Lesson Plan

Simulated Lesson Plan: Vocal Technique and Interpretation Introduction and Student Profile Good morning. Today, I will present a lesson designed for a Secondary School (Liceo Musicale). My subject is Canto (Singing), and the student is a second-year student whom we will call Ester. Ester has been in Italy for a year and a half; she is an international student who is successfully integrating into our country. She is cooperative, curious, and proactive. Coming from an artistic family—her mother is a singer/actress—Ester has prior experience in pop singing. She possesses great musicality, expressiveness, and solid music-reading skills as she also plays the piano. Learning Needs and Objectives Ester has specific technical training needs: 1. Intonation: I have noticed frequent drops in pitch and a "guttural" sound, particularly during the transition from the middle register to the head voice (passaggio). 2. Diction (Double Consonants): I have selected the aria "Se tu m’ami" by Gian Battista Pergolesi, as the text is rich in double consonants. 3. Stylistic Shift: As an Aria Antica, it allows her to set her voice differently than the pop style she is accustomed to. Lesson Structure Since Singing is her primary instrument, I have two hours available: • First Hour (Technical Work): We will focus on technique using the IWB (Interactive Whiteboard) to visualize images regarding breathing, posture, and anatomical diagrams. • Second Hour (Application & Technology): 1. Listening: Comparing two different interpretations on YouTube (a soprano vs. a mezzo-soprano) to familiarize her with different vocal timbres. 2. Self-Analysis: Listening to her own recording made during the first hour (using a tablet or software like Audacity). 3. Interdisciplinary Links: Physical Education (posture/breath) and History of Music. 4. Team Teaching: Working with the Piano Accompanist on double consonants, diction, phrasing, and an introduction to interpretation. Technical Tools and Methodology For the specific technical work, I require two fundamental tools: a Mirror and a Recorder. • Acoustics: Since school classrooms often lack optimal acoustics, we will use the Auditorium. • Feedback: Recordings facilitate guided metacognition, leading to a formative self-evaluation. • The Mirror: Essential for identifying harmful muscular movements and encouraging beneficial ones (e.g., keeping the head level, tongue forward, lowering the larynx and jaw, and "singing inside the 'O'"). Phase 1: Vocalizes (20 minutes) To transition Ester from a pop "setup" to a Lyric/Baroque style, we will begin with vocalizes based on the vowel "O". I have identified the specific points where she struggles with pitch. • Visual Aids: I use the diagrams by Lilli Lehmann to show how the epiglottis blocks the trachea when the head is tilted back. Correct posture ensures the airway is completely free. • Internal Awareness: Singing is an "internal instrument." We will focus on "covering" the sound using the vowel "U", feeling the lowering of the larynx and jaw, and the concept of "sending high notes into the floor" (grounding the sound). Evaluation and Self-Awareness I have designed a rubric/assessment grid. While I will provide the initial evaluation to set the direction, I will leave the intermediate and final evaluations to Ester. This encourages her to recognize her own progress. • Excellence is defined as a perfect balance between sostegno (support) and appoggio (breath control), mastery of vocal "colors," and the ability to interpret through both body and facial expression. Conclusion The ultimate goal is for Ester to realize that technique is not a constraint, but a tool that sets her free to express herself through the full palette of her vocal colors. I will demonstrate the vertical opening of the mouth with my own voice. By hearing my mezzo-soprano voice move into the upper register smoothly yet powerfully, she will instinctively mirror both the sound and the position. We will practice exercises to keep the tongue forward, resting gently against the lower incisors. By incorporating Cooperative Learning—listening to peers and performing in ensembles—she will more quickly assimilate these concepts and develop the ability to distinguish between different vocal timbres and methodologies. . Key Technical Vocabulary Italian Term English Translation Phonetic Guide (How to say it) Liceo Musicale Music High School Myoo-zik High Skool Intonazione Intonation / Pitch In-toh-nay-shun / Pitch Passaggio Bridge / Transition Brij / Tran-zi-shun Dizione Diction Dik-shun Appoggio Breath support / Appoggio Ap-poh-jo Laringe Larynx La-rinks Mandibola Jaw Jaw Vocalizzi Vocalizes / Warm-ups Voh-ka-lye-zes