Pinwheels Lesson Plan

SONG Pinwheels By Francisco J. Nunez Standard(s) Met 2014 National Music Standards: Pr.4.1, Pr4.2, Pr4.3, Pr5.1, Pr6.1 Re.7.1, Re7.2, Re8.1, Re9.1 Cn10.0, Cn11.0 Objective(s) Met ★ Students will sing with healthy vocal technique using proper vowel production, breath support, clear articulation, and blend and balance voice within ensemble. ★ Students will sing with healthy vocal technique while modifying vowels and diction, controlling pitch accuracy and using appropriate tone color to create an authentic performance of the selection. ★ Students will demonstrate choral phrasing and expression that conveys the text of the song, and demonstrate understanding of the composer’s intent based on the text. ★ Students will follow conductor’s cues, patterns, and gestures. ★ Students will perform repertoire in a professional manner for the benefit of the ensemble and the audience. ★ Students will interact and cooperate with fellow ensemble members to interpret the music and enhance the performance. ★ Students will analyze and interpret artistic work for presentation. ★ Students will develop and refine artistic techniques and work for presentation. ★ Students will convey meaning through the presentation of artistic work. ★ Students will perceive and analyze artistic work. ★ Students will interpret intent and meaning in artistic work. ★ Students will apply criteria to evaluate artistic work. ★ Students will synthesize and relate knowledge and personal experiences to make art. ★ Students will relate artistic ideas and works with societal, cultural and historical context to deepen understanding.

Pinwheels Lesson Plan Measures Section Parts Notes Singing

- - - From Francisco’s conductors notes: Pinwheels is about the joy of young people spinning and turning. The words in this song evoke a happy time when we just spin and spin and spin, almost like the swirling sounds and visual images we experience when going round and round on a carousel. The music spins and stops like a pinwheel whirling through the air. Pinwheels should feel like a rocking 4/4. If you’re performing this live: Take time with the piano interludes and play with the tempo until you find the right feeling of the spin. Be mindful of the syncopation, accidentals, time changes, tempo changes, ritardandos, fermatas and dynamics in this piece. m.1-13 Introduction NA ★ Be mindful of the frequent tempo changes and meter changes. Fermata in m.9 - watch the conductor/listen for cues. Tempo for vocal sets in m.12. m.14-29 Verse 1 2-Part ★ m.13 mezzoforte ★ m.16 watch the septuplet rhythm ★ m.18 harmony begins ★ m.22 unison again ★ m.26 harmony again m.30-45 Refrain 2-Part ★ Part 1 is the melody, Part 2 creates the harmony with the “Ooo.” ★ The harmony part mimics the same rhythm as the melody ★ Watch the chromatic accidentals m.46-61 Verse 2 2-Part ★ m.46 unison ★ m.50 harmony begins ★ m.54 unison again ★ m.58 harmony again m.62-77 Refrain 2-Part ★ Part 1 is the melody, Part 2 creates the harmony with the “Ooo.” ★ The harmony part mimics the same rhythm as the melody ★ Watch the chromatic accidentals

Pinwheels Lesson Plan Measures Section Parts Notes Singing

m.78-87 Whistle 2-Part ★ Broken into 2 parts, like a call and response section Whistle ★ Be mindful of the rests in between the parts ★ m.87 mezzoforte ★ m.87 fermata; a tempo following fermata m.88-97 Pre-Chorus 2-Part ★ m.93 the lyrics stop short with “a-” ★ m.91, m.95, m.97 watch the fermatas m.98-137 Bridge 2-Part ★ m.98 piano ★ m.106 Part 1 continues with the refrain while Part 2 begins a counter-melody ★ m.122 both parts resume refrain with harmony ★ m.136 mezzoforte m.138-161 Refrain 2-Part ★ Part 1 is the melody, Part 2 creates the harmony with the “Ooo” ending at m.154 ★ The harmony part mimics the same rhythm as the melody ★ Watch the chromatic accidentals ★ m.154 piano ★ m.161 fermata on last chord; watch the conductor for the cut off