Chorus 6- Beginning Level

Transcription

1 Chorus 6- Beginning Level Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Through the program, experiences will be provided for the student to explore the fundamentals of good singing. The basic elements of music theory and score reading techniques will be incorporated. In addition, the students will experience success through individual and group achievement and expand their musical and aesthetic awareness. Chorus 6 meets every other day for half of a block, which is approximately 45 minutes in length. Participation in performance activities is required. Category Singing Fundamentals Minimum Standard The beginning choral student will: Demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout the singing range. Virginia Standard of Learning MCB.3 Sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. MCB.3 Sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. MCB.3.7 Sing stepwise melodies, using solfeggio syllables in major keys. MCB.1 Demonstrate dynamics and tempi as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. B. Identify and apply basic tempo markings. C. Sing with appropriate expression, using stylistic interpretation. MCB.4

2 Sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, and partner songs. MCB.1 Performance and Improvisation B. Sing literature in two-part harmony. The beginning choral student will: Sing literature with and without instrumental accompaniment. A. Students will sing choral selections a cappella in the classroom or stage setting. MCI.3.10 B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, Orff instruments, African drums, hand chimes, or movement. Sing music literature in languages other than English. MCI.3.11 Respond to basic conducting gestures. MCB.4.5 Improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in a style similar to given rhythmic and melodic phrases. B. Use multimedia applications in creating original music and choral accompaniments. Fundamentals of Music Theory The beginning choral student will: Read and write basic music notation. A. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. MCB.1 B. Sight-read and sing, from simple notation, a four-measure phrase. C. Read and perform rhythmic patterns using various meters. D. Identify intervals that step, skip, and repeat by sight and sound. Identify simple musical forms. A. Identify similar and contrasting phrases. MCB.2.3 B. Recognize visually and aurally AB and ABA forms. Aural Analyzing and Evaluating The beginning choral student will:

3 Listen to and analyze music. A. Critique live or recorded vocal performances using specific criteria. MCB.8 B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures. Interdisciplinary Understanding The beginning choral student will: Compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. MCB.7 B. Recognize similar themes between music and other school subjects. Demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. MCB.7 B. Demonstrate concert etiquette as a performer and listener.

4 Chorus 7- Intermediate Level Chorus 7 is an elective in the seventh grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Students will expand their knowledge of music theory, sight reading, vocal production and musicianship. Students will experience the dedication and team work that is required in a choral ensemble. Seventh grade chorus meets every other day for half of a block (which is approximately 45 minutes in length). Students are required to participate in two concerts during the school year. At the discretion of the choral director, students in Chorus 7 may have the opportunity to audition for and attend All-County and District Choirs. Summer programs are available for students who wish to continue vocal study after the school year. Information and applications for those programs, such as Summer in the Arts and PAVAN (Performing and Visual Arts Northwest) can be found on the Loudoun County Public Schools web page Category Singing Fundamentals Minimum Standard The intermediate choral student will: Demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout the singing range. Virginia Standard of Learning MCI.3 Sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. MCI.3 Sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. Sing using solfeggio syllables in major keys. A. Sing stepwise melodies. B. Sing simple intervals. C. Begin using Kodaly hand signs. D. Begin sight-singing exercises. MCI.3.8 MCI.1.3

5 Perform dynamics and tempi as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. MCI.4 B. Identify and apply basic tempo markings. C. Sing with appropriate expression using stylistic interpretation. Sing music literature in languages other than English. MCI.3.11 Sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, partner songs. B. Sing literature in two and/or three part harmony. MCI.3.9 Performance and Improvisation The intermediate choral student will: Sing literature with and without instrumental accompaniment. A. Sing choral selections a cappella in the classroom or stage setting. MCI.3.10 B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, Orff instruments, African drums, hand chimes, or movement. The student will respond to conducting patterns for simple, changing and mixed meters. MCI.4.5 Improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in style similar to given rhythmic and melodic phrases. B. Use multimedia applications in creating original music and choral accompaniments. Begin to use listening skills to improve the balance and blend of the ensemble. MCI.3.7

6 Fundamentals of Music Theory The intermediate choral student will: Read and write basic music notation. A. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. MCI.1 B. Sight-read and sing, from simple notation, a fourmeasure phrase. C. Read and perform rhythmic patterns using various meters. D. Identify intervals that step, skip, and repeat by sight and sound. E. Recognize male vocal parts written in bass clef. Identify simple musical forms. A. Identify similar and contrasting phrases. MCI.2.3 B. Recognize visually and aurally AB and ABA forms. Aural Analyzing and Evaluating The intermediate choral student will: Listen to and analyze music. A. Critique live or recorded vocal performances using specific criteria. MCI.8 B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures. Interdisciplinary Understanding The intermediate choral student will: Compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. MCI.7 B. Recognize similar themes between music and other school subjects. Demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. MCI.7.6 B. Demonstrate concert etiquette as a performer and listener.

7 Chorus 8- Advanced Level Chorus 8 is an elective in the eighth grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Chorus 8 is intended to prepare students to continue their vocal studies at the high school level. Students will expand their knowledge of music theory, sight reading, vocal production and musicianship. Students will experience the dedication and team work that is required in a choral ensemble. Eighth grade chorus meets every other day for a block (which is 90 minutes in length). Students are required to perform in a minimum of 2 concerts during the school year. Chorus 8 students have the opportunity to audition for and attend All-County and District Choirs. Chorus 8 students may also participate in District Choral Festival. Summer programs are available for students who wish to continue vocal study after the school year. Information and applications for those programs, such as Summer in the Arts and PAVAN (Performing and Visual Arts Northwest) can be found on the Loudoun County Public Schools web page Category Singing Fundamentals Minimum Standard The advanced choral student will: Demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout their singing range. Virginia Standard of Learning MCAD.3 Sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. Sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. Sing using solfeggio syllables in major keys. A. Sing stepwise melodies. B. Sing simple and complex intervals. C. Introduce Kodaly hand signs. MCAD.3 MCAD.3.9 MCAD.1, MCAD.2.2

8 Perform dynamics and tempi as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. MCI.4 B. Identify and apply basic tempo markings. C. Sing with appropriate expression using stylistic interpretation. Sing classic choral literature in languages such as Latin or Italian. Sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, partner songs. MCAD.3.10 MCAD.3.9 B. Sing literature in two and/or three part harmony. Performance and Improvisation The advanced choral student will: Sing literature with and without instrumental accompaniment. A. Sing choral selections a cappella in the classroom or stage setting. MCAD.3.10 B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, Orff instruments, African drums, hand chimes, or movement. Respond to conducting patterns for simple, changing and mixed meters. MCAD.4.5 Demonstrate conducting patterns in duple, triple, and compound meters. Improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in a style similar to given rhythmic and melodic phrases. MCAD.4.5 B. Use multimedia applications in creating original music and choral accompaniments. Begin to use listening skills to improve the balance and blend of the ensemble. MCAD.3.7

9 Fundamentals of Music Theory The advanced choral student will: Read and write basic music notation. A. Read notes in both treble and bass clef. MCAD.1 B. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. C. Sight read and sing, from simple notation, a four-measure phrase. D. Read and perform rhythmic patterns using various meters. E. Identify intervals that step, skip, and repeat by sight and sound. F. Recognize male vocal parts written in bass clef. Identify simple musical forms. A. Identify similar and contrasting phrases. MCAD.2.3 B. Recognize visually and aurally AB and ABA forms. Aural Analyzing and Evaluating The advanced choral student will: Listen to and analyze music. A. Critique live or recorded vocal performances using specific criteria. MCAD.8 B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures. Interdisciplinary Understanding The advanced choral student will: Compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. MCAD.7 B. Recognize similar themes between music and other school subjects. Demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. MCAD.7.5 B. Demonstrate concert etiquette as a performer and listener.

10 APPENDIX ONE- CHORAL EVENTS As a middle school choral director, the following performance list is the annual minimum requirement in Loudoun County Public Schools. Two (2) Concerts per performing ensemble (Winter and Spring) All-County Chorus (Participants auditioned by choral director) All-District Chorus (Participants auditioned by neutral judges) District Choral Assessment The following events are listed as optional, and participation may vary from school to school. Talent or Variety Show Musical Teachers may be required, at the discretion of the principal, to perform for feeder schools and/or other school functions and celebrations, such as Music In Our Schools Month and American Education Week. Set all performance dates early, making certain that they are on the official school calendar. For all events outside the school, be sure to make proper transportation arrangements through the county.

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