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Overview
RHYTHM
MELODY
PERFORMANCE
Unit Topic:
High School
Choir
CULTURE
AESTHETICS
HARMONY
TEXTURE
FORM
TIMBRE
EXPRESSIVE
ELEMENTS
Vocal music at the high school level
encompasses the entire gamut of vocal
expression. Music is performed on a
regular basis and in a variety of styles,
including both sacred and secular music.
Participation in any high school choral
group requires a high degree of discipline
and commitment.
RHYTHM
Enduring Understandings
(generalizations)
 Rhythmic interaction contributes to
emotional effect.
(9-12.Mu.3.1.2 9-12.Mu.,2.1.3)
 Manipulating rhythm creates patterns
(9-12.Mu.3.1.1)
 Tempo expresses and enhances the
message of music. (9-12.Mu.3.3.2)
 Distinct rhythmic patterns are
indicators of musical style.
(9-12.Mu.3.3.4)
 The relationship of rhythmic patterns
aids in the expression of musical
ideas. (9-12.Mu.3.3.4)
 Manipulating rhythm creates
patterns. (9-12.Mu.3.3.1)
 Distinct rhythmic patterns are
indicators of musical style.
(9-12.Mu.3.3.4)
 Individuals within a performing group
share a common beat.
(9-12.Mu.3.3.3)
Guiding Questions
Concert Choir
 Why are there varied responses to
different rhythmic patterns?
 How can rhythmic values be grouped?
 How does tempo affect the message of
music?
A Cappella Choir
 How do rhythmic patterns indicate
musical style?
 How do various musical periods differ
rhythmically?
 How can rhythmic values be grouped?
Jazz Choir
 What are the rhythmic characteristics of
genres included in the jazz idiom?
 What is the relationship between the
singers and the members of the rhythm
section?
 Why is it important for the singers and
the members of the rhythm section to
share a common sense of time?
Exit Skills
 Experience a variety of rhythmic
examples through listening and
performance and analyze the emotional
and physical response.
 Read, write and perform simple meters
(such as 4/4, 3/4, and 2/2).
 Demonstrate an understanding of
varying tempos and tempo markings as
they relate to the structure of music.
 Demonstrate through performance
different rhythm styles reflecting
various musical periods and genres.
 Demonstrate a basic understanding of
compound meters.
 Demonstrate through performance an
understanding of syncopation.
 Apply common mixed and asymmetrical
meters
 Demonstrate through performance the
rhythmic styles and concepts associated
with various jazz genres (such as bebop, swing, jazz ballad, Latin and jazz
waltz).
MELODY
Enduring Understandings
(generalizations)
 Understanding melodic patterns
contributes to overall musicianship.
(9-12.Mu.3.1.1, 9-12.Mu.3.2.1))
 Distinct melodic patterns are
indicators of style. (9-12.Mu.3.2.2,
9-12.Mu.3.2.3)
 Melody is a primary tool in the
communication of ideas in music.
(9-12.Mu.2.1.1)
 Understanding melodic patterns
contributes to overall musicianship.
(9-12.Mu.3.1.1, 9-12.Mu.3.2.1)
Guiding Questions
Concert Choir
 How does the mode and composition of
the melody affect music?
 What are the melodic characteristics of
different styles and genres?
Exit Skills
 Demonstrate accurate sight-reading
skills in a variety of major keys.
 Recognize intervallic relationships
such as step, or skip; while sightreading.
 Identify who has the melody.
 Demonstrate accurate portrayal of the
meaning of text through interpretation
of melody.
 What creates intensity in melody?
 How do melody and text interact to
enhance meaning?
A Cappella Choir
 How does the mode and composition of
the melody affect music?
 Demonstrate accurate sight-reading
skills in a variety of minor keys.
 Recognize select major keys (up to
four sharps and flats)
 Distinct melodic patterns are
indicators of style. (9-12.Mu.3.2.2,
9-12.Mu.3.2.3)
 What are the melodic characteristics of
different styles and genres?
 How do you create a melody that
 Melody is a primary tool in the
communication of ideas in music.
(9-12.Mu.3.2.1, 9-12.Mu.3.2.3)
 Understanding styles unique to the
jazz idiom dictates melodic
patterns. (9-12.Mu.3.1.1, 912.Mu.3.2.3)
 Distinct melodic patterns are
indicators of the use of text and
scat syllables. (9-12.Mu.3.1.1)
accurately communicates the message of
the music?
Jazz Choir
 How do the mode, harmony, and style of
the piece affect melodic creation?
 How does the style and composition of
the melody dictate the use of text and
scat syllables?
 Demonstrate through performance the
ability to improvise melodies within
the context of a given style.
 Demonstrate a thorough
understanding of the different
syllables and syllabic stresses dictated
by the melodic patterns employed in
jazz genres.
HARMONY
Enduring
Understandings
(generalizations)
Guiding Questions
 Harmony creates tension and release.
(9-12.Mu.3.2.1, 9-12.Mu.3.1.2)
 What creates tension and release within
chords and between chords?
 How are chords constructed?
 What is the difference between
consonant and dissonant?
 Intonation is a function of unified pitch
and vowels.
(9-12.Mu.3.2.2, 9-12.Mu.3.3.2)
 Blend and balance, among individual
voices and entire sections, are
essential to accurate harmonic
presentation. (9-12.Mu.3.2.1,
9-12.Mu.3.2.2)
Exit Skills
Concert Choir
 How does the manipulation of pitch and
vowel formation affect intonation?
 Recognize harmonies as consonant
or dissonant.
 Demonstrate through performance
proper pitch and vowel production.
 Recognize how breath, pitch, and
vowel formation affect intonation.
 Demonstrate how accurate blend
and balance between the sections
produce a proper harmonic sound.
 How do blend and balance affect
harmony?
A Cappella Choir
 Chords have primary qualities and
secondary qualities. (9-12.Mu.3.2.3)
 How are simple chords altered to create
more complex chords?
Jazz Choir
 Different styles incorporate different
approaches to harmony, consonance
and dissonance. (9-12.Mu.3.2.3)
 How do the unique harmony and voicing
in jazz require different approaches on
the part of the singer?
 Recognize moments of tension and
release in music (i.e. cadences,
progressions, non-harmonic tones).
 Identify which component of the
chord is being sung.
 Recognize moments of tension and
release in music (i.e. cadences,
progressions, non-harmonic tones).
 Identify which component of the
chord being sung.
TEXTURE
Enduring
Understandings
(generalizations)
 Layers of sound reflect historical and
cultural choices in composed and
improvised music. (9-12.Mu.3.1.1,
9-12.Mu.1.2.2))
 Manipulation of textures creates
complexity and interest.
(9-12.Mu.2.2.2)
Guiding Questions
Exit Skills
Concert Choir
 Why is texture different from one
historical period to another?
 How are different textures indicators of
style in music?
 How do textures create complexity and
interest in music?
 Demonstrate an understanding
of how texture can be changed
to create complexity and interest
(i.e. addition and subtraction of
voices or instruments, moving
parts vs. static parts, etc.).
 Sing in unison/two part/three
part
A Cappella Choir
 Layers of sound reflect historical and
cultural choices in composed and
improvised music. (9-12.Mu.3.1.1,
9-12.Mu.1.2.2)
 What are the characteristics of
homophony, monophony and polyphony?
Jazz Choir
 Manipulation of textures creates
complexity and interest.
(9-12.Mu.2.2.2)
 How does the addition or subtraction of
instruments in the rhythm section or
voices change the texture?
 Demonstrate an understanding
of the correlation between
texture styles and the major
historical periods.
 Identify by listening the different
texture styles (i.e. homophony,
monophony, polyphony).
 Demonstrate through
performance stylistically correct
textural changes through
addition or subtraction of
instruments in the rhythm
section or voices.
FORM
Enduring Understandings
(generalizations)
 Structure creates order and clarity in
music.(9-12.Mu.2.1.2, 9-12.Mu.1.1.2)
 An understanding of musical form
facilitates the learning of a
piece of music. (9-12.Mu.2.1.2,
9-12.Mu.1.1.2)
 Musical structure is caused by
repetition and contrast of same and
different parts. (9-12.Mu.2.1.2, 912.Mu.1.1.2)
 Form is indicated by symbols and
terms placed throughout the score. (912.Mu.2.1.2, 9-12.Mu.1.1.2)
 Larger choral works exhibit larger
formal structures. (9-12.Mu.2.1.3)
 Structure creates order and clarity in
music. (9-12.Mu.2.1.2)
 Certain musical styles allow flexibility
of form to create character,
individuality and expressive potential.
(9-12.Mu.2.1.3, 9-12.Mu.2.1.4,
9-12.Mu.1.1.4)
Guiding Questions
Concert Choir
 How are sections combined to create
musical compositions?
 How does the understanding of musical
form make learning the piece of music
easier?
 How do repetition and contrast in the
melodic and harmonic components of a
composition affect structure?
 What are the symbols and terms that
may influence form?
A Cappella Choir
 What larger formal structures are
exhibited in larger choral works?
 How are sections and subsections
layered to shape musical compositions?
Jazz Choir
 How can the form of a composition be
appropriately changed to add to the
expression of ideas?
Exit Skills
 Recognize and demonstrate terms
and symbols that may indicate form
(i.e. repeat signs, D.C., D.S., Fine,
first and second endings).
 Recognize repetition and patterns
that would shape form at many
levels
 Demonstrate through performance
ways in which the form of a
composition can be interpreted
utilizing techniques, such as
improvisation, scat, and rhythm
changes.
 Structure creates order and clarity in
music. (9-12.Mu.2.1.2)
 What are the similarities and differences
between forms in the jazz idiom and the
classical styles?
 Recognize the traditional structures
of jazz forms, such as Blues and
song form.
EXPRESSIVE ELEMENTS
Enduring
Understandings
(generalizations)
 Dynamics, tempo, articulation and
text express and enhance the
message of music. (9-12.Mu.2.2.5, 912.Mu.3.3.2, 9-12.Mu3.2.3)
 Text and the articulation of the text
are essential in communicating the
meaning. (9-12.Mu.3.2.3,
9-12.Mu.3.3.1)
Guiding Questions
Exit Skills
Concert Choir
 How can you indicate and demonstrate
expressive elements in music?
 Recognize terminology and
symbols for dynamics and
articulation, and execute them
sensitively.
 How is the effective expression of the text
necessary for meaningful choral
performance?
 How can articulation enhance the meaning
of the text?
 Demonstrate through performance
effective expression of the text.
Cappella Choir
 Text and the articulation of the text
are essential in communicating the
meaning. (9-12.Mu.3.2.3,
9-12.Mu.3.3.2)
 What is the role of the musician in
manipulating expressive elements to display
artistry in music?
 Musical genres and style have
distinguishing characteristics.
(9-12.Mu.1.1.1, 9-12.Mu.1.2.2,
9-12.Mu.1.2.1)
 What expressive elements are unique to the
jazz idiom?
Jazz Choir
 Analyze the interaction of the text
and music, and apply expressive
markings appropriately to enhance
the meaning of the text.
 Demonstrate an understanding of
expressive elements unique to the
jazz idiom, such as ballad
treatment and utilization of
appropriate scat syllables.
TIMBRE
Enduring
Understandings
(generalizations)
 In composed works, timbre choices
reflect mood, culture and style.
(9-12.Mu.3.2.1, 9-12.Mu.1.1.1)
 Authentic recreation of style requires
appropriate timbres (9-12.Mu.3.2.1)
Guiding Questions
Exit Skills
Concert Choir
A Cappella Choir
 How does timbre affect style?
 Demonstrate proper use of timbre
according to the style of music.
Jazz Choir
 In composed and improvised works,
timbre choices reflect mood, culture
and style. (9-12.Mu.1.1.3)
 How do timbre choices reflect mood and
culture in composed works?
 How do an individual’s timbre choices
reflect mood and develop a musician’s
personal style in improvised music?
 Apply the proper timbre choice in
composed works.
AESTHETICS
Enduring Understandings
(generalizations)
 Music facilitates the communication of
emotions and ideas. (9-12.Mu.2.2.5,
9-12.Mu3.2.3)
 Analysis and evaluation of non-musical
influences on a performance can
maximize musical integrity.
(9-12.Mu.2.1.4, 9-12.Mu.1.2.1,
9-12.Mu.2.1.1)
Guiding Questions
Exit Skills
Concert Choir
 How does music facilitate the
communication of emotions and ideas?
 Demonstrate through performance
how music facilitates the
communication of emotions and
ideas.
 How do non-musical aspects of a
performance impact that performance?
 How does the evaluation of nonmusical aspects of a performance
influence the impact of a work of art?
 Evaluate the non-musical aspects
of a performance and how they
can influence the impact of a work
of art.
A Cappella Choir
 Aesthetics are personal and cannot be
measured objectively, although
meaningful generalizations about them
can be made. (9-12.Mu.1.1.3,
9-12.Mu.2.1.3)
 How can a work of art impact
individuals differently or in a like
manner?
Jazz Choir
 Aesthetics are personal and cannot be
measured objectively, although
meaningful generalizations about them
can be made. (9-12.Mu.1.1.3,
9-12.Mu.2.1.3)
 How can a work of art impact
individuals differently or in a like
manner?
 Demonstrate through performance
how music facilitates the
communication of emotions and
ideas.
 Evaluate the non-musical aspects
of a performance and how they
can influence the impact of a work
of art.
 Demonstrate through performance
how music facilitates the
communication of emotions and
ideas.
 Evaluate the non-musical aspects
of a performance and how they
can influence the impact of a work
of art.
CULTURE
Enduring
Understandings
(generalizations)
 Music is a product and reflection of
the lives and experiences of people,
and can provide opportunities to
develop empathy and understanding
of other cultures. (9-12.Mu.1.1.1)
 Cultures exhibit both continuity and
change over time. (9-12.Mu.1.1.1,
9-12.Mu.1.1.2, 9-12.Mu.1.1.3,
9-12.Mu.1.1.4)
Guiding Questions
Exit Skills
Concert Choir
 How does a given piece of music reflect its
culture?
 How can understanding the historical and
cultural context of a composition foster
insight?
 Demonstrate through performance
a culturally appropriate
interpretation of a composition
based on the composer/arranger’s
intent.
 How can understanding the culture and time
that surrounded a musical composition help
to perform it in a stylistically appropriate
manner?
A Cappella Choir
 Musical genres and styles have
distinguishing characteristics. (912.Mu.1.2.2)
 What characteristics make each style or
genre unique?
Jazz Choir
 Cultures exhibit both change and
 What characteristics make each style or
continuity over time. (9-12.Mu.1.2.1)
genre unique?
 Demonstrate through performance
a culturally appropriate
interpretation of a composition
based on the composer/arranger’s
intent.
 Demonstrate through performance
a culturally appropriate
interpretation of a composition
based on the composer/arranger’s
intent.
PERFORMANCE
Enduring Understandings
(generalizations)
 Proper production of sound is
essential. (9-12.Mu.3.2.1,
9-12.Mu.3.1.4)
Guiding Questions




 Participation in a performing group
facilitates the development of life
management skills. (9-12.Mu.3.1.2,
9-12.Mu.3.2.1)
 Performance expectations are
culturally derived and vary according
to musical styles and environments.
(9-12.Mu.3.2.3, 9-12.Mu.1.1.1, 912.Mu.3.2.2)
 Observation and evaluation of others,
as well as self-evaluation are critical
components for improving individual
and ensemble performance skills.
(9-12.2.2.2, 9-12.Mu.2.2.6,
9-12.Mu.2.1.2)
 Non-musical aspects of a
performance affect an audience’s
perception of the quality of a musical
Concert Choir
How does the proper approach to
producing sound impact a performance?
How is good intonation achieved?
What is the impact of individual and
sectional blend and balance on the
ensemble?
Why is it crucial to develop good vocal
technique insuring long-term vocal health?
 How can participation in a musical group
develop life management skills?
 What manners are expected from
performers?
 What manners are expected from the
audience?
 Why should the behavior of an audience
change with the different performance
styles or environments?
Exit Skills
 Demonstrate through performance
the proper production of sound,
including placement, breath
management, blend, balance,
diction, posture, proper intonation
and resonance.
 Demonstrate an understanding of
proper vocal health practices.
 Develop life management skills, such
as ability to work with others,
problem solving, respect and
analytical ability.
 Demonstrate proper etiquette as a
performer and audience member,
according to the given performance
style.
 How does self-evaluation improve one’s
performance?
 How can observing and evaluating others
performances improve both individual and
ensemble performance skills?
 Develop aural assessment skills for
evaluating performances, as both
performer and audience member.
 What non-musical aspects of performance
affect an audience’s perception?
 Develop awareness of the use of
body language, facial expression,
and other visual and sensory
elements of performance.
performance. (9-12.Mu.2.2.3, 912.Mu.2.1.2)
 Performance can lead to a variety of
musical careers. (9-12.Mu.2.2.1, 912.Mu.2.1.4, 9-12.Mu.3.3.3)
A Cappella Choir
 What musical careers can be pursued?
 Demonstrate through performance
the proper production of sound,
 What skills are needed to pursue a musical
career?
including placement, breath
management, blend, balance,
diction, posture, proper intonation
and resonance.
 Demonstrate an understanding of
proper vocal health practices.
 Develop life management skills, such
as ability to work with others,
problem solving, respect and
analytical ability.
 Demonstrate proper etiquette as a
performer and audience member,
according to the given performance
style.
 Develop aural assessment skills for
evaluating performances, as both
performer and audience member.
 Develop awareness of the use of
body language, facial expression,
and other visual and sensory
elements of performance.
 Non-musical aspects of a
performance affect an audience’s
Jazz Choir
 How does technology enhance or inhibit
performance?
 Demonstrate through performance
proper microphone technique and
perception of the quality of a musical
performance. (9-12.Mu.2.2.3)
 How does appropriate movement in the
jazz idiom contribute to a performance?
use of other technology.
