{"id":4650,"date":"2016-02-18T17:06:07","date_gmt":"2016-02-18T17:06:07","guid":{"rendered":"https:\/\/tedb-old.byu.edu\/?page_id=4650"},"modified":"2021-03-09T04:18:21","modified_gmt":"2021-03-09T04:18:21","slug":"rate-pitch-tone-volume","status":"publish","type":"page","link":"https:\/\/tedb-old.byu.edu\/?page_id=4650","title":{"rendered":"Rate, Pitch, Tone, Volume"},"content":{"rendered":"<p><strong>LESSON 1- Rate, Pitch, Tone, Volume<\/strong><\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Educational Objective: <\/strong>Students will demonstrate their understanding of vocal rate, pitch, and tone by using the terms to compare and contrast two different voices.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Supplies:<\/strong><\/p>\n<ul>\n<li>Clip from <em>Alvin and the Chipmunks<\/em> (opening scenes from \u201cWarewolf\u201d episode)<\/li>\n<li>Clip of Eeyore (scene from <em>Winnie the Pooh<\/em> episode where Eeyore loses his tail)<\/li>\n<li>Clip from<em> Singing in the Rain<\/em> (\u201cI can\u2019t make love to a bush!\u201d scene)<\/li>\n<li>Clip of Professor Trelawny from <em>Harry Potter and the Prisoner of Azkaban <\/em>(the prophecy)<\/li>\n<li>Packages of 3 different colors of stickers<\/li>\n<li>5 posters labelled individually: \u201cRate\u201d \u201cPitch\u201d \u201cDiction\u201d \u201cTone\u201d \u201cProjection\u201d<\/li>\n<li><em>Footloose<\/em> rap divided up on slips of paper<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Pre-Assessment: <\/strong>Have 5 different posters around the room.\u00a0 Each one is labeled with one of the following words: Rate, Pitch, Diction, Tone, Projection.\u00a0 At each poster have a set of stickers (red, yellow, green).\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p>Divide the class into five groups.\u00a0 Each group needs to be assigned to <em>begin<\/em> at one of the posters.\u00a0 Tell the students that if they understand the word on the poster and could explain it to someone else, they get to put a green sticker on the board.\u00a0 If they\u2019ve heard of it, but are not sure what it means, then they put a yellow.\u00a0 If they have never heard of the word before, then they put a red.<\/p>\n<p>&nbsp;<\/p>\n<p>Each group starts at one poster, but as soon as a student is done then they do not need to wait for their group to move on to the next one.\u00a0 They need to go to all 5 posters.<\/p>\n<p>&nbsp;<\/p>\n<p>After the students are done, have them stand at the poster that they thought they knew the most about.\u00a0 Have each of these new groups present and explain the word to the class.\u00a0 This allows you to see where they will need the most help and explanation.\u00a0 Discuss the words and tell them that today we will be focusing on pitch, rate, and tone.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Hook: <\/strong>Ask \u201cwho do you think has the deepest voice in the class?\u201d (this will be fun because in middle school many of them are still having their voices change).\u00a0 \u201cWho has the highest voice?\u201d\u00a0 \u201cdo you have a friend or relative who has a unique way of speaking?\u00a0 Someone whom you can identify just by hearing their voice?\u00a0 Who is it?\u00a0 What makes their voice unique?\u00a0 Can you mimic it for us?\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> The way we use our voices can tell others a lot about us and can make us stand out against the crowd.\u00a0 Today we will talk about rate, pitch, tone, and volume.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step: <\/strong>\u00a0(Have them write these definitions in their journals) Define Rate for them.\u00a0 Ask the guys, \u201cBoys, which of you have sisters?\u00a0 Who can do an impersonation of their sister?\u00a0 (if someone can, let them demonstrate) What happens when two girls start telling a really exciting story?\u201d\u00a0 (they talk really fast)\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> Have the class all turn to their neighbor and mimic excited girls in the hallway. Explain that often the rate at which we speak can indicate our excitement level or our energy. \u00a0(You may also have them practice by pretending that they are girls at a One Direction concert.)<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step: <\/strong>\u00a0Define Pitch (high and low) and tone (the emotion in the voice).\u00a0 Tell a partner just one sentence about your morning.\u00a0 See if you can decide whose voice is deeper.\u00a0 Ask them which in each partnership is deeper.\u00a0 Tell the same sentence again to the same partner, but this time use an emotion in your voice too. (In other words have them think about how they feel about their morning.\u00a0 What is their opinion on how it went and use that opinion to color their tone.)<\/p>\n<p><strong>\u00a0<\/strong><\/p>\n<p><strong>Step: <\/strong>We are going to practice by comparing and contrasting a few people we are familiar with. Hand out a sheet that has a kind of rating system on it so that they can rate each example on the various things you\u2019ve defined for them.<\/p>\n<ul>\n<li><em>Alvin and the Chipmunks<\/em> (opening scenes from \u201cWarewolf\u201d episode)<\/li>\n<li>Eeyore (scene from <em>Winnie the Pooh<\/em> episode where Eeyore loses his tail)<\/li>\n<li><em>Singing in the Rain<\/em> or <em>Guys and Dolls<\/em> (\u201cI can\u2019t make love to a bush!\u201d scene)<\/li>\n<li>Professor Trelawny from <em>Harry Potter 3 <\/em>(the prophecy)<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><strong>Step:\u00a0 <\/strong>\u201cWhat did you notice about the way these characters spoke?\u00a0 What if Prof Trelawny had Alvin\u2019s voice pitch and rate?\u00a0 How would that change her character or the feeling of her line? How would having a voice like Alvin make it even harder to take her seriously?\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step: <\/strong>We are going to practice.\u00a0 Cut the following rap into several beats or lines-one on each strip of paper.\u00a0 At the beginning of each line they should see listed the number for the order that lines go in and at the end of each line include the vocal quality that they should change as they say the line.\u00a0 (example a strip might read like this: (2) \u201cEver since the dawn of time\u201d [pitch])\u00a0 The students should come up with creative ways to say the line using variations of pitch, rate, volume, etc.\u00a0<\/p>\n<p>&nbsp;<\/p>\n<p>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <em>Footloose<\/em> rap: Dancing is not a crime.\/ Ever since the dawn of time, \/if anything, everybody had the right to howl at the moon and move all night. \/ When folks were tribal, back before the Bible,\/ they were liable to dance when the crops came in \/or they\u2019d pull out all the stops when the earth would spin, \/or maybe they had a battle to win, \/so they\u2019d go thumping on a tree trunk\/, grooving to the free funk, \/and just like that in nothing flat \/they\u2019d be hands clappin\u2019, toes tappin\u2019, feet flappin\u2019, dogs yappin\u2019, HEY!\u00a0 \/I could-a told ya that would happen. \/They would dance every time they had a chance.\/\u00a0 Whatever the reason or circumstance.\/ So if you\u2019ve heard about Adam and Abraham, \/you will remember this guy from the book of Samuel.\/\u00a0 David, hey, ya know King David? Dave!\/\u00a0 He made a science outta knockin\u2019 down giants.\/\u00a0 The bigger they come, the harder they fall. \/ He didn\u2019t like math or geography,\/ but check this out, he loved choreography. \/ It might sound odd, but David thought it brought him closer to God,\/ so he would dance.\u00a0 \/Every time he got the chance\u2026<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step<\/strong>: After 3 or 4 minutes of practice, have them line up in the correct order of the phrases.\u00a0 Explain that you will be hearing all the lines that they have been working on.\u00a0 Ask them to pay attention to the changes that they hear in the others\u2019 voices and lines.\u00a0 Have everyone say their lines using the various pitches and rates they discovered.\u00a0 Go down the line until you come to the end.\u00a0 <em>NOTE: In an ideal setting, no one would have the same line as someone else, because we don\u2019t want them to be influenced by what someone else does.\u00a0 Don\u2019t let them hear the original performance from the soundtrack until after this experience.<\/em><\/p>\n<p><em>\u00a0<\/em><\/p>\n<p><strong>Step:<\/strong> Ask them, \u201cWhich lines stood out to you? Did you have a favorite?\u00a0 What kind of pitch or rate did they use? What kind of person did they sound like? Did their rate or tone change the feeling of the line?\u201d<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step <\/strong>If you choose, have the students see or listen to a performance of the actual rap from <em>Footloose<\/em>.\u00a0 Have them compare some of the lines they said to how it was performed.\u00a0 How was the feeling different?<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong> Remind them that the rate and pitch of our voice are very important not only to the feeling of the line, but to the presentation of our characters.<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Step:<\/strong>\u00a0 Give them the homework assignment to go home and take notes on the next thing they watch (TV show, news, movie, etc).\u00a0 Have them find two different people or characters and compare and contrast their vocal qualities.\u00a0 Have them copy down the requirements of the assignment from the board.\u00a0 They will need to turn in a paper that says what they watched, when, and the names of the two people\/characters.\u00a0 They should answer questions like \u201cwhat did they have in common?\u00a0 How did they differ?\u00a0 What did their voices tell you about the person or the person\u2019s emotion?\u201d<\/p>\n<p><em>NOTE: If a student is worried about having time to watch something on TV or if their parents do not allow them to watch during the week, suggest that they listen to any conversation between two people.\u00a0 This could be their parents, siblings, teachers in the hall, peers at lunch, church, etc.\u00a0 They just need to be able to tell us where, when, who, and compare the two voices.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"<p>LESSON 1- Rate, Pitch, Tone, Volume \u00a0 Educational Objective: Students will demonstrate their understanding of vocal rate, pitch, and tone by using the terms to compare and contrast two different voices. &nbsp; Supplies: Clip from Alvin and the Chipmunks (opening scenes from \u201cWarewolf\u201d episode) Clip of Eeyore (scene from Winnie the Pooh episode where Eeyore &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"categories":[],"tags":[],"_links":{"self":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4650"}],"collection":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4650"}],"version-history":[{"count":2,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4650\/revisions"}],"predecessor-version":[{"id":6155,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=\/wp\/v2\/pages\/4650\/revisions\/6155"}],"wp:attachment":[{"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4650"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4650"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tedb-old.byu.edu\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4650"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}