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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