimethathewrotetheRuyBlasoverture,stagemusicforShakespear’s“AMidsummerNight’sDream”(whichcontainsthenowworld‐famous“WeddingMarch”,and“TheScottishSymphony”,whichwasthethirdoffivesymphonieshewroteinhislifetime.

Style: Motet

Sacred: Thisisasacredmotetwrittenaspartofasetofsixpiecesoutliningthechurchcalendar.ThetextisbasedonPsalm98

Key: ThekeyremainsinGMajorthroughout

Texture: Eight‐part,SSAATTBB.Homophonicthroughout.

Form: Terneryform(ABBA)

Meter: Thepiecetypicallybeginsatamoderato(around110)andgraduallyretardsthroughout,untiltheendapproachesadagio.

Text: ThetextisbasedonPsalm98andisoneofsixpieceswrittentofollowthechurchcalendar.ThisparticularpiecewaswrittenincelebrationofChristmas,andwasactuallycompletedonChristmasdayof1843.

Rhythm: Mostlyhomorhythmicthroughout,thesongbeginswiththewomendeclaring“Rejoice,allyepeople!”,andthemencomeinatthecloseofthatfirststatementbythewomen(measure2),andhavetheirowntextandrhythmsuntilmeasure6atwhichtimethechoirssinghomorhythmicallyuntilmeasure13.Atthispointeachlinehassomethingdifferentuntilmeasure18atwhichpointthepartscometogetheragainrhythmicallyuntilmeasure22,andthenthewomencometogetherinthepick‐upstomeasure29.Themenhavetheirownindividualrhythmsuntil

theyalljointogetherinmeasure30.Allpartsendinatriumphantfermata.

Melody: Themelodyisexpressedbythewomeninunisonatthebeginningandendofthepiece,otherwisetheemphasisliesinthehomorhythmicharmonies.

Harmony: Thispieceisextremelyharmonicallyinteresting.Webegininunisonuntilmm2,andthenweseeseveraliiandii7chordsthroughoutinmm13,15,16,17,20,24,25,26,and28andaV7/iigoingtoiiinmm7.Therearealsoafewothersecondarydominantsinmm7,11,and22.ThefirstBsectionbringsaninterestingtonalitythatplayswiththeresolutiontotonic,butwedon’tactuallyresolveuntilmm19,whichalsobringsinthesecondBsection.ThesecondAbringsthereturnofwomeninunison,butthistimethebaritonesandbasesaresupportingtheroot,whilethetenortwosaddthe7thofourVchord,andthenresolvedownasweallreachourtonic.WethenreturntoV,withthetenoronessustainingaGwhichaddsabrief9thtoourchord,andourbaritoneshavethe7th.Weonceagainresolvetotonic,thentoaIV9(altooneshavethe7th,andsopranotwoshavethe9th)andfinallyweallarrivebackattonic.

Phrasing: Short,butlegatolines,usually4‐5measureslong.Thereareobviousplacestobreathe,butstudentswillabsolutelyberecordinganymarkingsIhaveindicatedinthescorethatallowforgoodbreathtosupporttheline.(Oneexampleofthisismm10;studentswillmakethesecondhalfnoteofthismeasureintoaquarternote,andaddinaquarterrest.Thiswillallowthemtocutoff,endtheirword,andbeginthenewsectioncleanly.

Dynamics: Thispieceisentirelywritteninforte,whichiswrittenasareminderatthebeginningofeachnewsection,andagainforthefinalhalleluja.

Text Translation:

Frohlocket,ihrVölkeraufErden,undpreisetGott!

Rejoice,yepeopleoftheearth,andpraiseGod!

DerHeilandistershienen,denderHerrverhißen.

Theredeemeriscome,whomtheLordhaspromised.

ErhatseineGerechtigkeitderWeldoffenbaret.Hallelujah!

Hehasrevealedhisjusticetotheworld.Hallelujah!

TextissaidtobebasedonPsalm98whichsays:“SingtotheLordanewsong,forhehasdonemarvelousthings;hisrighthandandhisholyarmhaveworkedsalvationforhim.2TheLordhasmadehissalvationknownandrevealedhisrighteousnesstothenations.3HehasrememberedhisloveandhisfaithfulnesstoIsrael;alltheendsoftheearthhaveseenthesalvationofourGod.4shoutforjoytotheLord,alltheearth,burstintojubilantsongwithmusic;5makemusictotheLordwiththeharp,withtheharpandthesoundofsinging,6withtrumpetsandtheblastoftheram’shorn—shoutforjoybeforetheLord,theKing.7Letthesearesound,andeverythinginit,theworld,andallwholiveinit.8Lettheriversclaptheirhands,letthemountainssingtogetherforjoy;9letthemsingbeforetheLord,forhecomestojudgetheearth.Hewilljudgetheworldinrighteousnessandthepeopleswithequity.“

Activity #1 Instructional objective: Studentswilldemonstratetheirsight‐singingabilitybyapplyingcorrectsolfegesyllablestotheirmusicwith4orfewermistakes.(Standards1,5,6)Instructionalmaterials,resources,andtechnologyneeded:

• Sheetmusic• Piano• Pencil

Activity:Usingyourknowledgeofsolfege,youwillwritethesolfegeforyourindividualpartintothemusic,andthensingthepieceusingthecorrectsolfegesyllables.Usingsolfegeisameanstohelpyousightreadbetter,andtohelpyoubetterunderstandyourmusic!Below is an example of what an alto’s score should look like after writing in their solfege.

Assessment: You will turn in your score for me to examine. The assignment should have 4 or

fewer mistakes! If you have questions, asks your peers or myself for help!

Activity #2 Instructional objective: By the end of this activity, students will complete with 80% accuracy:

• Performance of their part using correct solfege syllables, pitches, and rhythms.(Standards 1,6)

• Students will create a creative and coherent journal entry analyzing their experience (using terminology discussed in class.)(Standards6,7)

Instructionalmaterials,resources,andtechnologyneeded:• Sheetmusic• Piano• Journalandpencil• Computerwithrecordingsoftware,orsomeotherrecordingdevice• Accesstointernettoemailtheirrecordedworktotheteacher• Ifinternetisnotavailable,aflashdriveorSDcardwiththevideo/audiorecording

Warmup:Youwillsingthesolfegeladderagain.Thistimewhenyougettothetop,sopranoswillstayonhighdo,altosonla,tenorsonfa,andbassesandbaritonesonre,andthenmoveupahalfstepordownahalfstepasindicated,andfinally,resolvetotonic.Thisisagreatexercisetogetyoulistening,andpayingattentiontotheotherparts!Activity:Youwillvideooraudiorecordyourselvessingingyourpartsonthesolfegesyllablesdiscoveredinthelastassignment.Thisactivitywillhelpyoudevelopindividualownershipofyourparts,andwillgiveyouanopportunitytopracticetheirpartsoutsideofclass.;)Youwillalsolistentoyourrecordingandjournalaboutyourexperience,whatyouhaddifficultieswith,andwhatyoufoundhelpfulabouttheprocessAssessment: The assignment will be graded by the following rubrics: Recording Elements 3 2 1 Pitch Pitches were very

accurate with 1 or 2 mistakes

Pitches were mostly accurate, with 3 or 4 mistakes

Pitches were inaccurate, with 5 or more mistakes

Rhythm The beat is secure, and rhythms accurate, with 1 or 2 mistakes

The beat is secure, and rhythms accurate, with 3 or 4 mistakes

Beat was unsteady and/or rhythms were sporatic, with 5 or more mistakes

Solfege The solfege is applied correctly

The solfege is mostly correct with 1 or 2 mistakes

The student did not sing with solfege, or 5 or more mistakes were made.

Comments/ total score

Journal Elements

4 3 2 1 0
















Activity #3 Instructional objective: Students will create a coherent and creative journal using content discussed in class to reflect on their group rehearsal. (Standard 6,7) Instructionalmaterials,resources,andtechnologyneeded:

• StudentJournals• Apencil

Modalitiesaddressed:AuralandKinestheticAssessment: Informal assessment will take place by verbal response to guided questions, and class participation Activity:Attheendofrehearsalstudentswillreceiveanotecardwithaprompt:Evaluateyoursinging.Notethreethingsthatyoudidwelltoday,threethingsthegroupdidwelltoday,onethingthatyoucanimproveon,andonethingthegroupcanimproveon.Thestudentswillusethespaceonthecardtorespondtothepromptandthenleavethecardinadesignatedareaatthefrontoftheroomontheirwayoutofclass.Assessment: The students will be graded by the following rubric: Journal Elements

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Activity #4 Instructional objective: By the end of this lesson, at least 85% of the class will accurately:

• Showthephrasingofthepieceusingbodymotion• Aurallyidentifythephrasestructureofthepiece(Standards5,6)

Instructionalmaterials,resources,andtechnologyneeded:• Thesheetmusicandapencil• ComputerwithinternetaccessandprojectortoshowyoutubevideoofWeihnachten

performance• Theroomwillneedtobesetupwithplentyofspaceformovement.• OntheboardwillfirstbewrittentheletterA

Activity:Youwillstandinacirclearoundtheroom.Wewillstartby‘marching’clockwisearoundtheroom.Whenwestop,astudentwillgiveasuggestionforanothermotion(notethatthemotionsmustrepresentasteadybeat).Wewillthenlistentoarecordingofthepiece(theYoutubevideo,whichalsodisplaysthenotatedmusicasthechoirsings).Aswelisten,wewillbeginmarchingaroundtheroom.Whenanewmusicalideaisintroduced,wewillstopanddothesecondmotion(andwewilladdtheletterBtotheboard).Wewillstopthemotionandhavestudentslisten,andstatewhethertheythinkthenextmusicalideaisthesameordifferent.Assessment: Informal assessment will occur throughout the lesson, emphasizing the correct body motion as related to phrase identification.

Activity #5 Instructional objective: Studentswillcomposeandperformawarm‐uptodemonstratetheirknowledgeoftheharmoniesofthepiece.(Standards1,3,5,6)Instructionalmaterials,resources,andtechnologyneeded:

• Blanknotationpaperandapencilforeachgroup

• AKQJwillbewrittenontheboardbeforeclass• Eachgroupwillhaveacopyofjusttheirsectionofthescore.

Activity:Youwillbegivenaplayingcardasyouentertheroom(Ace,King,QueenorJack).Youwillthengototheboardandwriteyournameundertheindicatedcardname(A,K,Q,orJ)andplaceyourcardsinapileonthepianoonyourwaytoyourseats.Youwillbedividedintofourgroupsasfollows:AcesarethefirstAsection,KingsarethefirstBsection,QueensarethesecondBsection,andJacksarethefinalAsection.Youwillhaveacopyofthesongwithonlyyourselectedsectionprinted.Youwillthenbeaskedtocomposeonyourblanknotationpaperawarm‐upusingthechords(butnotnecessarilytherhythms)fromyoursection.(Ifunsure,youmayaskformyassistance,Iwillbemonitoringtheroom).Youwillperformthesefortheclass,andsubmitbothyourcompositionandthegroup’ssectionscoretotheteacher.Assessment: Points will be given based on a checklist: Didthestudentscorrectlyidentifythechordsoftheirselection?

Yes/No

Didthestudentscomposeawarm‐upusingthenotesprovidedintheirsection?

Yes/No

Didthestudentaccuratelyperformtheirwarm‐upfortheclass?

Yes/No

Activity #6 Instructional objective: Bytheendofthisactivitystudentswill

• CreateaPinterestboarddetailinginformationaboutthecomposerofthepiece(includingbiographicalinformation,historicaleventsfromtheearlyRomanticperiod,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten).

• Teachtheirpeersaboutthecomposer,basedontheirfindings.o Duringthis,thestudentsbeingtaughtmustrecordnotesintheirjournals.

(Standards6,7,8,9)

Instructionalmaterials,resources,andtechnologyneeded:• Journals• Computerswithinternetaccess

Activity:YouwilleachcreateaPinterestboard.Theseboardsmustcontainseveralpinscoveringthebackgroundofthepiece,including:biographicalinformationaboutMendelssohnn,historicaleventsoftheearlyRomanticperiodthatmayhaveimpactedthemusic,informationabouttheRomanticEraofmusic,andvideosorrecordingsofmusicfromSechsSpruche(includingWeihnachten.)Whenboardsarecomplete,youwillbesortedintopairs,youwillthenteachyourpartneryourinformation(includingwhyyouchosethatparticularinformation.)Thestudentbeingtaughtshouldrecordtheinformation(includinghisorherpartner’srationale)intohisorherjournal.Assessment: Teacher will check all boards for inclusion of each topic, and journals for coherent rationale behind each pin.

Activity #7 1. Instructional objective: Studentswillcomposeanewrhythmbasedonthetextofthe

piece(Standard4)

Instructionalmaterials,resources,andtechnologyneeded:Instructionalmaterials,resources,andtechnologyneeded:

• Rhythmworksheet

• Writingutensil

• Thesheetmusic

Activity:Studentswillbegiventhefollowingworksheet:

Name_____________________

2. Pick one stanza of this piece (one set of four lines). You will be composing a new rhythm for this stanza.

Stanza Chosen:

3. Break the words apart syllabically (sei-ne Ge-rech-tig-keit). This will allow you to better create your rhythmic line.

• Line 1: __________________________________________________________________

• Line 2: __________________________________________________________________

• Line 3: __________________________________________________________________

• Line 4: __________________________________________________________________

Use these rhythmic bars (no staff, just a line) to write out the rhythmic line. Each vertical line represents a bar line. This piece must remain in 4/4, but you can take liberties with how it will be rhythmically represented.

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Assessment: Student worksheets will be graded based on the following checklist:

Did the student identify the stanza used?

Yes/No

Did the student break apart the syllables of the words in their indicated lines?

Yes/No

Did the student identify the new rhythm?

Yes/No

Activity #8 Complete the webquest in class

Documents

Weihnachten #1 of Sechs Spruche, Op 79 · ye people!”, and the men come in at the close of that first statement by the women ... Rejoice, ye people of the earth, and praise God!