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Springfield Schools—Essential Standards
Teacher: Julie Prechel
Department: Music
Standard #
MN
9.1.1.3.1
MN
9.1.1.3.2.
MN
9.1.2.3.2.
MN
9.1.3.3.1.
MN
9.3.1.3.2.
MENC
2b
MENC
5a
2010-2011
Quarter/Semester: First Semester
Subject: High School Choir
Description
Grade(s) 9-12
Team Members: Julie Prechel
Example or Rigor
Prior Skills Needed
Assessment
Complex rhythms, Vocabulary of the
terms used, solfege, and the context
of each selection performed
Individual lessons,
Sight singing in
class, sectionals
Balanced chords are
produced by listening to
other sections
Warm ups that include chord
building and modulating, good
listening skills
Daily rehearsals,
section circle-up,
and mixed
formations
Throughout the
semester
Demonstrate proper
vocal production
Proper breath support & Posture
Tummy/Pencil
activity
At a group lesson
Analyze how the personal, social,
cultural and historical contexts
influence the creation, interpretation or
performance of music including the
contributions of Minnesota American
Indian tribes and communities.
Revise performance based on artistic
intent, and using multiple sources of
critique and feedback.
Interpret the poem text
Context of the composition,
historical connection, cultural
background, poet-if applicable
Used if a poem or
spiritual is being
studied.
Demonstrate your part
with musicality.
Rehearsal focus, dynamics, phrasing,
facial expression, critical listening
Written paragraph
on the text
meaning and/or
reason this song
was written
Lessons,
memorization of
the song.
Students perform an appropriate part in
an ensemble, demonstrate ensemble
skills.
Perform your own part
while others sing their
part
Independent confidence and
knowledge of their part
Mixed formation
and/or quartets
Students demonstrate the ability to read
a vocal score of up to four staves.
Identify your part
throughout. Label the
repeats, coda, and key
signature(s) and meter.
Key signatures, how to read a vocal
score for SATB music
Label the song.
Theory time for
key signatures.
Analyze how the elements of music
including melody, rhythm, harmony,
dynamics, tone color, texture, form and
their related concepts are combined to
communicate meaning in the creation
of, performance of, or response to
music.
Evaluate how the elements of music and
related concepts such as repetition, pattern, balance and emphasis are used in
the creation of, performance of, or
response to music.
Sing alone and in small and large
groups(multi-part), a variety of music
using characteristic tone, technique and
expression
What elements will best
communicate the song’s
meaning to your
audience?
Description—What is the essential standard to be learned? Define in student-friendly vocabulary.
Example or Rigor—What does this look like? Provide an example or sample problem.
Prior Skills Needed—What knowledge or skills must the student already have in order to master this standard?
When Taught? If
taught.
Throughout the
semester
In rehearsalsLarge Group.
Lessons-Individual
one-on-one
Near the
performance
event
Once a week
theory time.
Springfield Schools—Essential Standards
Assessment—How will student mastery be measured?
When Taught—What is the proposed time frame for teaching this standard?
*Adapted from Solution-Tree 2009 Reproducibles
2010-2011