Download Concert Choir SH - Willmar Public Schools

Willmar Public Schools
Curriculum Map
Subject Area
Music—Vocal Music
Course Name
Concert Choir
Date
January 2, 2011
Course Description: This class is a non-auditioned Choir for students in 9th grade.
Students may also participate in Band and Spanish in addition to Choir.
Standards and Skills/Benchmarks are from the national Association for Music Education Standards
Time
Sept
Oct
Nov
Dec
Jan
Content
Intonation
Solfege
Counting
Dynamics
Interpretation
Tone Quality
Rhythm
Diction
Posture
Vocal Health
Standards Addressed
1. Singing alone and
with others, a varied
repertoire of music
Skills/Benchmarks
- Sing with expression and technical accuracy a large and
varied repertoire of vocal literature with a level of difficulty
of 5, on a scale of 1 to 6.
5. Reading and notating
music
- Demonstrate the ability to read a vocal score of up to four
staves by describing how the elements of music are used.
6. Listening to,
analyzing, and
describing music
- Analyze aural examples of a varied repertoire of music,
representing diverse *genres and cultures, by describing the
uses of elements of music and expressive devices
7. Evaluating music and
music performances
-Evolve specific criteria for making informed, critical
evaluations of the quality and effectiveness of
performances, compositions, arrangements, and
improvisations and apply the criteria in their personal
participation in music
9. Understanding music
in relation to history and
culture
Essential Questions
What does a quality
choir sound like?
Assessments
Aural evaluation (vocal
skills tests)
What are the life-long
benefits to learning
music?
Group performances
(concerts) at a Level 45 difficulty
What Is Solfege?
Written evaluations of
performances
How have the
composers
throughout various
time periods in music
history contributed to
music?
- Classify by genre or style and by historical period or
culture unfamiliar but representative aural examples of
music and explain the reasoning behind their classifications.
Solfege intonation, tone quality, rhythm, diction,
musicianship balance and blend, diction, articulation and
vocal health
Jan
Feb
Mar
April
Interpretation
of
solo/ensemble
and choral
literature
building on
above content
standards.
Perform a
1. Singing, alone and
with others, a varied
repertoire of music
- Sing with expression and technical accuracy a large and
varied repertoire of vocal literature with a level of difficulty
of 5, on a scale of 1 to 6.
5. Reading and notating
music
-Demonstrate the ability to read a vocal score by describing
how the elements of music are used.
- Demonstrate extensive knowledge of the technical
vocabulary of music.
- Evaluate a performance, composition, arrangement, or
6. Listening to,
analyzing, and
Assessments will
demonstrate the
following content
standards: solfege
intonation, tone quality,
rhythm, diction,
musicianship balance
and blend, diction,
articulation and vocal
health.
Concert and community
performances
What skills do we
learn in music that
we can use all
throughout life?
Contest performance –
solo/ensemble and large
group choir
All-State Audition
How is solo music
different from large
group choral music?
Evaluations of own
performance and also
the performance of
Willmar Public Schools
Curriculum Map
wide variety of
predominantly
art song or
classical
music.
Apr
May
June
Perform and
interpret music
of today,
choral music
with
instrumental
accompanimen
t, and multicultural choral
music.
Sight-read
vocal music of
various levels
of difficulty.
describing music
7. Evaluating music and
music performances
9. Understanding music
in relation to history and
culture
1. Singing, alone and
with others, a varied
repertoire of music
5. Reading and notating
music
6. Listening to,
analyzing, and
describing music
7. Evaluating music and
music performances
9. Understanding music
in relation to history and
culture
improvisation by comparing it to similar or exemplary
models.
- Identify and explain the stylistic features of a given
musical work that serve to define its aesthetic tradition and
its historical or cultural context.
- Sing with expression and technical accuracy a large and
varied repertoire of vocal literature with a level of difficulty
of 5, on a scale of 1 to 6.
- Demonstrate the ability to read a vocal score of up to four
staves by describing how the elements of music are used.
-Sight-read, accurately and expressively, music with a level
of difficulty of 4, on a scale of 1 to 6
- Analyze aural examples of a varied repertoire of music,
representing diverse *genres and cultures, by describing the
uses of elements of music and expressive devices
-Evolve specific criteria for making informed, critical
evaluations of the quality and effectiveness of
performances, compositions, arrangements, and
improvisations and apply the criteria in their personal
participation in music
- Identify sources of American music genres, trace the
evolution of those genres, and cite well-known musicians
associated with them
Content -- big ideas, broad topics, major subcategories and underlying concepts
Standards Addressed -- state and/or local standards
Skills/Benchmarks -- tells what the student will be able to do as a result of instruction
Essential Questions -- what overarching questions will guide instruction and produce higher levels of thinking?
Assessments -- evidence that the student understands the concepts, demonstration of skills
What is the role of
each section/voice
part of the
choir/ensemble in
portraying the proper
interpretation of the
piece of music?
other groups at contest
How does “Pop” or
today’s music differ
from standard choral
literature?
Concert and community
performances
What do we learn
from singing multicultural music?
How can performing
in a musical
ensemble in a
classroom setting or
public performance
make someone a
better citizen?
Performance
Assessments (vocal
tests)
Written and verbal
evaluation of
performance