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Roanoke County Public Schools Vocal/Choral Music Curriculum Guide 2014 Vocal/Choral Music Curriculum Guide 2014 VOCAL/CHORAL MUSIC CURRICULUM GUIDE Revised 2014. Available at www.rcs.k12.va.us. Roanoke County Public Schools does not discriminate with regard to race, color, age, national origin, gender, or handicapping condition in an educational and/or employment policy or practice. Questions and/or complaints should be addressed to the Deputy Superintendent/Title IX Coordinator at (540) 562-3900 ext. 10121 or the Director of Pupil Personnel Services/504 Coordinator at (540) 562-3900 ext. 10181. ACKNOWLEDGEMENTS The following people have made tremendous contributions to the completion of this curriculum guide and all are appreciated. Terry Haynie Glenvar Middle School Patricia Truxillo Northside Middle/High Schools Roanoke County Public Schools Administration Dr. Lorraine Lange Superintendent Ken Nicely Director of Secondary Instruction Linda Wright Director of Elementary Instruction i Barry Tucker Music Coordinator Vocal/Choral Music Curriculum Guide 2014 PHILOSOPHY AND OBJECTIVES Music education is basic to the curriculum, and therefore, is essential to the education of the total student. The music program encourages a positive self-image and a positive attitude towards music as an art form. Music education seeks to develop every student's awareness of the impact of music on his/her daily life. The music program provides a means with which each student's cultural heritage can be explored. The music curriculum is designed to encourage active participation through sequential musical experiences based on the elements of music. These enjoyable and meaningful experiences promote the individual's musical growth through performance, creativity, interpretation, listening, and critical thinking. The student will: 1. Gain an appreciation for music as an art form. 2. Explore how music can enhance the quality of life. 3. Obtain an outlet for emotional release and an opportunity for creative expression. 4. Develop self-discipline through demanding and rewarding musical experiences. 5. Gain a feeling of accomplishment and satisfaction through personal effort. 6. Experience a spirit of cooperation through group participation. 7. Discover and develop his/her true musical talent. 8. Make wiser use of leisure time through active participation in music. 9. Derive knowledge and understanding from the relationship of music to other subject areas and, in particular, a better understanding of America and other nations and peoples. 10. Gain a knowledge and understanding of career opportunities in music. INTRODUCTION Throughout music education, course content is organized into five specific content strands or topics: Music Theory/Literacy; Performance; Music History and Cultural Context; Analysis, Evaluation, and Critique; and Aesthetics. Although the strands are presented separately for organizational purposes, in practice they are integrated throughout music instruction, regardless of the particular learning experience. Through the mastery of music concepts and acquisition of music skills, the goals for music education are realized. A comprehensive music program provides students with the ability to understand their own responses and the responses of others to the many forms of musical experience. Through individualized instruction and multiple group educational opportunities, students develop individual expression and the ability to work collaboratively to achieve common artistic goals, while preparing for a lifetime of engagement with the arts. ii Vocal/Choral Music Curriculum Guide 2014 Table of Contents ACKNOWLEDGEMENTS ............................................................................................................................................................ i PHILOSOPHY AND OBJECTIVES ............................................................................................................................................... ii INTRODUCTION ........................................................................................................................................................................ ii SCOPE AND SEQUENCE ...........................................................................................................................................................iv QUICK REFERENCE .................................................................................................................................................................. v MAPPING FOR INSTRUCTION ................................................................................................................................................. 1 Middle School Vocal/Choral Music, Beginning Level .............................................................................................................. 1 Middle School Vocal/Choral Music, Intermediate Level .......................................................................................................... 6 Middle School Vocal/Choral Music, Advanced Level ............................................................................................................. 11 High School Vocal/Choral Music, Intermediate Level ............................................................................................................ 17 High School Vocal/Choral Music, Advanced Level ................................................................................................................ 23 High School Vocal/Choral Music, Artist Level ....................................................................................................................... 29 iii Vocal/Choral Music Curriculum Guide 2014 SCOPE AND SEQUENCE This scope and sequence chart reflects the gradual progression in musical development that culminates in a high level of artistic attainment. The chart also reflects the elements that are necessary for continuity in the elementary music program, and are taken directly from the adopted textbook series. The arrows on the chart represent areas of learning which need to be reinforced consistently. Once the objective has been stated, it will not reappear in subsequent grade levels. The numbers refer to the Virginia Pub lic Schools Standards of Learning for music. Those objectives signified by "RC" indicate areas where Roanoke County exceeds the standards of learning in music. Choir curriculum 2014 Music Theory/ Literacy 6th 7th 8th MIXED VOCAL ENS ARTIST Read and notate music MCB.1 MCI.1 MCAD.1 HCI.1 HCAD.1 HCAR.1 Develop Aural skills MCB.2 MCI.2 MCAD.2 HCI.2 HCAD.2 HCAR.2 Demonstrate vocal techniques and choral skit MCB.3 MCI.3 MCAD.3 HCI.3 HCAD.3 HCAR.3 Sing expressively MCB.4 MCI.4 MCAD.4 HCI.4 HCAD.4 HCAR.4 Respond to music with movement by perform MCB.5 MCI.5 MCAD.5 HCI.5 HCAD.5 HCAR.5 Demonstrate collaboration and concert etiquette MCB.6 MCI.6 MCAD.6 HCI.6 HCAD.6 HCAR.6 MCB.7 MCI.7 MCAD.7 HCI.7 HCAD.7 HCAR.7 MCB.8 MCI.8 MCAD.8 HCI.8 HCAD.8 HCAR.8 MCB.9 MCI.9 MCAD.9 HCI.9 HCAD.9 HCAR.9 Performance Music History and Cultural Context Explore historical and cultural aspects of music Analysis, evaluation, critique Analyze and evaluate music Aesthetics Investigate aesthetic concepts related to music iv Vocal/Choral Music Curriculum Guide 2014 QUICK REFERENCE Middle School Beginning Level (6th Grade) Instructional Area MCB 1-1 MCB 1-2 MCB 1-3 MCB 1 -4 Reading and Notating Music Whole, half, quarter and corresponding rests p, f, mp, mf, pp, ff, cresc. decresc. 4/4, ¾, Partner Songs Dotted Half, Dotted Quarter, Review dynamics, 2/4, C, Canons Sixteenth, Review dynamics, Treble Clef Note Names, 6/8, Call-and-Response Review Rhythms, Review Dynamics, Developing Aural Skills Major and Minor Tonalities Melodic Patterns M2, M3, P4, P5, octave Similar/Contrasting Phrases, Harmonic Patterns Review All Vocal Techniques and Choral Skills Proper Posture, Breath Support, Vocal Anatomy, Intonation and Blend, Diction Part Singing in Small Groups, Memorization Review Review Singing Expressively Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Movement Response Claps and Swaying Performance Riser Choreography Performance Collaboration and Concert Etiquette Rehearsal Etiquette, Observe other Group Performances Describe Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe and Review Concert Etiquette and Critique Own Performance Music History and Cultural Context Brief Historical Development and Cultural Aspects of Music Literature Being Studied. Copyrights, Concert Etiquette as an Active Listener, Connecting other Fine Arts and Fields Musical Career Options of Knowledge to Choral Music Analysis, Evaluation, and Critique Tone Production, Intonation, Blend and Balance Evaluate Own and Other Performances Review Criteria Evaluate Own and Other Performances Aesthetics Define “Music” and it’s influence on each individual Discuss Quality of Literature Being Studied. Discuss reasons for Preferences among musical choices. Music evokes sensory, emotional, and intellectual responses. v Vocal/Choral Music Curriculum Guide 2014 MCI – Middle School Intermediate (7th Grade) Instructional Area MCI 1-1 MCI 1-2 MCI 1-3 MCI 1 -4 Reading and Notating Music Whole, half, quarter, and corresponding rests Da capo, dal segno, coda, fine sight-sing step-wise melodic patterns from unison ex. Using major scale 4/4, ¾, Partner Songs Dotted Half, Dotted Quarter, Review dynamics, 2/4, C, F, G Canons Sixteenth, Review dynamics, Treble Clef Note Names, 6/8, Call-and-Response Review Rhythms, Review Dynamics, Developing Aural Skills Major and Minor Tonalities Melodic Patterns, ascending halfstep, whole-step intervals M2, m3, M3, P4, P5, M6, octave Similar/Contrasting Phrases, Harmonic Patterns, AB, ABA musical forms Write melodic phrases from dictation Vocal Techniques and Choral Skills Proper Posture, Breath Support, Diaphragmatic breathing, Vocal Anatomy, Intonation and Blend, Diction Diction-pure vowel sounds, diphthongs, voiced and unvoiced consonants, Part Singing in 2 or 3 parts, Memorization, Head voice, Chest voice Sing a cappella and with accompaniment, sing in at least one language other than English Review Singing Expressively Reinforce Basic Concepts through Group Experience including tempo markings, rhythmic patterns, dynamics, phrasing, conducting patterns and gestures Reinforce Basic Concepts through Performance including facial and physical expressions Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Movement Response Claps and Swaying, riser choreography Performance Riser Choreography Performance Collaboration and Concert Etiquette Rehearsal Etiquette, Observe other Group Performances Describe Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe and Review Concert Etiquette and Critique Own Performance Music History and Cultural Context Brief Historical Development and Cultural Aspects of Music Literature, Musical Styles, Composers, and Historical Periods Being Studied. Copyrights, Concert Etiquette as an Active Listener, Connecting other Fine Arts and Fields of Knowledge to Choral Music Musical Career Options Analysis, Evaluation, and Critique Interpret works of music, using Tone Production, Intonation, Blend and Balance Critique Own and Other Performances Review Criteria Evaluate Own and Other Performances Aesthetics Define “Music” and it’s influence on each individual using factors of time and place as influence Discuss Quality of Literature Being Studied. Discuss reasons for Personal Preferences Music evokes sensory, among musical choices. emotional, and intellectual responses. vi Vocal/Choral Music Curriculum Guide 2014 MCAD – Middle School Advanced (8th Grade) Instructional Area MCAD 1-1 MCAD 1-2 MCAD 1-3 MCAD 1 -4 Reading and Notating Music Whole, half, quarter, and corresponding rests, components of a three-part score Da capo, dal segno, coda, fine sightsing step wise melodic patterns from 2-part ex. using major scale 4/4, ¾, Dotted Half, Dotted Quarter, eighthnote triplets, half-note triplets, quarter-note triplets Review dynamics, 2/4, C, F, G, composing basic rhythmic patterns Sixteenth, Review dynamics, Treble Clef Note Names, 6/8, Review Rhythms, Review Dynamics, Developing Aural Skills Major and Minor Tonalities Melodic Patterns, ascending halfstep, whole-step intervals All diatonic intervals – half-step and whole-step, monophonic and homophonic textures Similar/Contrasting Phrases, Harmonic Patterns, AB, ABA, ABBA , Rondo musical forms Write melodic phrases from dictation Vocal Techniques and Choral Skills Proper Posture, Breath Support, Diaphragmatic breathing, Vocal Anatomy, Intonation and Blend, Diction, Physiological changes, using open throat, raised palate Diction-pure vowel sounds, diphthongs, voiced and unvoiced consonants, Part Singing in 2 or 3 parts, Memorization, Head voice, Chest voice Sing a cappella and with accompaniment, descants, ostinatos, sing in at least one language other than English Review Singing Expressively Perform Basic Concepts through Group Experience including tempo markings, rhythmic patterns, dynamics, phrasing, conducting patterns and gestures Reinforce Basic Concepts through Performance including facial and physical expressions Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Movement Response Creating movement individually or collaboratively, riser choreography Performance Riser Choreography Performance Collaboration and Concert Etiquette Apply Etiquette, Observe other Group Performances, Respect student leaders Describe Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe and Review Concert Etiquette and Critique Own Performance Music History and Cultural Context Analyze Historical Development and Cultural Aspects of Music Literature, Musical Styles, Composers, and Historical Periods Being Studied. Copyrights, Concert Etiquette as an Active Listener, Connecting other Fine Arts and Fields Musical Career Options, of Knowledge to Choral Music, Research ethical standards Investigate opportunities for music advocacy and performance within the community Analysis, Evaluation, and Critique Interpret works of music, using Tone Production, Intonation, Blend and Balance Critique Own and Other Performances Review Criteria Evaluate Own and Other Performances Aesthetics Define “Music” and it’s influence on each individual using factors of time and place as influence Discuss Quality of Literature Being Studied. Discuss reasons for Personal Preferences among musical choices. Music evokes sensory, emotional, and intellectual responses in society. vii Vocal/Choral Music Curriculum Guide 2014 HCI – High School Intermediate (Mixed Choir) Instructional Area HCI 1-1 HCI 1-2 HCI 1-3 HCI 1 -4 Reading and Notating Music Whole, half, quarter, and corresponding rests, components of a vocal score, Da capo, dal segno, coda, fine Sight-sing step wise melodic patterns from 2-part ex. using major scale, Grand Staff, 4/4, ¾, 2/4, 6/8 Dotted-Half-Quarter, Dotted-QuarterEighth, Dotted-Eighth-Sixteenth, Halfnote triplets, and corr. rests Review dynamics, C, F, Bb, G, D, composing basic rhythmic patterns Sixteenth, Review Rhythms, Review dynamics, Review Dynamics, Treble Clef Note Names, Major and Minor Scales, Demonstrate conducting patterns including duple meter, modulations, fourmeasure dictation Developing Aural Skills Major and Minor Tonalities Melodic Patterns, ascending half-step, whole-step intervals, monophonic, homophonic, and polyphonic textures m2, m3, M6, m7, ascending and descending half-step and whole-step intervals, monophonic and homophonic textures Similar/Contrasting Phrases, Harmonic Write melodic phrases from Patterns, AB, ABA, musical forms, Identify dictation a cappella vs. accompanied singing inc. ostinato. Vocal Techniques and Choral Skills Proper Posture, Breath Support, Diaphragmatic breathing, Vocal Anatomy, Intonation and Blend, Diction, Physiological changes, using open throat, raised palate Diction-pure vowel sounds, diphthongs, voiced and unvoiced consonants, Part Singing in 2 or 3 parts, Memorization, Head voice, Chest voice Sing a cappella and with accompaniment, Review descants, ostinatos, sing in at least one language other than English, Sing simple harmony alone or in ensemble Singing Expressively Perform Basic Concepts through Group Experience including tempo markings, rhythmic patterns (syncopations, hemiolas, dotted-half-quarter, dottedquarter-eighth, doted-eighth sixteenth, half-note triplets, and corr. rests) dynamics, phrasing, conducting patterns and gestures Reinforce Basic Concepts through Performance including facial and physical expressions Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Movement Response Creating movement individually or collaboratively, riser choreography Performance Riser Choreography Performance Collaboration and Concert Etiquette Apply Etiquette, Observe other Group Performances, Respect student leaders Describe Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe and Review Concert Etiquette and Critique Own Performance Music History and Cultural Context Analyze Historical Development and Cultural Aspects of Music Literature, Musical Styles, Composers, and Historical Periods Being Studied. Copyrights, Concert Etiquette as an Active Listener, Connecting other Fine Arts and Fields of Musical Career Options, Knowledge to Choral Music, Investigate Research ethical standards music advocacy, consumers of music, and musicians’ impact of the community Analysis, Evaluation, and Critique Explain cultural influences and historical context for the interpretation of works of music Critique Own and Other Performances Evaluate works of music, Critique music performances. Evaluate Own and Other Performances Aesthetics Analyze and explain time and place as characteristics of values in music Discuss Quality of Literature Being Studied describing personal, emotional, and intellectual responses. Explain the value of musical performance to the community Music evokes sensory, emotional, and intellectual responses in society. viii Vocal/Choral Music Curriculum Guide 2014 HCAD – High School Advanced (Vocal Ensemble) Instructional Area Reading and Notating Music HCAD 1-1 Components of three-part and fourpart scores, Sight-sing patterns containing tonic triad skips from 2or 3-part scores, Grand Staff, 4/4, 3/4, 2/4, 6/8 Syncopation, Hemiolas HCAD 1-2 HCAD 1-3 HCAD 1 -4 Dotted-Half-Quarter, Dotted-QuarterEighth, Dotted-Eighth-Sixteenth, Halfnote triplets, and corr. rests Review dynamics, C, F, Bb, G, D, Eb and related minor keys, composing basic rhythmic patterns Major and Minor Scales, Demonstrate conducting patterns including triple meter, modulations, four-measure dictation Developing Aural Skills Major and Minor Tonalities Melodic Patterns, ascending half-step, whole-step intervals, monophonic, homophonic, and polyphonic textures All Diatonic Intervals, Write dictation of rhythmic and melodic phrases in eight-measure length. Similar/Contrasting Phrases, Write melodic phrases Harmonic Patterns, ABBA and Rondo from dictation musical forms, Identify Madrigal Style. Vocal Techniques and Choral Skills Proper Posture, Breath Support, Diaphragmatic breathing, Intonation and Blend, Diction, Physiological changes and external influences on the voice, using open throat, raised palate Diction-pure vowel sounds, diphthongs, voiced and unvoiced consonants, Part Singing in Complex Harmony, Memorization, Head voice, Chest voice Sing a cappella and with accompaniment, descants, ostinatos, sing in at least two languages other than English, Sing simple harmony alone or in ensemble Review Singing Expressively Perform Complex Concepts through Group Experience including tempo markings, rhythmic patterns (syncopations, hemiolas, in duple and triple meters) dynamics, expressive phrasing, advanced conducting patterns and interpretive gestures Reinforce Basic Concepts through Performance including facial and physical expressions Reinforce Basic Concepts through Group Experience Reinforce Basic Concepts through Performance Movement Response Creating movement individually or collaboratively, riser choreography Performance Riser Choreography, Sign Language Performance Collaboration and Concert Etiquette Apply Etiquette, Observe other Group Performances, Respect student leaders Describe Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe and Review Concert Etiquette and Critique Own Performance Music History and Cultural Context Analyze Historical Development and Cultural Aspects of Music Literature, Musical Styles, Composers, and Historical Periods Being Studied. Copyrights, Analyze Fine Arts and Fields of Model exemplary Concert Etiquette as Knowledge to Choral Music, Examine an Active Listener, opportunities for music advocacy, consumers of music, and musicians’ impact of the community Musical Career Options, Research ethical standards Analysis, Evaluation, and Critique Compare and contrast influences and historical context for the interpretation of works of music Critique Own and Other Performances Evaluate works of music, Critique music performances. Evaluate Own and Other Performances Aesthetics Analyze and explain Personal, Emotional, and Intellectual Responses to Works of Music Discuss Quality of Literature Being Studied describing personal, emotional, and intellectual responses. Music evokes sensory, emotional, and intellectual responses in society. ix Explain the value of musical performance to the community Review Rhythms, Review Dynamics, Vocal/Choral Music Curriculum Guide 2014 HCAR – High School Artist Level Instructional Area Reading and Notating Music HCAR 1-1 All Components of Scores, Sight-sing patterns containing skips of thirds, fourths, and fifths from 3 or 4-part scores, Major, Minor, Chrom. Scales Fugue, Modulation, Word Painting, Aleatoric Music HCAR 1-2 C, F, Bb, G, D, Eb and related minor keys, Demonstrating conducting patterns including compound meters HCAR 1-3 Major and Minor Scales, HCAR 1 -4 Review Rhythms, Review Dynamics, Developing Aural Skills Major and Minor Tonalities Complex Melodic Patterns, ascending half-step, whole-step intervals, monophonic, homophonic, and polyphonic textures All Diatonic Intervals, Transposing a cappella music into one or Write dictation of Complex rhythmic and more keys melodic phrases in eight-measure length. Write melodic phrases from dictation Vocal Techniques and Choral Skills Proper Posture, Breath Support, Diaphragmatic breathing, Intonation and Blend, Diction, Dynamics, and Articulation Diction-pure vowel sounds, diphthongs, voiced and unvoiced consonants, Part Singing in Advanced Harmony, Memorization Sing Advanced, Solo and Choral Repertoire, Sing in various forms, styles and languages, Sing advanced harmony alone or in ensemble Review Singing Expressively Perform Complex Concepts through Group Experience including vocal timbres, matching dynamic levels, complex rhythmic patterns dynamics, expressive phrasing, advanced conducting patterns and interpretive gestures Reinforce Basic Concepts through Performance modeling facial and physical expressions Reinforce Complex Concepts through Group Experience Reinforce Complex Concepts through Performance Movement Response Creating and improvising movement individually or collaboratively, riser choreography Performance Riser Choreography, Sign Language Performance Collaboration and Concert Etiquette Apply Etiquette, Observe other Group Performances, Respect student leaders, Fulfill Leadership Roles (Section Leader, Student Conductor, Accompanist, Choir Officer, Choir Librarian, Peer Mentor) Apply Concert Etiquette and Critique Own Performance Rehearsal Etiquette, Observe other Group Performances Describe, Review, and Apply Concert Etiquette and Critique Own Performance Music History and Cultural Context Compare and Contrast Historical Development and Cultural Aspects of Music Literature, Musical Styles, Composers, and Historical Periods Being Studied. Assess Musical Periods and Styles Model exemplary Concert Etiquette as an Active Listener Analyze Fine Arts and Fields of Knowledge to Choral Music, Explore and Evaluate opportunities for music advocacy in the community Musical Career Pathways, Assess Use and Misuse of Ethical Standards Analysis, Evaluation, and Critique Formulate Criteria to be used for critiquing musical performances. Apply Criteria to Own and Other Performances Evaluate works of music, Critique music performances. Evaluate Own and Other Performances Aesthetics Analyze and explain Personal, Emotional, and Intellectual Responses to Works of Music Discuss Quality of Literature Being Studied describing personal, emotional, and intellectual responses. x Explain the value of musical performance Music evokes sensory, to the community emotional, and intellectual responses in society. Vocal/Choral Music Curriculum Guide 2014 MAPPING FOR INSTRUCTION Middle School Vocal/Choral Music, Beginning Level The standards for Middle School Vocal/Choral Music, Beginning Level enable students to obtain musical knowledge and skills in the choral setting. Students begin to develop choral skills, including singing in unison and two-part harmony, with emphasis on vocal production and technique. Students learn to read, write, and compose music, using basic music theory. They explore and perform music in a variety of music styles. In addition, students develop an understanding of acceptable concert etiquette. Students are provided with opportunities to participate in local, district, regional, and state events. Middle School Vocal/Choral Music, Beginning Level SOL OBJECTIVE SOL MUSIC MCB.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying, defining, and using basic standard notation for pitch, rhythm, meter, dynamics, and other elements of music; 2. echoing, reading, and notating rhythmic patterns that include whole notes, dotted half notes, half notes, dotted quarter notes, quarter notes, eighth notes, sixteenth notes, and corresponding rests; 3. sight-singing eight-measure melodic patterns, while maintaining a steady beat; 4. differentiating by sight call-andresponse songs, canons, and partner songs; and 5. using contemporary media and technology in the study and creation of music. INSTRUCTIONAL STRATEGIES Define, illustrate, and demonstrate each note or rest value. Perform examples of various 4 beat patterns using aural skills, worksheets, and technology. STUDENT ACTIVITIES 1. Perform 4 beat patterns by clapping, pats, etc. 2. Identify various measures where these patterns are contained in music scores, Say words in rhythm. 3. Identify meter, dynamics, and other elements of music within music scores. 4. Perform and sight-sing eight measures of rhythm patterns, while maintaining a steady beat. 5. Use media and technology to create music. 1 ASSESSMENT The teacher will observe student performance of a 4 beat pattern in group practice. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight- sing an eight -measure example. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Beginning Level SOL OBJECTIVE SOL MUSIC MCB.2 The student will develop aural skills. DESCRIPTIVE STATEMENT Aural skills are essential in the learning process. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Using piano and other technology to define, illustrate, and demonstrate diatonic intervals, major and min or tonalities, similar and contrasting musical phrases, and melodic and harmonic patterns. 1. Listen and echo phrases and intervals sung or played by teacher. 2. Show melodic movement by hand motion as phrase is sung. 3. Label like phrases A - B - C. Indicate how many measures in each pattern. Use piano and technology to assess students. The teacher will quiz students aurally. The teacher demonstrates proper posture and breathing techniques and identifies vocal anatomy. The teacher demonstrates proper warm up procedures and encourages student participation with correct intonation and proper diction. Teacher will demonstrate and explain each voice type and give its range. Teach a range of new music literature to students. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation. 2. Have students identify vocal anatomy through worksheets and other media. 3. Students will develop vocal independence and blend with other singers while singing their assigned music literature. 4. Repetition of performing music literature will strengthen memory skills. Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying diatonic intervals (M2, M3, P4, P5, and octave); 2. distinguishing major and minor tonalities; 3. identifying similar and contrasting musical phrases and sections; 4. differentiating melodic and harmonic patterns; and 5. using contemporary media. SOL MUSIC MCB.3 The student will demonstrate vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. using proper posture for choral singing; 2. using breathing techniques that support vocal production; 3. identifying vocal anatomy, including the functions of the diaphragm and soft palate in singing; 4. developing vocal independence, agility, and range by singing developmentally appropriate vocal exercises; 2 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Beginning Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT 5. using correct intonation; 6. blending with other singers on the same vocal part; 7. using proper diction (i.e. pure vowel sounds, diphthongs, consonants with emphasis on beginning and ending consonants); 8. singing an assigned vocal part in a small group; and 9. singing music literature from memory and from score. SOL MUSIC MCB.4 The student will sing expressively. STRANDS Performance Additional Information This objective emphasizes: 1. interpreting tempo markings( allegro, andante, adagio); 2. performing, from musical scores and rhythmic exercises, rhythmic patterns that include whole notes, dotted half-notes, half-notes, dotted quarter-notes, quarter notes, eighth notes, sixteenth notes, and corresponding rests; 3. interpreting dynamic markings (p, mp, mf, f, crescendo, decrescendo); 4. demonstrating expressive phrasing techniques; 5. responding to basic conducting patterns and interpretive gestures; and 6. using facial and physical expressions that reflect the mood and style of the music. Demonstrate expressive singing to students using correct tempo markings, dynamics, phrasing, facial and physical expressions, while responding to basic conducting patterns. 1. Students will copy (mirror) the teacher to learn basic patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Have students clap and say words of each line of rhythms, tempos, and dynamic levels. 3. Students will get practice learning to perform note and rest values through rehearsals of music literature. 3 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Beginning Level SOL OBJECTIVE SOL MUSIC MCB.5 The student will respond to music with movement by performing nonchoreographed and choreographed movements. STRANDS Performance SOL MUSIC MCB.6 The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances; and 2. cooperating and collaborating as a singer during rehearsal. SOL MUSIC MCB.7 The student will explore historical and cultural aspects of music. STRANDS Music History and Cultural Context Additional Information This objective emphasizes: 1. identifying the cultures, musical styles, composers, and historical periods associated with the music literature being studied; 2. identifying ways in which culture and technology influence choral music and vocal music styles; 3. identifying the relationship of choral music to the other fine arts and other fields of knowledge; 4. examining career options in music; 5. identifying ethical standards as applied to the use of social media and copyrighted materials; and 6. demonstrating concert etiquette as an active listener. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Teacher demonstrates movement appropriate to chosen literature. 1. Students will “free-style” to music of different moods and genre. 2. Students will copy (mirror) the teacher to learn basic movement. Teacher will observe student/group participation and performance. Teacher discusses with students the proper way to enter the stage during a concert, illustrating the mechanics and behavior appropriate to performance. The opportunity is provided to students to practice in class prior to performances. 1. Students listen to teacher’s explanation of proper stage entrance. 2. Students practice the mechanics of entering the stage. 3. Students practice proper behavior while singing on stage. 4. Students practice mechanics of leaving the stage. Teacher will observe student/group participation and performance. When introducing new literature, teacher will provide background information on particular piece. Teacher will inform students of various career opportunities in the music field. 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students listen to various recordings made in different eras and compare and contrast the cultural and technological influences. 3. Students will discuss the relationship of choral music to other fine arts and other fields of knowledge. 4. Students will explore and create a project examining career options in the music field 5. Students will watch video informing them of copyright issues and the use of social media. 6. Students will practice proper concert etiquette as an active listener. Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. 4 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Beginning Level SOL OBJECTIVE SOL MUSIC MCB.8 The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. describing works of music, using inquiry skills and music terminology; 2. examining accepted criteria used for evaluating works of music; 3. describing performances of music, using music terminology; and 4. examining accepted criteria used for critiquing musical performances. SOL MUSIC MCB.9 The student will investigate aesthetic concepts relate to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. proposing a definition of music and supporting that definition; 2. describing aesthetic criteria used for determining the quality of a work of music; 3. identifying reasons for preferences among works of music, using music terminology; and 4. identifying ways in which music evokes sensory, emotional, and intellectual responses, including ways in which music can be persuasive. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT When selecting new literature, teacher will provide background information on particular piece. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Using appropriate musical terminology (tone quality, balance, intonation, etc.) will be used to describe acceptable criteria. 1. Students study examples of “judge’s score sheets” and evaluation forms. 2. Students will evaluate other student performances using evaluation forms. 3. Students will evaluate their own performances. 4. Students will evaluate multiple groups performing the same musical selection. Teacher will review student’s evaluation forms. The student will demonstrate a willingness to openly express the feelings he/she experiences as a result of the aesthetic qualities of the music he/she practices. 1. Students will discuss their definition of music. 2. Students will discuss the quality of multiple selected pieces of musical literature. 3. Students will discuss their preferences of the selected musical literature. 4. Students will identify ways in which particular music evokes emotional and intellectual responses. Teacher will observe student discussions. 5 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Intermediate Level The standards for Middle School Vocal/Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation. Opportunities are provided for students to explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students are provided with opportunities to participate in local, district, regional, and state events. Middle School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE SOL MUSIC MCI.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying, defining, and using basic standard notation for pitch, rhythm, meter, dynamics, and other elements of music; 2. echoing, reading, and notating rhythmic patterns that include dotted-half-quarter, dottedquarter-eighth, dotted eighthsixteenth notes, and corresponding rests; 3. sight-singing eight measure stepwise melodic patterns from unison examples, using the major scales and maintaining a steady beat; 4. identifying components of a vocal score; 5. identifying da capo, dal segno, coda, and fine; 6. identifying key signatures (C, F, and G); and 7. using contemporary technology to reinforce intermediate choral skills. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Define, illustrate, and demonstrate each note or rest value. Perform examples of various 4 beat patterns using aural skills, worksheets, and technology. Identify components of a vocal score, Italian terms, and key signatures. 1. Perform 4 beat patterns by clapping, patsch, etc. 2. Identify various measures where these patterns, terms, and key signatures are contained in music scores, Say words in rhythm. 3. Identify meter, dynamics, and other elements of music within music scores. 4. Perform and sight sing eight measures of rhythm patterns, while maintaining a steady beat. 5. Use media and technology to create music. The teacher will observe student performance of a 4 beat pattern in group practice working up to an eightmeasure pattern. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight-sing an eight-measure example. 6 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE SOL MUSIC MCI.2 The student will develop aural skills. DESCRIPTIVE STATEMENT Aural skills are essential in the learning process. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Using piano and other technology to define, illustrate, and write diatonic intervals, half-step and whole- step intervals, AB form, ABA form, and melodic phrases. 1. Listen and echo phrases and intervals sung or played by teacher. 2. Show melodic movement by hand motion as phrase is sung. 3. Label like phrases A - B - C. Indicate how many measures in each pattern. 4. Practice dictation of short melodic phrases on staff paper. Use piano and technology to assess students. The teacher will quiz students aurally and with written dictation. The teacher demonstrates proper posture and breathing techniques and identifies vocal anatomy. The teacher demonstrates proper warm up procedures and encourages student participation with correct intonation and proper diction. Teacher will demonstrate and explain head voice and chest voice while working warm ups. Teach a range of new music literature to students including a cappella, accompanied literature, and foreign language materials. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation using proper diaphragmatic breathing. 2. Have students identify vocal anatomy through worksheets and other media. 3. Students will develop vocal independence and blend with other singers while singing their assigned music literature (a cappella, two part, or three part). 4. Students will sing music literature in Latin or other foreign language mirroring pronunciation by teacher. 5. Repetition of performing music literature will strengthen memory skills. Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying diatonic intervals (M2, m3, M3, P4, P5, M6, and octave); 2. distinguishing ascending half-step and whole-step intervals; 3. identifying AB and ABA musical forms; and 4. writing melodic phrases from dictation. SOL MUSIC MCI.3 The student will demonstrate vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. using proper posture for choral singing; 2. using breathing techniques that support vocal production; 3. demonstrating diaphragmatic breathing; 4. identifying the difference between head voice and chest voice; 5. strengthening vocal independence, agility, and range by singing developmentally appropriate vocal exercises; 6. using correct intonation; 7 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT 7. blending with other singers on the same vocal part; 8. using proper diction (i.e. pure vowel sounds, diphthongs, voiced and unvoiced consonants); 9. singing an assigned vocal part in music written in two or three parts; 10. singing a cappella and with accompaniment; 11. singing in at least one language other than English; and 12. singing music literature from memory and from score. SOL MUSIC MCI.4 The student will sing expressively. STRANDS Performance Additional Information Demonstrate expressive singing to students using correct tempo markings, dynamics, phrasing, facial and physical expressions, while responding to basic conducting patterns. 1. Students will copy (mirror) the teacher to learn patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Have students clap and say words of each line of rhythms, tempos, and dynamic levels. 3. Students will get practice learning to perform note and rest values through rehearsals of music literature. This objective emphasizes: 1. interpreting tempo markings ( presto, allegro, andante, adagio, ritardando, accelerando); 2. performing rhythmic patterns that include whole notes, dotted half-quarter, dottedquartereighth, dotted-eighthsixteenth, and corresponding rests; 3. applying dynamic markings (pp, p, mp, mf, f, ff, crescendo, decrescendo); 4. applying phrasing techniques; 5. responding a wide range of conducting patterns and interpretive gestures; and 6. consistently using facial and physical expressions that reflect the mood and style of the music. 8 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE SOL MUSIC MCI.5 The student will respond to music with movement by performing nonchoreographed and choreographed movements. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Teacher demonstrates movement appropriate to chosen literature. 1. Students will “free-style” to music of different moods and genre. 2. Students will copy (mirror) the teacher to learn basic movement. Teacher will observe student/group participation and performance. Teacher discusses with students the proper way to enter the stage during a concert, illustrating the mechanics and behavior appropriate to performance. The opportunity is provided to students to practice in class prior to performances. 1. Students listen to teacher’s explanation of proper stage entrance. 2. Students practice the mechanics of entering the stage. 3. Students practice proper behavior while singing on stage. 4. Students practice mechanics of leaving the stage. Teacher will observe student/group participation and performance. When introducing new literature, teacher will provide background information on particular piece including cultural references, composers, and historical periods. Teacher will inform students of various career opportunities in the music field. Copyright issues and use of social media will be discussed. 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students listen to various recordings made in different eras and compare and contrast the cultural and technological influences. 3. Students will discuss the relationship of choral music to other fine arts and other fields of knowledge. 4. Students will explore and create a project examining career options in the music field. 5. Students will watch video informing them of copyright issues and the use of social media. Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. STRANDS Performance SOL MUSIC MCI.6 The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances; and 2. cooperating and collaborating as a singer during rehearsal. SOL MUSIC MCI.7 The student will explore historical and cultural aspects of music. STRANDS Music History and Cultural Context Additional Information This objective emphasizes: 1. describing the cultures, musical styles, composers, and historical periods associated with the music literature being studied; 2. describing how musicians, consumers of music, and music advocates impact the community; 3. examining the relationship of choral music to the other fine arts; 4. comparing and contrasting career 9 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES options in music; 5. examining ethical standards as applied to the use of social media and copyrighted materials; and 6. consistently demonstrating concert etiquette as an active listener. SOL MUSIC MCI.8 The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. interpreting works of music, using inquiry skills and music terminology; 2. applying accepted criteria for evaluating works of music; and 3. applying accepted criteria for critiquing musical performances. SOL MUSIC MCI.9 The student will investigate aesthetic concepts related to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. explaining how the factors of time and place influence the characteristics that give meaning and value to a work of music; 2. describing personal responses to music, using music terminology; 3. analyzing ways in which music can evoke emotion and be persuasive; and 4. applying aesthetic criteria for determining the quality of a work of music. STUDENT ACTIVITIES ASSESSMENT 1. Students will demonstrate proper concert etiquette as an active listener. When selecting new literature, teacher will provide background information on particular piece. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Using appropriate musical terminology (tone quality, balance, intonation, etc.) will be used to describe acceptable criteria. 1. Students study examples of “judge’s score sheets” and evaluation forms. 2. Students will interpret and evaluate other student performances using evaluation forms. 3. Students will evaluate their own performances. 4. Students will evaluate multiple groups performing the same musical selection. Teacher will review student’s evaluation forms. The student will openly express the emotions he/she experiences as a result of the aesthetic qualities of the music he/she practices using music terminology. 1. Students will discuss personal responses to selected pieces of musical literature. 2. Students will analyze their preferences of the selected musical literature. 3. Students will identify ways in which particular music evokes emotional and intellectual responses. Teacher will observe student discussions. 10 Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level The standards for Middle School Vocal/Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and sight-read materials, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and display leadership skills. They develop an understanding of and appreciation for vocal/choral music and its relationship to other disciplines. Students are provided with opportunities to participate in local, district, regional, and state events. Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC MCAD.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying, defining, and using basic standard notation for pitch, rhythm, meter, dynamics, and other elements of music; 2. echoing, reading, and notating rhythmic patterns that include eighth-note, half-note, and quarter-note triplets; 3. sight-singing eight-measure, stepwise melodic patterns from two-part scores, using the major scale and maintaining a steady beat; 4. identifying components of a threepart choral score; 5. composing and performing basic rhythmic patterns; 6. identifying key signatures (C, F, and G): and 7. applying contemporary technology to reinforce advanced choral skills INSTRUCTIONAL STRATEGIES Define, illustrate, and demonstrate each note or rest value. Sight-sing eight-measure stepwise melodic patterns from two-part scores, identify three- part choral score. Compose and perform basic patterns, identify key signatures, All while using aural skills, worksheets, and technology. STUDENT ACTIVITIES 1. Perform 4 beat patterns by clapping, patsch, etc. 2. Identify various measures where these patterns are contained in music scores, Say words in rhythm. 3. Compose and perform basic rhythmic patterns 4. Perform and sight-sing eight measures of rhythm patterns from two-part score, while maintaining a steady beat 5. Identify components of a threepart score 6. Identify key signatures C, F and Gl 7. Use media and technology to create music. 11 ASSESSMENT The teacher will observe student performance of a 4 beat pattern in group practice. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight- sing an eight measure example. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC MCAD.2 The student will develop aural skills. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying all diatonic intervals; 2. distinguishing descending halfstep and whole-step intervals; 3. identifying ABBA and rondo musical forms; 4. recognizing monophonic and homophonic textures; 5. recognizing a cappella vs. accompanied singing, descants, and ostinatos; and 6. writing from dictation complex melodic and rhythmic phrases. SOL MUSIC MCAD.3 The student will demonstrate vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. Consistently maintaining proper posture for choral singing; 2. Consistently using breathing techniques that support vocal production; 3. Identifying the effect of physiological changes on the voice; 4. Increasing breath control through strength and endurance exercises; 5. Integrating principals of vocal health in singing (e.g. diaphragmatic support, open throat, raised soft palate); INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Using piano and other technology to define, illustrate, and demonstrate diatonic intervals, descending halfstep and whole-step intervals, ABBA and rondo forms, monophonic and homophonic textures. Demonstrating an a cappella vocal piece and an accompanied piece, descants and ostinatos, and demonstrate how to write from dictation complex melodic and rhythmic phrases. 1. Listen and echo phrases and intervals sung or played by teacher. 2. Listen and echo descending halfstep and whole-step intervals. 3. Listen to monophonic and homophonic textures 4. Write from dictation complex melodic and rhythmic phrases 5. Label like phrases ABBA and rondo musical forms 6. Sing a cappella and accompanied music with descants and ostinatos. Use piano and technology to assess students. The teacher will quiz students aurally The teacher consistently demonstrates proper posture and breathing techniques The teacher demonstrates proper warm up procedures and encourages student participation with correct intonation, proper diction and awareness of vocal health. The teacher identifies the effect of physiological changes on the voice, and demonstrates and explains head and chest voices. Teach a range of new music literature to students in three or more parts with and without instrumental accompaniment in at least one language other than English. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation. 2. Have students identify vocal anatomy and physiological changes on the voice through worksheets and other media. 3. Students will develop vocal independence and blend with other singers while singing their assigned music literature in another language other than English using proper diction in three or more part music with and without instrumental accompaniment. 4. Students will explore change between chest and head voice. 5. Repetition of performing music literature will strengthen memory skills. Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. 12 ASSESSMENT Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Demonstrate expressive singing to students using correct tempo markings, dynamics, phrasing, facial and physical expressions, while responding to advanced conducting patterns. Perform rhythmic patterns that include eight-note, half-note, and quarter-note triplets. 1. Students will copy (mirror) the teacher to learn advanced patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Have students clap and say words of each line of rhythms, tempos, and dynamic levels. 3. Students will get practice learning to perform note and rest values through rehearsals of music literature. ASSESSMENT 6. Enhancing vocal independence, agility and range by singing developmentally appropriate vocal exercise, including use of head and chest voices; 7. Blending with other singers on the same vocal part and across sections, using correct intonation; 8. Singing an assigned vocal part in music written in three or more parts; 9. applying proper diction (i.e. pure vowel sounds, dipthongs, voiced and unvoiced consonants); 10. singing music literature with and without instrumental accompaniment in at least one language other than English; 11. singing music literature from memory and from score. SOL MUSIC MCAD.4 The student will sing expressively. STRANDS Performance Additional Information This objective emphasizes: 1. Following and maintaining indicated tempos while singing; 2. Performing rhythmic patterns that include eighth-note, half-note, quarter-note triplets; 3. Consistently applying dynamic markings while maintaining correct intonation; 4. Interpreting expressive phrasing techniques; 5. Responding to advanced conducting patterns and interpretive gestures; and 6. Consistently using facial and physical expressions that reflect the mood and style of the music. 13 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC MCAD.5 The student will respond to music with movement STRANDS Performance INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Teacher demonstrates movement appropriate to chosen literature and invites students to explore individually and collaboratively to interpret literature. 1. Students will “free-style” to music of different moods and genre. 2. Students will copy (mirror) the teacher to learn basic movement. 3. Students will apply choreography to express communication of assigned literature. Teacher will observe student/group participation and performance. Teacher discusses with students the proper way rehearse and perform. (e.g. How to enter and leave the stage during a concert) Teacher illustrating the mechanics and behavior appropriate to performance. The opportunity is provided to students to practice in class prior to performances. Teacher will assign section leaders. 1. Students listen to teacher’s explanation of proper rehearsal etiquette 2. Students practice the mechanics of entering the stage for performance. 3. Students practice proper behavior while singing on stage. 4. Students practice mechanics of leaving the stage. 5. Students may vote on section leaders. Teacher will observe student/group participation and performance. When introducing new literature, teacher will provide background information on particular piece. Teacher and students will compare and contrast a variety of musical styles. Students will perform publicly to aid in music advocacy. Teacher will inform students of 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students listen to various recordings made in different eras and compare and contrast the cultural and technological influences. Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. Additional Information This objective emphasizes: 1. Creating movement individually or collaboratively to interpret a musical composition ; and 2. Applying choreography as a form of expression and communication (e.g. sign language, riser choreography). SOL MUSIC MCAD.6 The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances; 2. applying expected rehearsal skills; and 3. respecting student leaders within the choral ensemble SOL MUSIC MCAD.7 The student will explore historical and cultural aspects of music. STRANDS Music History and Cultural Context Additional Information This objective emphasizes: 1. Analyzing the cultures, musical 14 ASSESSMENT Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE 2. 3. 4. 5. 6. 7. styles, composers and historical periods associated with the music literature being studied; Comparing and contrasting a variety of musical styles, using music terminology; Investigating opportunities for music performance and advocacy within the community; Researching career options in music; Examining the relationship of choral music to other fields of knowledge; Researching the use and misuse of ethical standards as applied to social media and copyrighted materials; Consistently demonstrating exemplary concert etiquette as an active listener. SOL MUSIC MCAD.8 The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. Comparing and contrasting works of music, using music terminology; 2. Evaluating works of music, using accepted criteria; 3. Comparing and contrasting music performances; and 4. Critiquing music performances, using critical-thinking skills INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES various career opportunities in the music field. Teacher will help students examine the relationship of choral music to other fields of knowledge Students will research the use and misuse of ethical standards as applied to social media and copyrighted materials. Teacher consistently demonstrates exemplary concert etiquette as an active listener. 3. Students will perform publicly to aid in music advocacy. 4. Students will discuss the relationship of choral music to other fine arts and other fields of knowledge. 5. Students will explore and create a project examining career options in the music field 6. Students will watch video informing them of copyright issues and the use of social media. 7. Students will practice proper concert etiquette as an active listener. When selecting new literature, teacher will provide background information on particular piece. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Using appropriate musical terminology (tone quality, balance, intonation, etc.) will be used to describe acceptable criteria. 1. Students will compare and contrast multiple selections of music , using music terminology 2. Students study examples of “judge’s score sheets” and evaluation forms. 3. Students will evaluate other student performances using evaluation forms. 4. Students will evaluate their own performances. 5. Students will evaluate multiple groups performing the same musical selection. 15 ASSESSMENT Teacher will review student’s evaluation forms. Vocal/Choral Music Curriculum Guide 2014 Middle School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC MCAD.9 The student will investigate aesthetic concepts relate to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. Analyzing personal responses to works of music, using music terminology; 2. Analyzing aesthetic criteria used for evaluating works of music or critiquing musical performances; and 3. Identifying the value of musical performance to society. INSTRUCTIONAL STRATEGIES The student will demonstrate a willingness to openly express the feelings he/she experiences as a result of the aesthetic qualities of the music he/she practices. STUDENT ACTIVITIES 1. Students will identify ways in which particular music evokes emotional and intellectual responses, using music terminology. 2. Discuss the value of music performances throughout history. Have student give presentations on different historical eras and their musical performances. 16 ASSESSMENT Teacher will observe student discussions and presentations. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level The standards for High School Vocal/Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation. Opportunities are provided for students to explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students are provided with opportunities to participate in local, district, regional, and state events. High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE SOL MUSIC HCI.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying components of vocal score; 2. reading rhythmic patterns that include dotted-half-quarter, dotted-quarter-eighth, dottedeighth-sixteenth, half-note triplets, and corresponding rests; 3. identifying key signatures (C, G, F, D, Bb); 4. sight-singing eight-measure stepwise melodic patterns from two-part scores while maintaining a steady beat; 5. singing major and minor scales, using a neutral syllable; 6. demonstrating basic conducting patterns, including duple meter; 7. identifying modulations in choral scores; 8. writing four-measure melodic phrases from dictation; 9. demonstrating understanding of the grand staff; and 10. using contemporary technology to reinforce choral skills. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Define, illustrate, and demonstrate parts of a choral score. Perform examples of various complex rhythm patterns using aural skills, worksheets, and technology. Identify components of a vocal score, Italian terms, conducting patterns, key signatures, and modulations. Continue sight-singing exercises including stepwise patterns. 1. Perform rhythm patterns by clapping, patsch, etc. 2. Identify various measures where these patterns, terms, conducting patterns, and key signatures are contained in music scores, Say words in rhythm. 3. Identify meter, dynamics, and other elements of music within music scores. 4. Perform and sight sing eight measures of rhythm patterns, while maintaining a steady beat. 5. Use media and technology to create music. The teacher will observe student performance of rhythmic patterns in group practice. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight-sing an eight-measure example. 17 Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE SOL MUSIC HCI.2 The student will develop aural skills. STRANDS Music Theory/Literacy INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Using piano and other technology to define, illustrate, and write diatonic intervals, AB and ABA forms, rhythmic phrases, a cappella, ostinato, and melodic phrases. 1. Listen and echo phrases and intervals sung or played by teacher. 2. Show melodic movement by hand motion as phrase is sung. 3. Label AB and ABA forms in music literature. 4. Practice dictation of four-measure rhythmic and melodic phrases on staff paper. 5. Listen to difference forms of music including monophonic, homophonic, and polyphonic to distinguish variances. Use piano and technology to assess students. The teacher will quiz students aurally and with written dictation. The students will correctly identify forms of music through quizzes and aural questioning. The student demonstrates proper posture and breathing techniques and identifies vocal anatomy. The student demonstrates proper warm up procedures and encourages student participation with correct intonation and proper diction. Teacher will demonstrate and explain head voice and chest voice while working warm ups. Teach a range of new music literature to students including a cappella, accompanied literature, and foreign language materials. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation using proper diaphragmatic breathing. 2. Have students identify vocal anatomy through worksheets and other media. 3. Students will develop vocal independence and blend with other singers while singing their assigned music literature (a cappella, two-, three-, four-or multiple parts). Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. Additional Information This objective emphasizes: 1. recognizing and demonstrating diatonic intervals (m2, m3, M6, m7); 2. identifying ascending and descending half-step and wholestep intervals; 3. identifying and explaining AB and ABA musical forms; 4. writing from dictation eightmeasure rhythmic phrases; 5. writing from dictation fourmeasure melodic phrases from dictation; 6. identifying a cappella vs. accompanied singing, including ostinato; and 7. identifying monophonic, homophonic, and polyphonic textures. SOL MUSIC HCI.3 The student will apply vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. Consistently using proper posture for choral singing; 2. Consistently using breathing techniques that support proper vocal production; 3. Demonstrating diaphragmatic 18 Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT breathing; 4. Students will sing music literature in at least one foreign language mirroring pronunciation by teacher. 5. Repetition of performing music literature will strengthen memory skills. 4. Demonstrating the difference between head voice and chest voice; 5. strengthening vocal independence, agility, and range by singing appropriate vocal exercises; 6. consistently using proper diction (i.e., pure vowel sounds, diphthongs, voiced and unvoiced consonants); 7. blending with other singers across sections, using correct intonation; 8. singing an assigned vocal part in simple harmony alone or in ensemble; 9. singing music literature with and without instrumental accompaniment in at least one languages other than English; and 10. singing music literature from memory and from score. SOL MUSIC HCI.4 The student will sing expressively. STRANDS Performance Additional Information This objective emphasizes: 1. interpreting various tempo while singing; 2. performing rhythmic patterns that include syncopations, hemiolas, dotted-half-quarter, dotted-quarter-eighth, dotted eighthsixteenth, half-note triplets, and corresponding rests; 3. performing syncopations and Demonstrate expressive singing to students using correct tempo markings, dynamics, phrasing, facial and physical expressions, while responding to advanced conducting patterns. 1. Students will model to the teacher patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Students clap and say words of each line of rhythms, tempos, and dynamic levels. 3. Students will perform syncopations and hemiolas through rehearsals of music literature. 19 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT hemiolas in music literature; 4. consistently applying dynamic markings while maintaining correct intonation; 5. demonstrating consistent use of phrasing; 6. responding to a wide range of conducting patterns and interpretive gestures; and 7. consistently using facial and physical expressions that reflect the mood and style of the music. SOL MUSIC HCI.5 The student will respond to music with movement. Teacher demonstrates movement appropriate to chosen literature. Students perform choreography. 1. Students will collaborate to create choreography appropriate for music of different moods and genre. 2. Students will copy (mirror) the teacher to learn advanced movement. Teacher will observe student/group participation and performance. Teacher reviews with students the proper way to enter the stage during a concert, illustrating the mechanics and behavior appropriate to performance. The opportunity is provided to students to practice in class prior to performances. Student leaders take on leadership roles in classroom setting. 1. Students lead explanation of proper stage entrance. 2. Students lead the mechanics of entering the stage. 3. Students exhibit proper behavior while singing on stage. 4. Students lead mechanics of leaving the stage. Teacher will observe student/group participation and performance. When introducing new literature, teacher will provide background information on particular piece including cultural references, composers, and historical periods. Teacher will inform students of various career opportunities in the 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students research different eras and Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. STRANDS Performance SOL MUSIC HCI.6 The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances and other music activities; and 2. cooperating as a singer in a rehearsal. SOL MUSIC HCI.7 The student will explore historical and cultural aspects of music. STRANDS Music History and Cultural Context Additional Information 20 Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES This objective emphasizes: 1. describing the cultures, musical styles, composers, and historical periods associated with the music literature being studied; 2. comparing and contrasting a variety of musical periods and styles, using music terminology; 3. comparing and contrasting a variety of vocal/choral music from a variety of cultures; 4. describing how musicians, consumers of music, and music advocates impact the community; 5. comparing and contrasting career options in music; 6. examining the relationship of choral music to other fine arts; 7. examining ethical standards as applied to the use of social media and copyrighted materials; and 8. consistently demonstrating concert etiquette as an active listener. music field. Copyright issues and use of social media will be discussed. SOL MUSIC HCI.8 When selecting new literature, students will discuss cultural influences and historical context on particular piece. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Using appropriate musical terminology (tone quality, balance, intonation, etc.) to evaluate music and musical performances of self and others. The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. explaining the importance of cultural influences and historical context for the interpretation of works of music; 2. interpreting works of music, using inquiry skills and music terminology; 3. applying accepted criteria for evaluating works of music; and 4. applying accepted criteria for STUDENT ACTIVITIES 3. 4. 5. 6. compare and contrast the cultural and technological influences. Students research the relationship of choral music to other fine arts and other fields of knowledge. Students will explore and create a project comparing and contrasting career options in the music field. Students will research copyright issues and the use of social media. Students will demonstrate exemplary concert etiquette as an active listener. 1. Students study examples of evaluation forms. 2. Students will interpret and evaluate other student performances using evaluation forms. 3. Students will evaluate their own performances. 4. Students will evaluate multiple groups performing the same musical selection, using critical thinking. 21 ASSESSMENT Teacher will review student’s evaluation forms. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Intermediate Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES The student will analyze how time and place influence the emotions he/she experiences as a result of the emotional and intellectual qualities of the music he/she practices using music terminology. 1. Students will discuss personal responses to selected pieces of musical literature. 2. Students will analyze their preferences of the selected musical literature. 3. Students will analyze ways in which particular music evokes personal emotional and intellectual responses. 4. Students will take part in explaining the value of music at a community function. ASSESSMENT critiquing music performances. SOL MUSIC HCI.9 The student will investigate aesthetic concepts related to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. Analyzing and explaining how the factors of time and place influence characteristics that give meaning and value to a work of music; 2. Describing personal emotional and intellectual responses to works of music, using music terminology; 3. Analyzing ways in which music can evoke emotion and be persuasive; 4. applying aesthetic criteria used for determining the quality of a work of music or importance of a musical style; and 5. explaining the value of musical performance to the community. 22 Teacher will observe student discussions. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level The standards for High School Vocal/Choral Music, Advanced Level enable students to build upon the skills and knowledge acquired at the intermediate level. As students perform choral works and sight-read music, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and display leadership skills. They develop an understanding of and appreciation for vocal/choral music and its relationship to other disciplines. Students are provided with opportunities to participate in local, district, regional, and state events. High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC HCAD.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. identifying components of threeand four-part choral score; 2. reading and interpreting complex rhythmic patterns that include syncopations an hemiolas; 3. identifying major key signatures (C, G, F, D, Bb, Eb) and their related minor keys; 4. sight-singing eight-measure melodic patterns containing tonic triad skips from two- or three-part scores, while maintaining a steady beat; 5. singing major and minor scales independently, using a neutral syllable; 6. demonstrating basic conducting patterns, including triple meter; and 7. using contemporary technology to reinforce choral skills. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Define, illustrate, and demonstrate three and four part choral scores. Perform examples of various complex rhythm patterns using aural skills, worksheets, and technology. Identify components of a vocal score, Italian terms, conducting patterns, and key signatures. Continue sightsinging exercises including skips with two and three part scores. 1. Perform syncopation and hemiola patterns by clapping, pats, etc. 2. Identify various measures where these patterns, terms, conducting patterns, and key signatures are contained in music scores, Say words in rhythm. 3. Identify meter, dynamics, and other elements of music within music scores. 4. Perform and sight sing eight measures of rhythm patterns, while maintaining a steady beat. 5. Use media and technology to create music. The teacher will observe student performance of complex patterns in group practice. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight-sing an eight-measure example 23 Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC HCAD.2 The student will develop aural skills. STRANDS Music Theory/Literacy INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT Using piano and other technology to define, illustrate, and write all diatonic intervals, ABBA form, rondo form, madrigal style, rhythmic phrases, and melodic phrases. 1. Listen and echo phrases and intervals Use piano and technology to assess students. The teacher will quiz students aurally and with written dictation. The students will correctly identify forms of music through quizzes and aural questioning. The student demonstrates proper posture and breathing techniques and identifies vocal anatomy. The student demonstrates proper warm up procedures and encourages student participation with correct intonation and proper diction. Teacher will demonstrate and explain head voice and chest voice while working warm ups. Teach a range of new music literature to students including a cappella, accompanied literature, and foreign language materials. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation using proper diaphragmatic breathing. 2. Have students identify vocal anatomy through worksheets and other media. 3. Students will develop vocal independence and blend with other singers while singing their assigned complex music literature (a cappella, two-, three-, four-or multiple parts). 4. Students will sing music literature in Latin and other foreign language mirroring pronunciation by teacher. 5. Repetition of performing music literature will strengthen memory skills. Additional Information This objective emphasizes: 1. recognizing and identifying all diatonic intervals; 2. writing from dictation eightmeasure rhythmic phrases of increasing difficulty; 3. writing from dictation eightmeasure melodic phrases; 4. identifying and explaining ABBA and rondo musical forms; and 5. identifying madrigal style. SOL MUSIC HCAD.3 The student will demonstrate vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. modeling proper posture for choral singing; 2. modeling breathing techniques that support proper vocal production; 3. identifying the effects of physiological changes and external influences on the voice; 4. integrating the effects of vocal health in singing (e.g., diaphragmatic support, open throat, raised soft palate); 5. increasing breath control through strength and endurance exercises; 6. increasing vocal independence, agility, and range by singing sung or played by teacher. 2. Show melodic movement by hand motion as phrase is sung. 3. Label ABBA form, rondo form, and madrigal style in music literature. 4. Practice dictation of eight measure rhythmic and melodic phrases on staff paper. 24 Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT appropriate vocal exercises, including use of head and chest voices; 7. adjusting intonation for balance and blend; 8. singing an assigned vocal part in complex harmony; 9. consistently applying proper diction (i.e. pure vowel sounds, diphthongs, voiced and unvoiced consonants); 10. singing music literature with and without instrumental accompaniment in at least two languages other than English; and 11. singing music literature from memory and from score. SOL MUSIC HCAD.4 The student will sing expressively. STRANDS Performance Additional Information This objective emphasizes: 1. interpreting and applying various tempo while singing; 2. performing complex rhythmic patterns that include syncopations and hemiolas in duple and triple meter; 3. consistently applying dynamic markings in musical scores and exercises while maintaining correct intonation; 4. modeling expressive phrasing; 5. responding to advanced conducting patterns and interpretive gestures; and 6. consistently using facial and physical expressions that reflect the mood and style of the music. Demonstrate expressive singing to students using correct tempo markings, dynamics, phrasing, facial and physical expressions, while responding to advanced conducting patterns. 1. Students will model to the teacher patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Students clap and say words of each line of rhythms, tempos, and dynamic levels. 3. Students will perform syncopations and hemiolas in duple and triple meters, through rehearsals of music literature. 25 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE SOL MUSIC HCAD.5 The student will respond to music with movement. INSTRUCTIONAL STRATEGIES 1. Students will collaborate to create choreography appropriate for music of different moods and genre. 2. Students will copy (mirror) the teacher to learn advanced movement. Teacher will observe student/group participation and performance. Teacher reviews with students the proper way to enter the stage during a concert, illustrating the mechanics and behavior appropriate to performance. The opportunity is provided to students to practice in class prior to performances. Student leaders take on leadership roles in classroom setting. 1. Students lead explanation of proper stage entrance. 2. Students lead the mechanics of entering the stage. 3. Students exhibit proper behavior while singing on stage. 4. Students lead mechanics of leaving the stage. Teacher will observe student/group participation and performance. When introducing new literature, teacher will provide background information on particular piece including cultural references, composers, and historical periods. Teacher will inform students of various career opportunities in the music field. Copyright issues and use of social media will be discussed. 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students research different eras and compare and contrast the cultural and technological influences. 3. Students research the relationship of choral music to other fine arts Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. Additional Information 1. using choreography as a form of expression and communication (e.g. sign language, riser choreography); and 2. creating movement individually or collaboratively. The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances and other music activities; 2. cooperating as a singer in a rehearsal; and 3. respecting student leaders within the choral ensemble. SOL MUSIC HCAD.7 The student will explore historical and cultural aspects of music STRANDS Music History and Cultural Context Additional Information This objective emphasizes: 1. analyzing the cultures, musical styles, composers, and historical ASSESSMENT Teacher demonstrates movement appropriate to chosen literature. Students help create and perform choreography. STRANDS Performance SOL MUSIC HCAD.6 STUDENT ACTIVITIES 26 Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE 2. 3. 4. 5. 6. 7. 8. INSTRUCTIONAL STRATEGIES periods associated with the music literature being studied; comparing and contrasting a variety of musical periods and styles, using music terminology; analyzing the characteristics of vocal/choral music from a variety of cultures; examining opportunities for music performance and advocacy within the community; researching career options in music; analyzing the relationship of choral music to other fields of knowledge; researching the use and misuse of ethical standards as applied to the social media and copyrighted materials; and modeling exemplary concert etiquette as an active listener. SOL MUSIC HCAD.8 The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. comparing and contrasting the importance of cultural influences and historical context for the interpretation of works of music; 2. examining ways in which personal experiences influence critical judgment about works of music and musical performances; 3. comparing and contrasting works of music, using music terminology; STUDENT ACTIVITIES ASSESSMENT and other fields of knowledge. 4. Students will explore and create a project researching career options in the music field. 5. Students will research copyright issues and the use of social media. 6. Students will demonstrate exemplary concert etiquette as an active listener. When selecting new literature, students will discuss cultural influences and historical context on particular piece. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Using appropriate musical terminology (tone quality, balance, intonation, etc.) to evaluate music and musical performances of self and others. 1. Students study examples of “judge’s score sheets” and evaluation forms. 2. Students will interpret and evaluate other student performances using evaluation forms. 3. Students will evaluate their own performances. 4. Students will evaluate multiple groups performing the same musical selection, using critical thinking. 27 Teacher will review student’s evaluation forms. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Advanced Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT 4. evaluating works of music, using accepted criteria; 5. comparing and contrasting music performances; and 6. critiquing musical performances of self and others, using criticalthinking skills. SOL MUSIC HCAD.9 The student will investigate aesthetic concepts related to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. analyzing and explaining personal emotional and intellectual responses to works of music, using music terminology; 2. analyzing aesthetic criteria used for evaluating works of music or critiquing musical performances; and 3. explaining the value of musical performance to society. The student will openly express the emotions he/she experiences as a result of the emotional and intellectual qualities of the music he/she practices using music terminology. 1. Students will discuss personal responses to selected pieces of musical literature. 2. Students will analyze their preferences of the selected musical literature. 3. Students will analyze ways in which particular music evokes personal emotional and intellectual responses. 4. Students will advocate for music education in the schools. 28 Teacher will observe student discussions. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level The standards for High School Vocal/Choral Music, Artist Level enable students to refine musicianship skills in individual and ensemble performance. Students continue to develop the ability to evaluate musical performances and articulate preferences and choices through the use of cognitive skills and analytical thinking. They expand their connections to music in the community and the world and develop individual performance portfolios. In-depth experience in solo and/or ensemble singing and the use of foreign languages, assist in preparing the student for future musical and vocal development and career opportunities. Increasing awareness of the interrelation among music, the other fine arts, and other disciplines is emphasized. High School Vocal/Choral Music, Artist Level SOL OBJECTIVE SOL MUSIC HCAR.1 The student will read and notate music. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. Identifying components of music scores; 2. Reading and notating complex rhythmic patterns 3. Identify major key signatures and their related minor keys; 4. Sight-singing eight-measure melodic patterns containing skips of thirds, fourths, and fifths from three- and four-part scores, while maintaining a steady beat; 5. Singing major, minor and chromatic scales, using a neutral syllable; 6. Identifying various compositional procedures and techniques, including fugue, modulation, word painting and aleatoric music; 7. Demonstrating conducting patterns, including those for compound meters; and 8. Using contemporary technology to reinforce choral skills. INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Identify components of music scores, including selections with complex rhythmic patterns Sight-sing eightmeasures of melodic patterns containing tonic triad skips from twoor three-part scores, Identify, and demonstrate major key signatures and their related minor keys and have students sing major, minor and chromatic scales. Indentify compositional procedures and techniques including fugue, modulation, word painting and aleatoric music Demonstrate basic conducting patterns, including those for compound meters while using aural skills, worksheets, and technology. 1. Students will label and identify the components musical scores. 2. Identify various measures where complex rhythmic patterns with syncopations and hemiolas are contained in music scores, Say words in rhythm. 3. Label and Identify major minor key signatures, and Sing them independently; 4. Students label compositional procedures and technique including fugue, modulation, word painting and aleatoric music. 5. Perform and sight-sing eight measures of melodic patterns, containing tonic triad skips from two- or three-part scores, while maintaining a steady beat 6. Demonstrate to students basic conducting skills including compound meters 7. Use media and technology to create music. 29 ASSESSMENT The teacher will observe student performance in group practice. Use rhythm games, worksheets, and technology to assess students. The teacher will listen (individually and in groups) to students as they sight- sing an eight-measure example. Teacher will observe students conducting skills Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level SOL OBJECTIVE SOL MUSIC HCAR.2 The student will develop aural skills. STRANDS Music Theory/Literacy Additional Information This objective emphasizes: 1. Singing all diatonic intervals individually; 2. writing from dictation complex rhythmic phrases and complex melodic phrases that are eight measures in length; and 3. transposing a cappella music into one or more keys SOL MUSIC HCAR.3 The student will demonstrate vocal techniques and choral skills. STRANDS Performance Additional Information This objective emphasizes: 1. Modeling proper posture for solo/choral singing; 2. Using breath control, vocal independence, and agility while singing appropriate vocal exercises throughout the vocal range: 3. Using advanced vocal techniques to control dynamics and articulation; 4. Using advanced vocal development exercises to improve intonation; 5. Modeling adjustment of intonation by applying listening skills; 6. Modeling blend and balance with INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Using piano and other technology to define, illustrate, and demonstrate all diatonic intervals. Demonstrate dictation of complex rhythmic phrases and complex melodic phrases that are eight measures in length. Demonstrate transposition of an a cappella piece in several keys. 1. Student will listen and echo all diatonic intervals, with an aural quiz. 2. Student will dictate eight-measure of complex rhythmic and melodic phrases 3. Students will aurally transpose a cappella selection in one or more key. Use piano and technology to assess students. Aural quiz on intervals. Grade dictated rhythmic melodic phrases written by students. Listen and Observe transpositions. The teacher consistently demonstrates proper posture and breathing techniques for solo and choral singing The teacher demonstrates proper warm up procedures and encourages student participation with correct intonation, proper diction and awareness of vocal health, throughout the vocal range Model adjustment of intonation, blend and balance by increasing student listening skills as well as modeling proper diction. Select songs with complex and/or nontraditional harmonies in various forms, styles, and languages. Prepare students for audition expectations, and expect student memorization of literature. 1. Students will participate in breathing and vocal exercises while demonstrating proper posture and using correct intonation and proper diction using their full vocal range, controlling dynamics and articulation. 2. Students will develop vocal independence and blend, balance, and intonation with other singers while singing their assigned music literature using their listening skills. 3. Students will explore complex and/or nontraditional harmonies using proper diction. 4. Students will learn proper audition skills. 5. Students will sing advanced, representative solo and choral music in various forms, styles and languages selected by teacher. 6. Repetition of performing music literature will strengthen memory skills. Use piano and technology to assess students. The teacher will observe class during warm ups and rehearsals. 30 ASSESSMENT Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level SOL OBJECTIVE INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES ASSESSMENT other singers;] 7. Singing songs with complex and/or nontraditional harmonies; 8. Modeling proper diction (i.e., pure vowel sounds, diphthongs, voiced and unvoiced consonants); 9. Exhibiting audition skills 10. Singing advanced, representative solo and choral music in various forms styles, and languages; and 11. singing music literature from memory and from score; SOL MUSIC HCAR.4 The student will sing expressively. STRANDS Performance Additional Information This objective emphasizes: 1. Modeling blending vocal timbres and matching dynamic levels; 2. Applying various tempos while singing; 3. Performing complex rhythmic patterns; 4. Modeling application of dynamic markings in musical scores and exercises while maintaining correct intonation; 5. Interpreting and applying expressive phrasing independently; 6. Responding to advanced conducting patterns and interpretive gestures; and 7. Modeling facial and physical expressions that reflect the mood and style of the music. Demonstrate expressive singing to students using various tempo markings, dynamics, phrasing, facial and physical expressions, while responding to advanced conducting patterns and interpretive gestures. Perform complex rhythmic patterns. 1. Students will copy (mirror) the teacher to learn advanced patterns of conducting, facial expressions, physical expressions, interpretive gestures, and phrasing, while using a recording. 2. Have students clap and say words of each line of rhythms, tempos, and dynamic levels. Students will conduct on their own using facial and physical expressions that reflect the mood and style of the music. 3. Students will model blend and intonation, while applying dynamics in musical scores and interpreting expressive phrasing independently and using facial and physical expressions that reflect the mood and style of the music. 31 Teacher will observe student/group participation and performance. Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level SOL OBJECTIVE SOL MUSIC HCAR.5 The student will respond to music with movement STRANDS Performance INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES Teacher demonstrates movement appropriate to chosen literature and invites students to explore individually and collaboratively to interpret literature. 1. Students will “free-style” to music of different moods and genre. 2. Students will copy (mirror) the teacher to learn basic movement. 3. Students will apply choreography to express communication of assigned literature. Teacher will observe student/group participation and performance. Students will continue to exhibit rehearsal and performance etiquette through various performances and other music activities. Teacher will assign student leader roles, or students will vote. 1. Students will continue to exhibit rehearsal and performance etiquette through various performances and other music activities. 2. Students may vote on section leaders. Teacher will observe student/group participation and performance. Additional Information This objective emphasizes: 1. Demonstrating choreography as a form of expression and communication (e.g., sign language, riser choreography); and 2. Improvising movement individually or collaboratively. SOL MUSIC HCAR.6 The student will demonstrate collaboration and concert etiquette as a performer. STRANDS Performance Additional Information This objective emphasizes: 1. participating in a variety of performances and other music activities; 2. respecting student leaders within the choral ensemble; and 3. fulfilling leadership roles (e.g., section leader, student conductor, accompanist, choir office, choir librarian, peer mentor) 32 ASSESSMENT Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level SOL OBJECTIVE SOL MUSIC HCAR.7 The student will explore historical and cultural aspects of music STRANDS Music History and Cultural Context Additional Information This objective emphasizes: 1. Compare and contrast the cultures, musical styles, composers, and historical periods associated with the music literature being studied; 2. Assessing musical periods and styles, using music terminology 3. Analyzing the characteristics of vocal/choral music from a variety of cultures; 4. Exploring and evaluating opportunities for music performance and advocacy within the community; 5. Researching career pathways in the music field; 6. Assessing the use and misuse of ethical standards as applied to social media and copyrighted materials; and 7. Modeling exemplary concert etiquette as an active listener. SOL MUSIC HCAR.8 The student will analyze and evaluate music. STRANDS Analysis, Evaluation, and Critique Additional Information This objective emphasizes: 1. Formulating criteria to be used for critiquing musical performances; and 2. Applying formulated criteria for critiquing musical performances of self and others INSTRUCTIONAL STRATEGIES STUDENT ACTIVITIES When introducing new literature, teacher will provide background information on particular piece. Teacher and students will compare and contrast a variety of musical styles and a variety of cultures. Students will advocate to the community the music program through public performances Teacher will inform students of various career opportunities in the music field. Teacher will help students examine the relationship of choral music to other fields of knowledge Students will research the use and misuse of ethical standards as applied to social media and copyrighted materials. Teacher consistently demonstrates exemplary concert etiquette as an active listener 1. Students study, rehearse and perform a variety of music including genres, historical periods, composers, and cultures. 2. Students will assess various recordings made in different eras and compare and contrast the cultural and technological influences as well as different cultures. 3. Students will perform publicly to aid in music advocacy. 4. Students will research and create a project examining career options in the music field 5. Students will watch video informing them of copyright issues and the use of social media. 6. Students will practice proper concert etiquette as an active listener. Teacher will observe student/group participation. Teacher may use quizzes and evaluations of presentations. Teacher will inform students of various acceptable options when evaluating and critiquing musical performance opportunities. Students will formulate criteria to critique musical performances. Students will critique music performances of self and others using the formulated criteria. 1. Students will formulate criteria to be used to critique musical performances 2. Students will evaluate other student performances using evaluation forms. 3. Students will evaluate their own performances. Teacher will review student’s evaluation forms. 33 ASSESSMENT Vocal/Choral Music Curriculum Guide 2014 High School Vocal/Choral Music, Artist Level SOL OBJECTIVE SOL MUSIC HCAR.9 The student will investigate aesthetic concepts related to music. STRANDS Aesthetics Additional Information This objective emphasizes: 1. Analyzing and explaining personal emotional and intellectual responses to works of music, using music terminology; 2. Analyzing aesthetic criteria used for evaluating works of music or critiquing musical performances; and 3. Analyzing the value of musical performance to society. INSTRUCTIONAL STRATEGIES The student will demonstrate a willingness to openly express the feelings he/she experiences as a result of the aesthetic qualities of the music he/she practices as well as its value to society. STUDENT ACTIVITIES 1. Students will identify ways in which particular music evokes emotional and intellectual responses, using music terminology. 2. Students will analyze the value of music performances throughout history. Have student give presentations on different historical eras and their musical performances. 34 ASSESSMENT Teacher will observe student discussions and presentations.
