SENECA VALLEY SCHOOL DISTRICT CURRICULUM

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1 SENECA VALLEY SCHOOL DISTRICT CURRICULUM Course Title: Course Number: 0960 Grade Level(s): 9 10 Periods Per Week: 5 Length of Period: 42 Minutes Length of Course: Full Year Credits: 1.0 Faculty Author(s): Bobi-Jean Alexander Date: June 12, 2012 COURSE DESCRIPTION: All ninth and tenth grade males who wish to sing in any choir are to sign up for this course. This class will learn music for several ensembles including, but not limited to Choral Union, Chamber Choir, and Men s Chorus. This all-male class will focus on tenor/baritone/bass choral parts and the development of the male singing voice. Many different musical styles will be explored. Concert attire and attendance is mandatory. There will be some required after school rehearsals and/or performances. There will be ongoing objectives within this course. Therefore, when a specific amount of time spent on a certain topic is not listed, it is because that objective will be re-visited throughout the length of the course. The state has developed anchors in Music. The anchors specify eligible content for the content areas. The anchors include standards 1.a, 1.b, and 1.c, etc. The Objectives that address the anchors are listed. 1

2 The following outline provides a general overview of the course content, not a chronological timetable. The weeks denoted for each area provide an idea for the overall time spent working with a given topic throughout the school year. COURSE OUTLINE I. The students will sing accurately A. With good breath support and control B. Within appropriate singing ranges C. Alone and in small and large ensembles D. Accompanied and unaccompanied E. With a safe singing technique II. Sing with expression and technical accuracy A. From memory B. With solfeggio syllables C. With musical octavos D. Appropriate difficulty degree of literature 2.a Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 3-6, on a scale of 1 to 6. 2.b Students perform an appropriate part in an ensemble, demonstrating well-developed individual and/or 2.c Students perform in small ensembles with one student on a 2

3 part. III. Learn both secular and sacred music representing diverse genres and cultures A. Expression appropriate for the work B. Compare musical structure to other styles 7.b Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. 7.c Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions. 8.b Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. 9.a Students 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. 9.b Students identify sources of American music genres, trace the evolution of those genres, and cite well-known musicians associated with them. 9.d Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context. IV. Sing in multiple harmonic parts in both TB and TTBB and SATB literature 3

4 2.a Students perform with expression and technical accuracy a large and varied repertoire of instrumental literature with a level of difficulty of 3-6, on a scale of 1 to 6. 2.b Students perform an appropriate part in an ensemble, demonstrating well-developed individual and/or 2.c Students perform in small ensembles with one student on a part. V. Play percussion parts where appropriate to the correct cultural style 2.b Students perform an appropriate part in an ensemble, demonstrating well-developed individual and/or 2.c Students perform in small ensembles with one student on a part. 3.a Students improvise stylistically appropriate harmonizations. 4.a Students compose music in varying styles, demonstrating creativity in using the elements of music for expressive effect. VI. The students will learn to read music A. Name the lines and spaces of the staff B. Apply Solfege syllables to the notes on the staff C. Learn key signature recognition 4

5 D. Read rhythms with whole, half, eighth, and sixteenth notes and rests E. Read dotted, tied, and syncopated rhythms F. Learn time signature relevance to rhythms 3.a Students improvise stylistically appropriate harmonizations. 4.a Students compose music in varying styles, demonstrating creativity in using the elements of music for expressive effect. 5.a Students demonstrate the ability to read an instrumental or vocal score by describing how the elements of music are used. 5.b Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music of an appropriate level of difficulty. 5.c Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.d Students use standard notation to record their musical ideas and the musical ideas of others. 6.b Students demonstrate extensive knowledge of the technical vocabulary of music. 6.c Students identify and explain compositional devices and techniques. VII. Sight-read vocal parts from octavos for pitch, rhythm, and articulation A. Treble Clef B. Dynamics C. Articulation symbols D. Tempo E. Expression 3.a Students improvise stylistically appropriate harmonizations. 4.a Students compose music in varying styles, demonstrating creativity in using the elements of music for expressive effect. 5

6 5.a Students demonstrate the ability to read an instrumental or vocal score by describing how the elements of music are used. 5.b Students who participate in a choral or instrumental ensemble or class sight-read, accurately and expressively, music of an appropriate level of difficulty. 5.c Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.d Students use standard notation to record their musical ideas and the musical ideas of others. 6.b Students demonstrate extensive knowledge of the technical vocabulary of music. 6.c Students identify and explain compositional devices and techniques. VIII. Identify and define basic standard notation symbols for: A. Pitch B. Rhythm C. Dynamics D. Tempo E. Articulation F. Expression IX. Recognize and sing the intervallic relationship between notes A. Major Intervals 5.c Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.d Students use standard notation to record their musical ideas and the musical ideas of others. 6.a Students 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. 6.b Students demonstrate extensive knowledge of the technical vocabulary of music. 6.c Students identify and explain compositional devices and techniques. 2.b Students perform an appropriate part in an ensemble, demonstrating well-developed individual and/or 6

7 B. Minor Intervals X. Write simple rhythmic musical dictation A. Whole, half, eighth, sixteenth notes and rests 3.a Students improvise stylistically appropriate harmonizations. 4.b Students compose or arrange pre-given melodies for voices or instruments. 5.c Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. 5.d Students use standard notation to record their musical ideas and the musical ideas of others. 6.c Students identify and explain compositional devices and techniques. XI. Analyze the uses of elements through music in aural examples representing diverse genres and cultures both sacred and secular 6.a Students 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. 8.b Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. 8.d Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures. 9.a Students 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. XII. Critically evaluate the quality and effectiveness of music performances and compositions A. Apply criteria in their personal listening and performing B. Evaluate all performances 7.a Students 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. 7.b Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. 7.c Students evaluate a given musical work in terms of its 7

8 with a written assessment after watching the performance on audio/visual media aesthetic qualities and explain the musical means it uses to evoke feelings and emotions. 8.a Students explain how elements, artistic processes (that is, imagination, craftsmanship), and organizational principles (that is, unity and variety, repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples. XIII. Apply the study of music, the structure and discipline required to other content areas 8.b Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures. 8.c Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. 8.d Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures. 9.a Students 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. 9.d Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context. 9.e Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences. 8.a Students explain how elements, artistic processes (that is, imagination, craftsmanship), and organizational principles (that is, unity and variety, repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples. 8.c Students explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music. 8

9 XIV. Demonstrate responsibilities associates with being in a performing ensemble 7.a Students 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. XV. A. Attendance at rehearsals and performances B. Develop interactive skills to work with others in a group C. Develop self-discipline D. Incorporate performance rules (attire, self-control, promptness, respect) Compare, historically and in several cultures of the world A. Functions music serves B. Roles of musicians C. Conditions under which music is typically perform 9.c Students identify various roles that musicians perform, cite representative individuals who have functioned in each role, and describe their activities and achievements. 9.d Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context. 9.e Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences. XVI. The students will learn about vocal health. They will study habits conducive to having a healthy voice. They will learn safe singing technique 9

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II. Prerequisites: Ability to play a band instrument, access to a working instrument

I. Course Name: Concert Band II. Prerequisites: Ability to play a band instrument, access to a working instrument III. Graduation Outcomes Addressed: 1. Written Expression 6. Critical Reading 2. Research