Travis Michelson and Andrea Peterson
Grade: 10
Course Name: Concert Choir/Health
Just Breath: How we use our respiratory system to sing effectively-Part 1 of 3
1. Objective/Rationale
Students will understand and demonstrate effective breathing when singing.
2. Link to Standard and Essential Questions
Music
Creation and Performance. A. Music. The student will; 1. understand the
integration of the following component(s) of music: e. technical skills, such as
singing or playing an instrument.
Health
Standard 7: Students will demonstrate the ability to practice health-enhancing
behaviors and avoid or reduce health risks.
3. Activating Prior Knowledge of Students
We will ask students three questions: 1) Breathing is something we do all of the
time and don’t even think about it. What do you know about breathing? 2) What
can you tell us about the respiratory system and its purpose to the body? 3)What
are some things that can debilitate the respiratory system and our breathing in
general?
4. Purpose
The purpose of this lesson is to educate students in regards to the importance of
effective breathing while singing, to teach them how the respiratory system works,
and to warn them of some adverse affects of chemicals in their bodies, in
particular regards to their organs used to sing.
5. Anticipatory Set (6-7 minutes)
We will have our three questions (as listed in #3) written on both white boards
before the lesson begins. When class starts, we will ask the students to read all
three questions to themselves and then go up to each question and write shortanswers to each, according to what they have previously learned. Then, after
about 3 minutes we will have the students go back to their seats and we will
BRIEFLY discuss their answers. This will take us into our objectives and the
remainder of the lesson.
6. Methods/Strategies Used
We are using active learning when the students are themselves demonstrating
effective breathing and when they are writing answers to our questions on the
board. They are using critical thinking strategies when activating prior
knowledge at the beginning of the lesson. We are using brief lecture segments to
get information to our students both quickly and effectively. We are using
demonstration when we have our volunteer demonstrate proper breathing in front
of the class.
7. Chronology of Lesson
After the anticipatory set, we will immediately move to a short segment on the
respiratory system. We will give the students a handout that describes the
breathing process. We will then talk through the handout and answer any
questions the students may have regarding the respiratory system and what
happens when we inhale and exhale. Then, we will show them an online
respiratory system model so they can see exactly what happens during inhalation
and exhalation.
http://graphics.cs.ucr.edu/projects/simulatedBreathing/simulatedBreathing.html
http://graphics.cs.ucr.edu/projects/simulatedBreathing/movies/breathBig.mpg
Next, we will move on to effective breathing. We will relate to what students
wrote on the board under the effective breathing question. “Looking at what you
wrote on the board, it looks like many of you felt that __________ was an
important aspect in taking an effective breath. Why did you feel that that was
important?” After this, we will explain the key points necessary in taking a
“good” breath.
“Breath is a cycle composed of two processes, inhalation and exhalation.
Inhalation brings new air, rich with oxygen, deep into the lungs where it is
exchanged with old air heavy with carbon dioxide. Exhalation empties the lungs
of old air, making them ready for new air. For singing, the goal of inhalation is to
bring air deep into the lungs; the goal of exhalation is to control the out-flowing
air so that it is smooth and steady through a wide range of different pressures.”
At this point, I will ask for a volunteer to come up front and demonstrate effective
breathing. Instructions listed immediately below.
Efficient Breathing
1. The body is physically balanced and poised for action.
2. The intake of air is silent-no gasps!
3. There is no visible muscle tension-especially not in the face, mouth, neck,
shoulders, or chest.
4. The feeling of breath begins deep in the lower part of the body.
5. The focus is on sensing the action of the lowest ribs in the back and the lower
part of the abdomen in the front.
6. The abdomen and ribs are flexible and available to respond to the demands of
singing.
7. The muscles of the abdomen are able to work with reasonable effort to help
the air flow out without interference by the chest or neck.
“Thank you, _______, you may sit down now.” At this point, we will have all
students stand up and demonstrate what they’ve learned about effective
breathing. While they are doing this, we will be walking around and monitoring
students’ breathing. We will ask questions like, “How does that feel?” or “Does
that feel different than how you normally breathe?” or “There’s a lot more than
effective breathing than you thought, huh?” With the remaining time, we will talk
a little about the harmful effects that carcinogens have on our respiratory system.
8. Accommodations Required
Learning DisabilitiesPregnant: Alyson and Theresa-To accommodate these girls, we will not require
them to participate in the breathing exercises, as effective breathing is extremely
difficult and even painful when there is a tiny child inside you!
Hearing Impaired: Andrew and Mitch-To accommodate these boys, they will
already be sitting near the front of the classroom and we are constantly making
sure they can hear us or at least understand what we are teaching.
Behavior Disorders and ADHD: Anna, Ashley, Jared, Megan, Steffanie, Bob,
Heidi, Nolan, and Ryan- To accommodate these students, we will try to keep a
close watch and make sure they are not being a distraction. If so, we will not
hesitate to send them into the hall with either a teacher or straight to the
principal’s office.
Dyslexia and ESL: Brian, Brian, Brian, Brian, Brian, Davie, Jeff, Kohl, Rick,
Rudy, Shakri, Shea, and Tom-To accommodate these students, we will check up
on them during our “guided handout” segment to make sure they understand
what they are supposed to be learning. With these kids, we try to make a habit of
asking them, often, if we are moving too fast or if they have any questions.
Cerebral Palsy: Caleb-To accommodate Caleb, we will not ask him to participate
in the breathing exercise, that is, unless his para thinks it is alright.
9. Differentiated Instruction
For our advanced students (Amanda, Amber, Angelique, Brandon, Briana, Brian,
Brian, Brian, Brian, Dan, Drew, Dustin, Elyse, Elizabeth, Emily, Erica, Joe, Joe,
Joe, Joe, Joe, Joey, Kaia, Laura, Lisa, Mohamed, Yang ) we will have them use
one of the sides of the anatomy model and label the parts of the body we talk
about and if there is time, they will be asked to write out a brief chronology of the
breathing process. “What happens and at what time,” etc.
10. Assessment of Objectives
We will physically assess whether or not students are demonstrating effective
breathing through observation. We will also hand out “exit cards” after the
lesson in which we will have the students write down three things they learned
from this lesson; this will give us a clear enough idea of whether or not each
student understood this topic and lesson. Also, the students should be reminded
that after the third and final lesson in this series the students will take a short quiz
that will assess their knowledge of the respiratory system, proper breathing
techniques, and the larynx.
11. Materials/Resources Needed
• Lesson Plan(s)
• Respiratory System Handouts (2)
• Computer, Link to online respiratory model
• White Boards and Markers