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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.