SCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing

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1 Massachusetts Standards for 9-12 Topics TEXTBOOK No textbook is used in this course 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear diction, and correct posture 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation Curriculum Benchmarks tempo marking definitions rhythmic notation and their values appropriate way say words when singing correct posture when singing how produce vocal sound that maintains nal center look up tempo marking definitions practice music at different tempos practice rhythmic sequences do vocal exercises improve vocal sound practice saying the words demonstrate correct posture definition of dynamic symbols definition of a phrase and how sing through one how good musicians interpret music use appropriate dynamics and phrasing according the music being performed interpret their musical performances according the appropriate musical style Gateway Regional School District MUSIC STANDARD 1: Singing Possible Instructional Strategies Lecture on notation and rhythm values Students practice producing and listening good vocal sound Sight-singing Vocal warm-ups Students perform music appropriately Practice clapping rhythmic sequences Practice four part harmonization Practice using good diction Lecture about dynamics, phrasing and musical interpretation Student demonstration of different levels of dynamics and phrasing Student demonstration of musical interpretation as it relates musical style Evidence of Student Learning (Assessment) Vocal quiz Public performance Vocal quiz Successful musical performance Month in Block Ocber Page 1 of 11

2 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and hisrical periods 1.4 Sing ostinas, partner songs, rounds and simple two-part songs, with and without accompaniment 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding the cues of a conducr all music be performed from memory practice the notes and words in every class present a short paper on musical style, hisrical musical periods and cultural music depending on music chosen be sung in performance perform music in concert in the appropriate musical style, hisrical context and cultural context how sing rounds, ostinas, and partner songs what an ostina is how sing with and without accompaniment vocal warm-ups using ostina, and rounds sing music for performance and sing vocal exercises with and without accompaniment what vocal blend is and what the difference between solo singing and ensemble singing the musical symbols and how produce different levels of sound according the music and conducr s cues Practice singing the notes and words the songs every class Practice singing music in different styles from a variety of cultures throughout the school year Demonstrate vocal exercises using rounds, and ostina Practice warm-ups using rounds like Jubilate Practice and perform music and vocal exercises with and without accompaniment Having students follow conducting cues for sound level Have students sing chords in four parts listening blend on open vowels Successful musical performance Vocal performance Vocal performance & Ocber vocal warm ups using vowels at different sound levels practice music following sound markings practice following the cues of the direcr Page 2 of 11

3 1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range their vocal range how extend their vocal range over time with growth and limbering their vocal chords using vocal exercises what breathe control is and how use it over a period of musical time how sing independently Test students for vocal range Practice vocal exercises Write in breath markings in music Vocal duets/trio quizzes performance 1.7 Sing with expression and technical accuracy a reperire of vocal literature with a level of difficulty of 2, on a scale of 1 6 (level 3 for choral ensemble), including some songs performed by memory* 1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages 1.9 Sing music written in two and three parts (up four parts in choral ensemble), with and without accompaniment vocal warm ups practice breathing exercises note breathe markings in music be performed music from a variety of sources, and cultures in varied musical styles music for fall, the holidays, mid-winter, spring, graduation and others as required music from worldwide cultures music in foreign languages such as Spanish, German Japanese, Russian, Native American music in different styles and meter (latin music, Indian music, native American music, African music voice parts and their ranges (SATB) which part they sing best how sing with another voice part practice warm ups using two, three and four parts harmony perform music that is SA, SAB and SATB Music ordered will be at least level 2 All musical performances are sung from memory Music ordered will be from a variety of cultures and in a variety of styles and meters Students will be tested find out vocal range Students will perform music that is SA, SAB and SATB Musical performance Musical performance Vocal duets/trios Musical performance Solo testing one on one Ocber Ocber Page 3 of 11

4 1.10 Sing with expression and technical accuracy a large reperire of vocal literature representing various genres, style, cultures, and hisrical periods, with a difficulty of 4, on a scale of 1 6, including works performed by memory Sing music written in four parts, with and without accompaniment Demonstrate well-developed ensemble skills. 2.1 Demonstrate and respond : the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests 2.2 Use a system (syllables, numbers, or letters) read and sing at sight simple pitch notation in the treble clef at least one piece per season, depending on grouping that is at level four practice learning a piece that is level four which vocal part they sing significance of SATB be able sing in a section of one of the voice parts practice music with and without accompaniment in four parts requirement for ensemble performance sign out and maintain wardrobe cooperate with direcr and peers be on time for performance warm up and concert know personal responsibilities for concert such as where stand, not talk, be memorize all music be performed Music ordered for performance will be level four, if group is able perform piece accurately from memory it will make it a concert performance Students will be assigned vocal part Students will practice music as a section Students will practice music in two parts and then parts will be added as each section gains confidence alone Students will be given class expectations which details ensemble requirements Expectations will be repeated each class and wardrobe will be checked by choir officers and direcr MUSIC STANDARD 2: Reading and Notation what beat, meter and rhythmic notation are demonstrate their knowledge through music performance and rhythm exercises Kodaly scale and number scale treble clef scales as warm ups Students will be given rhythm exercises practice in class Written test Sight reading exercises Students will sing scales using do-re-mi and numbers Students will define al clefs Vocal duets/trios Sectional rehearsals performance Vocal duets/trios performance Written test Class participation Written test Vocal warm ups Western District Auditions March April April & Ocber & Ocber Page 4 of 11

5 2.3 Identify symbols and traditional terms referring dynamics, tempo, and articulation and interpret them correctly when performing 2.4 Use standard symbols notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures 2.6 Read and sing at sight simple melodies and intervals in both the treble and bass clefs 2.7 Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression definitions of musical terms found in their vocal scores that refer dynamics, tempo, articulation and interpretation listen and practice examples of these terms in the music they will perform standard musical symbols for meter, rhythm, pitch and dynamics listen examples performed by teacher on piano and listen examples from prerecorded music practice reading standard notation in music being learned for performance meter signatures perform music that use different meters exercises in class using different meters definition of an interval role of treble and bass clef how sight read simple melodies practice sight reading exercises practice intervals in vocal warm ups how identify and define all elements of standard notation sing music showing understanding of the elements of standard notation Listen CDs of music using dynamics, tempo, and articulation Practice examples of different dynamics, tempos, and articulations, and apply it music being performed Practice rhythm exercises, pitch examples and dynamics as provided by teacher from samples of Western District and All State sight singing examples and from music be performed in the year s concerts Repetition Imitation Practice meter examples using rhythms on the whiteboard Practice meter examples using clapping from the whiteboard and from music be performed Students will sing in trios and quartets using chords for ear training for innation Lecture Sight-singing examples as found in Western District and All State literature Practice using dynamics, tempo, articulation. Practice reading pitches as notated. Written test Competitions/Adjudication Class participation Vocal duets/trios quizzes zes zes Vocal duet/trio quizzes & Ocber Page 5 of 11

6 2.8 Use standard notation record their own musical ideas and those of others Standard not addressed in this course 2.9 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 6* how begin sight read music accurately and expressively Rubric Vocal quizzes 2.10 Demonstrate the ability read an instrumental or vocal score of up four staves by describing how the elements of music are used Read and sing at sight moderately difficult melodies, all intervals and their inversions from unison through an octave, and triads and their inversions in arpeggiated form In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 6*. perform music accurately at level 2 in a vocal ensemble the definition of SATB differences between the bass clef and treble clef how describe the elements of music needed create a final vocal performance listen discussion, listen music examples, practice their music parts, memorize words and music for musical performances definition of an interval definition of unison interval how sing arpeggios in triads how begin learn how sight sing Practice sight singing exercises Practice sight reading new music Vocal warm-ups using arpeggios Practice sight reading examples from Western District and All State music which is level 3 learn their parts in music of at least level 3 sing their parts accurately and expressively Practice intervals and rhythms be incorporated in sight singing from sight singing exercises. Practice music for concerts by listening and sight singing the appropriate parts separately and gether Practice their parts separately and gether. Perform examples of the elements of music being used in each piece be performed. Have students repeat and imitate the elements of music expected be heard in each musical piece Practice intervals and arpeggios in vocal warm ups Demonstrate different intervals and method remember each (such as a fourth is Here Comes the Bride, a sixth is the advertising tune for NBC) Practice their parts alone, in duets or trios, as a section, and as an ensemble Vocal performance Class participation Class participation Chord harmonization/innation vocal rubric Vocal quiz November & Page 6 of 11

7 3.11 Perform with expression and technical accuracy a large reperire of solo and ensemble literature representing various genres, styles, and cultural and hisrical periods, with a level of difficulty of 4, on a scale of 1 6* Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills Perform in small ensembles with one student on a part. MUSIC STANDARD 3: Playing Instruments vocal music from various genres, styles, hisrical periods and cultures one musical piece from level four perform music from other countries such as Russia, Mexico, Venezuela, France, Japan, Cuba and so forth perform music in many different styles and hisrical periods such as the Renaissance, the Baroque, the Classic, Modern, Jazz, Country, Pop and so forth expose students a world of music students will practice one piece at level 4 how behave and participate as part of a vocal ensemble participate and perform in a vocal ensemble their part well enough sing one person a part demonstrate their own singing abilities vocal duets or trios exhibit music and words have been learned Program and order varied styles and periods of music be performed some music that students will immediately like and some for their education that they will come like Budget for next year s music requirements Define concert behavior, concert wardrobe and performance expectations every day in class and in written class expectations that is signed and returned by parents and students Choose students who are comfortable singing gether Have students sing in larger sections at the beginning and pare down the group as time and confidence in the music and ensemble develops MUSIC STANDARD 4: Improvisation and Composition 4.11 Improvise stylistically appropriate harmonizing parts Improvise rhythmic and melodic variations on given melodies in pentanic, major, and minor nalities Improvise original melodies over given chord progressions consistent in style, meter, and nality Compose music in several distinct styles using the elements of music for expressive effect Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of sound sources. Final performance Concert competitions/adjudications Student discussions rubric Class expectations Vocal duets/trios Standards not addressed in this course Page 7 of 11

8 4.16 Improvise stylistically appropriate harmonizing parts in a variety of styles Improvise rhythmic and melodic variations on given melodies in pentanic, major, minor, and modal nalities Improvise original melodies in a variety of styles, over given chord progressions consistent in style, meter, and nality Compose and arrange music, demonstrating imagination and technical skill in applying the principles of composition Demonstrate an understanding of choral and instrumental scoring in composition. MUSIC STANDARD 5: Critical Response Standards not addressed in this course By the end of Basic Study: 5.12 Demonstrate an understanding of how musical elements interact create expressiveness in music Demonstrate knowledge of the technical vocabulary of music. how the elements of music work gether create music and musical performances perform vocal music in concerts at least twice a year for Gateway audiences the elements of music and music vocabulary perform music exhibiting the elements of music Schedule and prepare students for concerts throughout the school year including the Senior Citizen s Concert, the Holiday Concert, Spring Concert, and Graduation and any other opportunities share vocal music with the Gateway district audiences Define vocabulary Demonstrate examples of each term Use flashcard help students study and review for quiz Students will be prepared with memorized music and appropriate attire for concert performances. Concert dates are appropriate listed and advertised all students are expected attend receive grade Listen recordings made of concerts Receive feedback from audience members Discuss performers feelings about concert April Page 8 of 11

9 5.14 Listen performances of extended length and complexity with proper attention and audience procol. audience behavior expectations attend at least one professional performance outside of Gateway exhibit behavior expectations and learn about professional standards By the end of Extended Study: 5.15 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive Demonstrate the ability perceive, remember, and describe in detail significant occurrences in a given aural example Compare and contrast ways in which compositional devices and techniques are used in two or more examples of the same piece, genre, or style Demonstrate increased flexibility, strength, agility, coordination, articulation, and appropriate alignment in performing extended movement sequences. Schedule professional concert for students attend, get permission from administration/school committee and raise money/collect money for trip DANCE STANDARD 1: Movement Elements and Dance Skills perform dance moves with accuracy in order be part of the show choir ensemble audition for the show choir demonstrating movement accuracy and training 1.17 Demonstrate rhythmic acuity in moving how incorporate their dance movements with the rhythm of the music perform dance moves with rhythmic accuracy 1.18 Create and perform combinations in a broad dynamic range: solo, with a partner, and in an ensemble 1.19 Demonstrate projection and confidence while performing dance skills demonstrate good posture, and accuracy in following choreographer s directions in performing dance steps practice dance steps using appropriate skills and following choreographer s directions Auditions held each year Choreographer hired and given music be performed Dance steps demonstrated students and places in ensemble assigned Students repeat dance steps and patterns improve accuracy Dance steps demonstrated students and places in ensemble assigned Students repeat dance steps and patterns improve accuracy Students practice combining singing and dancing gether for final performances Chaperone and student expectations rubric Standards not addressed in this course Standard not addressed in this course Ocber Ocber Ocber Page 9 of 11

10 1.20 Identify and demonstrate longer and more complex steps and patterns from at least two different dance styles/traditions 1.21 Maintain a positive body image Components of positive body image maintain a positive body image in accordance with the music be performed practice dance moves/choreography in appropriate dance attire so injuries do not occur Volunteers sought help with costumes Students checked for appropriate attire by teacher Ocber March April 2.13 Choreograph or improvise movement sequences and/or dances that incorporate a range of choreographic principles and choreographic structures 2.14 Demonstrate increased ability work alone, with a partner, and in ensembles during the choreographic process DANCE STANDARD 2: Choreography a variety of dance moves and dance styles learn dance steps in various styles according the music programmed for the shows dance expectations of the show choir. his or her responsibility in each dance be performed attend all dance rehearsals. follow the directions of the choreographer Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Ocber Ocber DANCE STANDARD 3: Dance as Expression 3.9 Formulate and answer questions about how ideas are communicated through dance 3.10 Articulate how personal experience influences the interpretation of a dance 3.11 Create a dance or movement piece based on one gesture and abstract it in several different ways by, for example, varying the timing, shape, space, or energy 3.12 Create a dance that communicates a social, personal, cultural, or abstract theme 3.13 Attend performances of extended length and complexity, demonstrating appropriate audience procol Standards not addressed in this course Page 10 of 11

11 DANCE STANDARD 4: in Dance 4.8 Use improvisation generate movement for choreography using movement, properties (props), costumes, and/or scenic elements 4.9 Refine technique by rehearsing independently in a consistent, disciplined manner 4.10 Demonstrate increased ability work effectively alone and cooperatively with a partner or a group 4.11 Create or learn a dance be performed alone or with others; demonstrate patience and commitment during technical and dress rehearsals dance expectations for show choir. his or her part in each dance dance steps, will practice the dance steps and will attend all dance rehearsals his or her part in each dance dance steps taught alone, with a partner and with the group their part and the overall effect of the ensemble for each dance be performed rehearsal schedule practice the dance steps taught alone, with the choreographer, with a partner and with the group attend all rehearsals practice in chorus room and on stage, incorporating time for technical and dress rehearsals apply stage makeup and hair design perform at all concerts Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble. Students will be given a rehearsal schedule Attendance will be checked Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Students will be given a rehearsal schedule with enough notice Choreographer will demonstrate dance steps in the style of the music be performed Students will have the opportunity ask questions and practice dance steps with and without music, alone and in ensemble Students will be checked for appropriate attire and concert attendance Attendance Attendance rubric Attire rubric Ocber Ocber Page 11 of 11

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