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11. Perform the song with or without movements cessfully rather than repeating a more difficult skill un-
against the teacher starting later. successfully may spur energy and motivation.
In the warm-ups, students practice echoing, decod-
12. Split in two groups and perform in a round with ing, and reading paired eighth notes, quarter notes,
movements and then without movements. and dotted half notes in common time with expression
(steps 1-3 below). Through the following infused-ex-
13. Split in three and four groups and start at different pression sequence focused on expressive elements,
times based on success rate of two groups with or with- singers would learn the main chorus of Hine Ma Tov ar-
out movements as needed for success. ranged by Naplan using notation focused on musical
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expression (see Figure 2).
The next sequence is for a choir who reads notation
but may become frustrated if unable to read all four Students will:
elements (pitch, rhythm, pitch, and text) at one time.
A focus on just one element like rhythm paired with 1. Echo rhythm patterns from the song with various
expression creates more frequent moments of success- expressive qualities by clapping and speaking rhythm
ful attempts compared to unsuccessful attempts (pos- syllables.
itive reinforcement of target skill). The lesson targets
are musically important, at an appropriate skill level of 2. Listen to teacher’s expressive rhythmic patterns and
difficulty, achievable quickly, and an audible change is decode using syllables.
heard by the students. Mastering smaller chunks suc-
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CHORAL JOURNAL March/April 2025 Volume 65 Number 7 43