Caitlin Craig Stephanie J. Lesson Plan February 5

Student: Stephanie J.
Date: February 5

Objective: Check-in on how her practice went, find out if it was effective. Give her tools and take-aways that are simple, clear, and appropriate for her skill level. Find a piece in which she can work on these tasks and find success.
Short-term goals: Think-let-trust, finding a more grounded breath, and releasing interfering tension in the jaw.
Long-term goals: Become more familiar with different types of music.
Anticipated plan of action:
1. Begin by asking her how her voice/body feel today, and talk about how her practice went since our last lesson (specifically about the breathing exercises I gave her, and how warming her voice up in the morning went).
2. Release the body and breath with stretching: forward fold with neck released, yawning, etc...
3. continue yawning and stretching in an upright posture.  When comfortable add the use of the voice with sighs, sirens, words.
4. "Who?!" "WoW" speech exercise for relating the speaking voice with the singing voice.
5. 54321 Lip trills.
6. Chewy hum 5432123454321. Like she's chewing a huge piece of gum. I will try to assess her breath and posture during this.
7. "tthheee" 8531.
8. "nah nah nah nah nah" 54321. Ugly so that she doesn't try to make the sound pretty.
9. "Me" 8531.
10. "Please" 87654321
11. Breathing exercise "Hee Hee Hah Hah" sob-like feeling.
13. Pick out some repertoire for her to practice.
14. Establish takeaways.
15. Ask her if she has any questions on how to work on the takeaways.
How will you speak to the student's "injury"? I'm going to try to turn her around facing the wall instead of the piano, so that she doesn't think about making the high notes happen, but rather just eliciting pitch by hearing them.
Materials needed: Soprano song books.
Verification and assessment (how will you decipher your student's understanding): Ask questions about what she's feeling, or what she noticed about a certain vocalize. Ask her if she is confused. Listen and watch to see if she's understanding a concept, if not, try again and give her a different way to think about something.