Create your own sight reading example for the class to use and behavior Mathematics: Calculation of interval size B. Sight-Singing and Ear-Training The Students will: 1. Sing whole and half steps 2. Sing in tune while singing close harmony 3. Develop tone production and listening skills needed to produce advanced chordal harmonies 4. Sing Ionian, Dorian, Phrygian, Lydian, Mixolydian, and Aeolian scales 5 Sight-sing, using solfege, moderate to moderately difficult literature On-Demand Performance Selected Response (matching, multiple choice, T/F) Perform examples as a class, in small groups and as individual volunteer. Use sight identification and aural with written exams and listening examples. Use flashcards for simple note and symbol identification Approved Vocal Music Literature MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit C. Use of music terminology The students will 1. Define and demonstrate knowledge of the following signs and symbols a. staff b. treble and bass staff c. single and double bar lines d. da capo e. first and second endings f. repeat signs 2. Define, identify, and describe basic school vocal classifications a. soprano b. alto c. tenor d. baritone e. cambiata (changing voice) f. mezzo Short-answer and sentence completion. Selected Response (matching, multiple choice, T/F) Students create quizzes for one another. Jeopardy game with music terminology. Students describe range of color of different vocal parts Create methods for identifying which voice part a beginner should sing. Memphis Symphony Integrated Unit of Study “Sound Opinions” Experiencing Choral Music D. Time Signatures The students will: 1.Demonstrate, by singing or playing, various time signatures 2.Understand gestures and conduct duple, triple quadruple and mixed meters 3.Top and bottom number usage Self-Assessment Peer Assessment Provide examples of famous or pop tunes in 4/4, ¾, 2/4, etc. Connect by discussing conducting patterns for the different time signatures. Approved Vocal Music Literature
Knowledge and Skills Outcomes Assessments Instructional Menu Second Nine Weeks Perform: Play, Sing, Read, and Move I.Tone Production A. Posture The students will continue to demonstrate proper sitting and standing posture Embedded Assessments Posture rubrics Self/Peer assessments Mirroring/partners Teacher observation MCS Adopted Textbook: Experiencing Choral Music Teacher Resource Kit B. Phonation and Resonation The student will: 1. Sing independently, demonstrating accurate intonation, proper tone production, and good resonance using moderately difficult to difficult literature 2. Exhibit, describe, and critique tone production technique experienced during rehearsal and performances 3. Dark v. light sounds Rubric/Checklist Concept Mapping Mirroring Exercises executed as individuals and as a class Written and oral identification tests Identification Homework assignments Discuss dark vs. light and other descriptors for tone Use listening examples Give feedback to live performances and recorded MCS Adopted Textbook: Experiencing Choral Music “The Structure of Singing” by Richard Miller C. Breathing The student will: 1. Understand the function of the diaphragm in breathing 2. Correlate breath flow with pitch production Teacher Observation Use partners to demonstrate, mirror, and critique Discuss inhale and exhale control MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit
3. Locate, describe and demonstrate use of the following in breathing a. the diaphragm b. abdominal muscles c. intercostal muscles d. rib cage/sternum Draw a connection between breath control and vowel sound or phrase length. Perform breathing exercises as a class Use competition On Demand Demonstrations Interdisciplinary Connection: Physiology of Human Voice D. Diction The student will: 1. Demonstrate correct articulation with the consonant r (omit, flip, trill) 2. Use articulators to properly produce the following initial and final consonants a. both lips--m, p b. bottom lip and top teeth--v, f c. teeth and tongue--t, d, l , n 3. Demonstrate understanding of classification and proper production of the following vowels: a. bright--ee, eh b. dark--oh, oo c. neutral--ah d. schwa Vocal Exam Rubric Discuss how diction effects tempo, expression, phrasing Chart out sounds in different languages Discuss how vowel placement effects blend Resource: Pronunciation Guide for Choral Literature (MENC Publication) MCS Adopted Textbook: Experiencing Choral Music II. Expression A. Dynamics The students will demonstrate 1. ppp through fff 2. full ensemble crescendo and decrescendo 3. effective blend and balance of all vocal parts Ensemble Performance Event Discuss terraced versus crescendo/decrescendo Create Timeline for development of symbols Discuss how gesture relates to dynamics – follow as a class. Formative, Structured Product MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit B. Tempo The student will demonstrate: 1. ability to sing effectively in various tempi 2. effective use of rubato with or without conductor Performance Event Teacher Observation Discuss BPM MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit
A. Dynamics The student will: 1. Properly employ a wide range of dynamics and dynamic changes to effectively communicate the text of assigned literature 2. Demonstrate understanding of appropriate dynamic levels for each historical period: a. Layering of voices (terraced dynamics) for Renaissance, Baroque literature b. Controlled use of crescendo, decrescendo for Classic literature c. Use of ppp and fff and dramatic crescendos and decrescendo for Romantic, Twentieth Century literature Ensemble Performance Event Formative, Structured Product Discuss how gesture relates to dynamics – follow as a class. Exam on Baroque/Classical vs. Romantic – dynamic Identify examples of composers and compositions MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit B. Tempo The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto 2. Discuss and demonstrate the use of tempo and tempo changes as a compositional device Performance Event Teacher Observation MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit C. Text painting and word/syllable stress The student will: 1. Determine appropriate or inappropriate word stress 2. Sing with appropriate syllabic stress Peer Evaluation Self-Evlauation Observe markings in music mad by students Approved Vocal Music Literature D. Phraseology The student will 1. sing phrases demonstrating the three basic articulations--legato, staccato, marcato 2. Demonstrate ability to sing long sustained phrases with pitch accuracy 3. Demonstrate effective use of staggered breathing Teacher Observation On Demand Performance Discuss and identify conducting gestures that effect phrasing Approved Vocal Music Literature III. Literacy A. Pitch Notation The student will: 1. Identify ALL Major key signatures 2. Construct ALL major scales and minor scales 3. Develop intonation awareness through study of chromatic scale Written Assessments Sequential Formative Assessment Students create their own quiz for key signatures MCS Adopted Textbook: Experiencing Choral Music: Intermediate and Proficient B. Sight-Singing and Ear-Training The student will: Properly identify and sing augmented and diminished intervals using solfege Properly execute enharmonic intervals Rubric On-demand Performances Sequential Formative Assessments MCS Adopted Textbook: Experiencing Choral Music: Intermediate and Proficient Singing
D. Diction The student will: 1. Demonstrate correct articulation of all IPA consonant sounds. 2. Use articulators to properly produce the following initial and final consonants 3. Demonstrate understanding of classification and proper production of the following vowels: Vocal Exam Rubric Grade exercises and exams created by the students themselves Peer assessment Using partners Resource: Pronunciation Guide for Choral Literature (MENC Publication) MCS Adopted Textbook: Experiencing Choral Music II. Expression The student will: Perform expressively, from memory and notation, a varied repertoire of music representing diversity in culture, style, and historical periods Show a character’s emotion through the use of facial expression. Show a character’s emotion through the use of body movement. Show a character’s emotion through voice manipulation. Spring Concert Appropriate Literature A. Dynamics The student will: 1. Define and execute a. pianoforte b. mezzo piano c. piano d. mezzo forte e. forte f. sforzando Ensemble Performance Event Class evaluation of student conductor(s) Formative, Structured Product MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit B. Tempo The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto 2. Discuss and demonstrate the use of tempo and tempo changes as a compositional device Performance Event Teacher Observation Student conductor fluctuates the tempo and class must follow MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit C. Text painting and word/syllable stress The student will: 1. Demonstrate proper execution of the slur over one or several notes 2. Employ appropriate crescendos/decrescendos on lengthy notes On Demand Performances Peer Evaluation Self Evaluation Approved Vocal Music Literature D. Phraseology The student will consistently sing musical phrases 1. Arsis and thesis of each phrase Teacher Observation On Demand Performance Approved Vocal Music Literature
Arrange Compose Improvise Notate 1. Compose and notate rhythmic, melodic, and accompaniment exercises within specified guidelines 2. Create musical compositions demonstrating various vocal styles 3. Create compositions with contrasting sections 4. Create and notate descant, ostinato, or other melodic and rhythmic accompaniments to enhance assigned literature 5. Compose music using computer-generated or other sound sources 6. Improvise while singing traditional American music (jazz, gospel, folk, etc.) Class Demonstrations Audio Portfolio Judge composition competition Use FINALE to compose an original composition of 4-8 measures Connect: Relate Apply The student will: 1. Recognize, describe Renaissance music, 20th Century music 2. Research, listen to, and sing celebratory music of various cultures 3. Describe the effects of music on society, culture, and technology 4. Describe ways in which subject matter of others disciplines taught in the school are interrelated with music a. lyrics of well-known poets set to music b. anatomy of the voice c. awareness of social, economic, political climates and their effect on the arts during historic period of assigned choral literature (Renaissance, Baroque, Classic, Romantic, Twentieth Century, Contemporary) d. Use of mathematical operations to calculate duration of notes in various time signatures 5. Explain a variety of music and music-related career options Individual/Group Project Written/Oral Reports Service project Performance at graduation and other ceremonial events Portfolio and/or journal entries turned in MCS Adopted General Music Text Music: Its Role and Purpose in Our Lives Guest Speakers from Local Arts Community Interdisciplinary Connections: Social Studies: Cultural Celebrations Drama: Broadway Musicals/Theater Anatomy/Physiology: The Human Voice World/Art History: Renaissance to present Mathematics: Fractions Standard Used Course Level Expectations Checks for Understanding Student Performance Indicators 1.0 Singing 1.1 Demonstrate expression and technical accuracy in a large and Level 1. Sing, alone and in a group, vocal literature on a difficulty level of 3-4 using expressive qualities and technical accuracy (rhythmic and melodic precision, Sing with correct dynamics, articulation, and phrasing appropriate to the genre and style period. Sing with correct dynamics, articulation, phrasing,