Unit Curriculum Project

Alix Latta

Hear My Prayer by Moses Hogan

 Literature Spec Sheet

Title: Hear my Prayer

Composer: Moses Hogan
Arranger: N/A

Publisher: Hal Leonard

Publication Date: 2001
Publication ID #: 08703308
Voicing: SATB
Accompaniment: None
Solos: None
Language: English
Occasion: General, Religious

Voice Ranges: S: C4-G5 A: Bb3-Ab4 T: Eb3-Eb4 B: Eb2-C4

Concepts: Fermata, accent, rallentando, tenuto, crescendo and decrescendo, sforzando piano,
drone, syncopation
Skills: Legato style, expressive dynamics, clear tone, English diction for Spirituals, a capella
Potential Problems: Chromaticism (mm 6-7, 14-15, 22-27), bass drone note (mm 24-end),
balance (mm 21-24)
 Study Guide

Title: Hear my Prayer

Composer: Moses Hogan
Arranger: N/A
Voicing: SATB
Background/Historical Context: This piece was written by renowned composer Moses
Hogan, who was famous for his arrangements of Spirituals, shortly before his death. Though
this piece is in the style of a traditional Spiritual, it is in fact an original song written in
memory of Jester Hairston, another composer who was known for his work with Spirituals.

Terms
Accent: To put extra emphasis on a note
A tempo: Return to the original tempo
Crescendo: Gradually increase volume
Decrescendo: Gradually decrease volume
Drone: One note is continually held under the rest of the music
Fermata: Hold the note until the director indicates to move on
Rallentando: Slowly decrease speed
Sforzando Piano: Emphasize a note, then immediately decrease volume
Syncopation: Putting stress on a weak beat
Tenuto: Hold a note for the full value or slightly more than the full value

Skills
A Capella: Singing without any accompaniment but with rhythmic and tonal accuracy
Clear tone: Emphasis should be placed on proper and forward vowels, avoiding any vibrato
Diction - Spirituals: Replace American ‘r’ with a schwa (as in hear and servant), Shortening
‘ing’ to ‘in’ (as in morning), closing immediately to a consonant (as in done and sin)
Expressive dynamics: Being able to move quickly and accurately to new dynamic levels
Legato style: Singing notes with connectivity
 Primary Learning Goals

1) Students will be able to sightread parts of this piece on solfege (INAS4)

2) Students will be able to sing the piece with legato and expressive dynamics (INAS7)

3) Students will be able to explain Moses Hogan and his musical legacy (INAS3)

4) Students will be able to listen to and evaluate their own performance and the

performances of their peers (INAS5)

 Time Frame

Week 1: Introduce measures 1-15

Introduce diction
Introduce rallentando
Introduce a tempo

Week 2: Introduce measures 15-End

Introduce drone
Introduce sforzando piano
Continue diction
Polish measures 1-15
Introduce tenuto

Week 3: Polish measures 15-End

Introduce fermata
Run measures 1-15 with accompaniment
Introduce legato

Week 4: Sectional work as needed

Run measures 15-End with accompaniment
Continue legato

Week 5: Run full piece with small accompaniment for pitch accuracy
Review rallentando
Review fermata
Run mm 1-15 without accompaniment
Introduce a capella

Week 6: Run mm 15-end without accompaniment

Review tenuto
Work on dynamics
Review mm 1-15
Work on dynamics

Week 7: Run full piece without accompaniment

 Review expressive dynamics
Review clear tone
Run full piece with memorization exercises

Week 8: Run full piece by memory

Address issues as they arise
Pull students to the front in small groups to listen and respond

Week 9: Run full piece by memory several times

Address issues as they arise
 Sight-Reading Quiz
Students will be able to sight-read parts of this piece on solfege (INAS4)

Name:____________________________ Date:____________ Score: __/20

1. Sing Soprano line in mm 24-27 with accurate pitch (5 points) and solfege syllables (5
points).

Many 4-5 2-3 1 Mistake Nearly

Mistakes Mistakes Mistakes Perfect

Pitch 1 2 3 4 5

Solfege 1 2 3 4 5

Total: ___/10

2. Sing Alto line in mm 4-8 with accurate pitch (5 points) and solfege syllables (5 points).

Many 4-5 2-3 1 Mistake Nearly

Mistakes Mistakes Mistakes Perfect

Pitch 1 2 3 4 5

Solfege 1 2 3 4 5

Total: ___/10
 Part-Singing Test
Students will be able to sing the piece with legato and expressive dynamics (INAS7)

Name:________________________________ Date:________________ Score:____/30

1. Sing mm 1-8 in legato style (5 points) with the notated dynamics(5 points) accurately
and from memory (5 points).

Many 4-5 Mistakes 2-3 Mistakes 1 Mistake Nearly

Mistakes Perfect

Legato 1 2 3 4 5

Expression 1 2 3 4 5

Accuracy 1 2 3 4 5

Total: ____/15
2. Sing mm 20-29 in legato style (5 points) with the notated dynamics(5 points) accurately
and from memory (5 points).

Many 4-5 Mistakes 2-3 Mistakes 1 Mistake Nearly

Mistakes Perfect

Legato 1 2 3 4 5

Expression 1 2 3 4 5

Accuracy 1 2 3 4 5

Total: ____/15
 Written Assignment
Students will be able to explain Moses Hogan and his musical legacy (INAS3)

Name:________________________________ Date:_________________ Score:____/10

1. What part of America was Moses Hogan born in? (2 points)

2. What instrument did Moses Hogan mainly play? (2 points)

3. What genre of music did Hogan write? (2 points)

4. Where did this genre come from? (2 points)

5. What major change did Hogan make in choral singing? (2 points)

6. EXTRA CREDIT: Aside from Hear My Prayer, what is another piece that Hogan

wrote/arranged? (2 points)
 Concert Reflection
Students will be able to listen to and evaluate their own performance and the performances of

their peers (INAS5)

Name:__________________________ Date:________________ Score:____/30

1. After watching the concert video, name two things that needed improvement during this
concert. (5 points)

2. Name something we could do as a choir to improve upon those things. (5 points)

3. Name three things that you are proud of from this concert. (5 points)

4. What are two things that you, personally, could improve upon from this concert? (5
points)

5. What are three things that you, personally, are proud of from this concert? (5 points)

6. On a scale from 1-10, how well did the choir do overall? Explain your reasoning (5
points)

Required Reading
Newland, Marti K. "Hogan, Moses." Oxford African American Studies Center.
Recommended Reading
African American Spirituals from the Library of Congress, www.loc.gov/item/ihas.200197495/
Lesson Plan

Basic Information
Alix Latta
Cardinal Choir
8:00 a.m., February 2

Prerequisite Skills and Knowledge

-Students should be able to echo and echo-translate Level 1-3 rhythmic and tonal patterns
-Students should be familiar with syncopation

Behavioral Objectives
At the end of this lesson, students will be able to:
-Demonstrate accuracy and quality vocal tone in mm 1-16 of Hear My Prayer (INAS7)
-Accurately echo and echo-translate levels 3 rhythmic and tonal patterns (INAS4)
-Define, identify and demonstrate rallentando and a tempo (INAS5) (INAS7)

Materials
-Piano
-Projector
-Rhythm exercise including dotted quarter and syncopation
Procedures
Focus: Rallentando and A Tempo
8:00: Set (Mental Focus)
Echo Level 3 rhythm patterns(Ta ta, ta ta-di, ta-di ta, ta-di ta-di, ta-di di, ta--di, ta---, ta
ta)
8:01: Vocal Technique
-Starting in DM, moving up through GM– Sol fa mi re do (lip trills) - Listening for pitch
. accuracy and lack of slurring
 -Starting in EM, moving down through BM– I love to sing - sol do sol mi do -
Listening . for legato tone and correct vowels
8:04: Choral Technique
-Starting in DM, moving up to EM – Altos and basses sing Do down to Fa and up to Do,
sopranos and altos sing Do up to Sol and down to Do - Introduce rallentando and a tempo
8:07: Music Literacy
-Echo - Major do mi so, diminished, ti re fa, minor, la do mi, major, do mi so, augmented,
. do mi si
-Echo and Echo translate (Ta ta, ta ta-di, ta-di ta, ta-di ta-di, ta-di di, ta--di, ta---, ta ta)
-Have students read rhythm exercise on projector, first audiating in their head in time and
. then out loud
8:11: Literature
-Have students read mm 1-8 on takadimi syllables
-Ask students if it is the same/different in the next 8 measures
- Read mm. 1-8 on solfege (all on soprano line)
-Ask students if it is the same/different in the next 8 measures
-Rote teach altos 1-8 (ask other students to hum their parts) (looping if needed)
-Have altos and sopranos sing 1-8 together (ask other students to hum along) (looping if .
. needed)
-Rote teach tenors 1-8 (ask other students to hum) (looping if needed)
-Rote teach basses 1-8 (others hum) (looping if needed)
-Have tenors and basses sing together (others hum) (looping if needed)
-Have all students sing 1-8
-Solidify parts here if needed
-Have all students sing 8-16
-Ask students if they can see any rallentando or a tempo in the score
-Ask for meanings/definitions
-Have students sing 1-16 with rallentando and a tempo
-Have students sing 1-16 with rallentando and a tempo (with accompaniment)
Sponge: Level 3 rhythmic echoing, refine 10-16
8:23: Closing
-Ask for meaning and example of rallentando and a tempo
-Have students sing 1-16 with accompaniment
Curriculum Connection: Give students reading assignment and related writing . .
. assignment on Moses Hogan
8:25: End