NEW MILFORD PUBLIC SCHOOLS New Milford, Connecticut. Grades 4-8 Choral Music. January 2012

Transcription

1 NEW MILFORD PUBLIC SCHOOLS New Milford, Connecticut Grades 4-8 Choral Music January 2012 Approved by the Board of Education April 10, 2012

2 New Milford Board of Education Wendy Faulenbach, Chairperson Daniels Nichols, Vice Chairperson Daniele Shook, Secretary Lynette Celli Rigdon, Assistant Secretary Tom Brant David Lawson Thomas McSherry David R. Shaffer William Wellman Superintendent of Schools JeanAnn C. Paddyfote, Ph.D. Assistant Superintendent Maureen E. McLaughlin, Ph.D. Schaghticoke Middle School Principal Dana Ford Sarah Noble Intermediate School Principal Len Tomasello Authors of Course Guide Gloria Capone Diane Taylor 2

3 New Milford s Mission Statement The mission of the New Milford Public Schools, a collaborative partnership of students, educators, family and community, is to prepare each and every student to compete and excel in an ever-changing world, embrace challenges with vigor, respect and appreciate the worth of every human being, and contribute to society by providing effective instruction and dynamic curriculum, offering a wide range of valuable experiences, and inspiring students to pursue their dreams and aspirations. 3

4 Grades 4-8 Choral Music Through this standards-based course, students will be able to create, respond, and perform according to individual abilities. Students are taught to use aural and visual discrimination skills to perceive the nuances present in music performance. Students will work together to perform choral pieces in diverse musical styles with authenticity and musicianship. Students will use music notation to write their own compositions for others to sing and hear. Students will evaluate music performances, live and recorded. 4

5 Pacing Guide Unit # Title Weeks Pages 1 Grade 4 Seasonal Choral Concerts Grade 5 Seasonal Choral Concerts Grade 6 Seasonal Choral Concerts (December and May) 4 Grades 4-6 Veteran s Day Program Grade 7 December Concert (Seasonal, Classical, Spiritual) 6 Grade 7 Spring Concert (World and Broadway) 7 Grade 8 December Concert (Renaissance and Folk) 8 Grade 8 Spring Concert (Baroque and Jazz) 5

6 Committee Member: Gloria Capone Unit 1: Seasonal Choral Concerts New Milford Public Schools Course/Subject: Chorus Grade Level: 4 # of Weeks: 27 Identified Desired Results Connecticut Arts Framework 1 Students will sing alone and with others a varied repertoire of age appropriate songs for the purpose of preparing and performing two seasonal concerts per year in December and May. 5 Students will improve their skills in reading and interpreting vocal music. 7 Students will evaluate their performances. 8 Students will make connections between music and daily life. 9 Through the exploration of a varied repertoire, students will make connections among music, history, and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that...) Performing in a musical group develops teamwork, cooperation and respect The proper use of breath in singing improves tone quality The incorporation of proper vocal technique into singing improves the quality of performance. Learning songs in a variety of genres and languages expands one s understanding and makes connections to other cultures. Essential Questions Inquiry used to explore generalizations What is appropriate ensemble awareness? What is the proper breathing for singing? What are the basic elements of good vocal production? What can be gleaned from the learning and performance of a wide variety of genres of music including multicultural repertoire? Expected Performances What students should know and be able to do Students will know the following: How to follow sheet music in unison as well as cannons or partner songs How to use their voices to create a blended well-produced vocal sound How to take a proper breath for singing The meaning of the term "multicultural" A clear understanding of 4/4 and 3/4 meters 6

7 Students will be able to do the following: Sing in unison across a wide vocal range Identify melodic steps, leaps, and repeats both visually and aurally Recognize the strong and weak beats in a song Hold their part in a partner song or a cannon Vocally express their repertoire through tempo and dynamics in a variety of style Commitment Cooperation Honesty Integrity Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will be asked to independently research the history of some songs online. Students may have the opportunity to view peer groups performing online or on video. Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher models and discusses Students will do a variety of breathing proper breathing for singing. exercises to improve breath control. Teacher models and discusses Students will perform a variety of vocal good tone quality. exercises designed to improve and Teacher explains vocal develop tone quality and expand the dynamics, tempos, and styles as vocal range. necessary to create an expressive Students will perform cannons and performance. partner songs as a means of laying Teacher introduces students to groundwork for part singing. various meters. Students will perform rhythmic Teacher models proper diction in exercises to develop a sense of English and other languages. in various meters. Students will listen to songs sung in various languages as preparation for multicultural song performance. Students will do exercises in which they experience vocally the nuance of dynamic changes in music. 7

8 Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: To perform a variety of age appropriate vocal repertoire with accuracy and vocal integrity Role: Grade four chorus Audience: Peers, family, teachers, and concert-goers Situation: Students will prepare for two seasonal concerts per year. Product or Performance: Grade four choral concerts in December and May Assessments Standards for Success: Students will work cooperatively with each other and with the director to display the vocal skills and performance techniques they have learned in rehearsal to present two successful concerts per year. Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Students will be assessed aurally throughout the rehearsal process both in small groups and as a whole, as well as during their performances. Suggested Resources Alfred Music, resource for choral octavos and accompaniments, J.W. Pepper, resource for choral octavo s and accompaniments, K-8 Magazine, resource for elementary choral arrangements with CD. Plank Road Publishing; P.O. Box 26627, Wauwatosa, WI Music Express Magazine, resource for elementary choral arrangements with CD. Hal Leonard Corp.1210 Innovation Dr, Winona, MN

9 New Milford Public Schools Committee Members: Gloria Capone Unit 2: Seasonal Choral Concerts Course/Subject: Chorus Grade Level: 5 # of Weeks: 27 Identify Desired Results Connecticut Arts Framework 1 Students will sing alone and with others a varied repertoire of age appropriate songs for the purpose of preparing and performing two seasonal concerts per year. 5 Students will improve their skills in reading and interpreting vocal music. 7 Students will evaluate performances. 8 Students will make connections between music and daily life. 9 Through the exploration of a varied repertoire, students will make connections among music, history, and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) The proper use of breath in singing improves the quality of the tone The incorporation of proper vocal technique into singing, improves the quality of performance The differences in the vocal range as it relates to the use of head voice Learning songs in a variety of genres and languages expands one s understanding of and makes connections to other world cultures What expressive singing is How to hear and sing simple vocal harmony Essential Questions Inquiry used to explore generalizations What is the proper breathing for singing? What exercises help to develop breath control? What are the basic elements of good vocal production? What is head voice? What can be gleaned from the learning and performance of multicultural vocal repertoire? What is the meaning of vocal dynamics and how are they articulated? What is vocal harmony? Expected Performances What students should know and be able to do Students will know the following: How to use their voices to create a blended well-produced vocal sound How to take a proper breath for singing How to use their voices to obtain clear centered intonation of pitch How to use their breath together with their voices to create expressive dynamic effects in their songs Use their head voices in the upper middle and upper vocal range How to follow both unison and two-part vocal sheet music How their vocal repertoire links to other world cultures 9

10 Students will be able to do the following: Sing in unison and simple two-part harmony across a wide vocal range Sustain an extended vocal phrase through the use of proper breath control Hear and vocalize pitches in tune Vocally express the dynamics of the music Use their head voices in the appropriate vocal register Commitment Cooperation Honesty Integrity Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will use the computer to research their repertoire. Students will listen to different versions of their repertoire on CDs and on computer. Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher introduces the two-part choral octavo and instructs students how to follow it. Teacher models and discusses well-produced tone quality for the purpose of producing good intonation and developing a wellblended group sound. Teacher models and discusses the proper breathing technique for singing. Teacher explains the importance of a steady tempo in singing. Teacher models and discusses the rhythm of each piece taught. Teacher teaches vocal dynamics, especially piano and forte, crescendo, and diminuendo for the purpose of creating expressive singing. Teacher models proper diction for singing in English and other languages where needed. Students will listen to a recorded version of the piece they are learning as a part of the process of learning to read and follow a choral octavo. Students will perform a variety of vocal exercises designed to develop and improve tone quality both individually and as a group and to expand the vocal range. Students will perform a variety of exercises to practice the proper use of breath for singing and to develop and improve breath control. Students will perform rhythmic exercises in a variety of tempos and meters including but not limited to 4/4, ¾, and 618 for the purpose of practicing singing with a steady tempo in various meters. Students will perform exercises which introduce two part vocal harmony and a means of improving harmonic intonation. 10

11 Teacher presents the styles, historical context, and cultures of the repertoire being taught, including but not limited to world music. Teacher will instruct students with regard to following choral conducting. Students will perform exercises in which they practice crescendo and diminuendo as a means of developing expressive singing. Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: To perform a wide variety of age appropriate repertoire with accuracy and vocal and artistic integrity. Role: Performer in a choral ensemble Audience: Peers, family, and other concertgoers Situation: Students will prepare for two seasonal concerts per year. Performance: Annual choral performances in December and May Standards for Success: Students will work cooperatively with each other and the director to display the vocal skills and performance techniques they have learned in rehearsal to present two successful concerts per year. Assessments Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Students will be assessed aurally throughout the rehearsal process both in small groups and as a whole, as well Suggested Resources Alfred Music, Resource for choral octavos and accompaniments J.W. Pepper, Resource for choral octavos and accompaniments K-8 Magazine, Resource for elementary choral arrangements with CD. Plank Road Publishing. PO Box Wauwautosa, WI Music Express Magazine, Resource for elementary choral arrangements. Hal Leonard Corp Innovation Drive, Winona, MN Tefler, Nancy, Successful Warm-Ups, Book 1, Kjos Publishing Robinson, R., Althouse, J. The Complete Choral Warm-Ups Book. Alfred Publishing

12 New Milford Public Schools Committee Member: Gloria Capone Unit 3: Seasonal Choral Concerts (December and May) Course/Subject: Chorus Grade Level: 6 # of Weeks: 27 Identify Desired Results Connecticut Arts Framework 1 Students will sing alone and with others a varied repertoire of songs. 5 Students will improve their skills in reading and interpreting music. 7 Students will evaluate their performances. 8 Students will make connections between music and daily life. 9 Through the exploration of a varied repertoire, students will make connections among music, history, and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that...) Students will understand that performing in a musical group develops teamwork, cooperation, and respect. Students will understand that the proper use of breath in singing improves tone quality. Students will understand that the incorporation of proper vocal technique into singing improves the quality of performance. Students will understand that a working knowledge of music theory leads to a more productive rehearsal process. Students will understand that learning a varied vocal repertoire leads to a better understanding of our American history and culture as well as other world cultures. Essential Questions Inquiry used to explore generalizations What is appropriate ensemble awareness and behavior, and why is it important? How does one take a proper breath for singing? What is proper vocal technique for singing, and how is it developed? How will individual knowledge of basic music theory benefit the choral group? What is the benefit of learning a varied repertoire of music for performance, including multicultural repertoire? 12

13 Expected Performances What students should know and be able to do Students will know the following: Students will know how to follow both a unison and two-part choral octavo How to properly produce their voices in all registers for the purpose of creating a blended, well-produced vocal sound How to take a proper breath for singing and utilize it for artistic phrasing How to articulate good diction for singing Basic notation of eighth quarter, half, and whole notes and their corresponding rests How to distinguish between and properly articulate rhythms in 3/4 and 4/4 meters Musical terms crescendo, decrescendo, ritardando, and accelerando What multicultural music is and what it contributes to a well-rounded performance Students will be able to do the following: Sing in unison and two-part harmony across a wide vocal range Use their voices to create a well-produced, well-blended vocal sound. Articulate the rhythm of their repertoire with accuracy Sustain a tone with well-centered intonation and proper breath control Perform music in a variety of styles and from various historical periods and cultures with integrity and enthusiasm Commitment Cooperation Honesty Integrity Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will use the computer to research songs and their origins and histories. Students will listen to differing versions of their songs on I-Pods, CDs, and computer. Students will watch videotapes of their performances for self-assessment and development. 13

14 Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher introduces the students to the choral octavo and instructs them in reading it. Teacher models and discusses a good tone quality for the purpose of developing a well-blended and produced group sound. Teacher models and discusses proper breathing for singing. Teacher models and discusses the rhythmic and tonal attributes of the music being learned. Teacher explains vocal dynamics, tempos, and styles as necessary to create an expressive performance. Teacher models proper diction for singing in both English and other languages. Teacher presents the histories, styles, and cultures of the vocal repertoire being taught, including, but not limited to world music. Teacher models choral conducting and teaches the students how to follow it. Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: To perform a variety of ageappropriate choral repertoire with accuracy and vocal and artistic integrity Role: Performer Audience: Peers, family, and other concertgoers Assessments Students will initiate learning by listening to a recorded version of their repertoire while reading their music in an effort to become familiar with following a choral octavo. Students will perform a variety of vocal exercises designed to develop and improve tone quality both individually and as a group and to expand the vocal range. Students will perform a variety of breathing exercises to develop and improve breath control. Students will perform rhythmic exercises as a means of practicing singing in various meters. Students will perform vocal exercises designed to improve intonation and develop an ability to hear two-part harmony. Students will perform exercises in which they experience vocally the nuance of dynamic changes which contribute to expressive singing. Students will research their repertoire to improve their understanding of the relationship between their music and history and culture. Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Students will be assessed aurally throughout the rehearsal process in both small groups and as a whole, as well as during their performances. Situation: Students will prepare for two seasonal concerts per year. 14

15 Performance: Choral performances in December and May Standards for Success: Students will work cooperatively with each other and the director to display the vocal skills and performance techniques they have learned in rehearsal to present two successful concerts per year. Suggested Resources J.W. Pepper. Resource for choral octavos and accompaniments Alfred Music. Resource for choral octavos and accompaniments K-8 Magazine. Resource for elementary choral arrangements with CD. Plank Road Publishing, PO Box 26627, Wauwautosa, WI Music Express Magazine. Resource for elementary choral arrangements with CD. Hal Leonard Corporation, 1210 Innovation Drive, Winona, MN Tefler, Nancy. Successful Warm-Ups, Book 1. Kjos Publishing Freer, Patrick. Getting Started with Middle Level Choir. NAFME publication. Robinson, R. and Althouse, J. The Complete Choral Warm-Up Book. Alfred Publishing, Bourne, Patricia. Inside the Elementary School Chorus. Lorenz Publishing, Dayton, Ohio, Swears, Linda. Teaching the Elementary School Chorus. Parker Publishing, Mira Loma, CA,

16 New Milford Public Schools Committee Member: Gloria Capone Unit 4: Veteran's Day Program Course/Subject: Chorus Grade Level: 4-6 # of Weeks: 4 Identify Desired Results Connecticut Arts Framework 1 Students will sing alone and with others a varied repertoire of songs appropriate for a Veteran's Day program. 5 Students will improve their skills in reading and interpreting music. 7 Students will evaluate performances. 8 Students will make connections between music and daily life. 9 Students will make connections between music, history, and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) Students will understand that the use of proper vocal skills improves the quality of performance. Students will understand that performing patriotic vocal literature leads to a greater understanding of and appreciation for our national heritage. Essential Questions Inquiry used to explore generalizations What is the proper breathing technique for singing? How is a pleasing vocal tone quality achieved? How does patriotic vocal repertoire give one a better understanding of national heritage? Expected Performances What students should know and be able to do Students will know the following: How to use their voices to create a blended, properly supported, and wellproduced vocal sound in a group The meaning and history of patriotic music Students will be able to do the following: Perform two to four songs with accuracy and appropriate stylistic dynamics as a part of a special school performance Maintain appropriate behavioral decorum in a large group for the length of the program Commitment Cooperation Honesty Integrity Loyalty Perseverance Respect Responsibility Character Attributes 16

17 Technology Competencies When possible, students will view video performances of groups performing patriotic music. When possible, students will use the computer to research the history of patriotic songs. Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher models and discusses proper breathing for singing. Students will do a variety of breathing exercises as a means of Teacher models good tone quality. improving breath control. Teacher introduces the concept of harmony in vocal music. Students will perform a variety of vocal exercises to develop their Teacher explains the use and meaning of dynamics in vocal music voices, improve tone quality, and expand vocal range. as an enhancement to expressive vocal performance. Students will perform partner songs and rounds as a means of hearing Teacher instructs the students in the importance of patriotic music to vocal harmony and as preparation for two part harmonic arrangements. the national spirit. Students will practice exercises in which they experience the nuance of dynamic changes in vocal music. Students will research patriotic music to gain an understanding of its importance throughout history. Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: To perform patriotic music with accuracy and artistic integrity Role: Chorus grades 4-6 Audience: Student peers, faculty, family, and veterans Situation: Students will prepare a program to honor local veterans. Performance: Annual Veteran's Day program Standards for Success: Students will work cooperatively with each other and the director to display the vocal skills, performance techniques, and patriotic spirit they have honed in rehearsal to present a successful Veteran's Day program. Assessments Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Aural assessment based on the quality and enthusiastic delivery of the performance. 17

18 Suggested Resources J.W. Pepper Music, Resource for choral octavos and accompaniments Alfred Music, Resource for choral octavos and accompaniments K-8 Magazine, Resource for elementary choral arrangements with CD. Plank Road Publishing. PO Box Wauwautosa, WI Music Express Magazine, Resource for elementary choral arrangements with CD. Hal Leonard Corp Innovation Dr., Winona, MN, (See individual grade curriculum for technical resources) 18

19 New Milford Public Schools Committee Member: Diane Taylor Unit 5: December Concert (seasonal, classical, spiritual) Course/Subject: Chorus Grade Level: 7 # of Weeks: 17 Identify Desired Results Connecticut Arts Framework 1 Students will sing, alone and with others, a varied repertoire of songs. 5 Students will read and notate music. 6 Students will listen to, describe, and analyze music. 7 Students will evaluate music and music performances. 8 Students will make connections between music, other disciplines, and daily life. 9 Students will understand music in relation to history and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) Performing in a musical group leads to developing teamwork, cooperation, and respect. Exposure to a variety of music leads to better understanding and appreciation of our culture and other cultures throughout history. By utilizing proper vocal technique, blending, and attention to musical markings, a choral group creates a memorable performance for both the audience and the performers. Understanding music theory accelerates the learning process, which allows for a more deeply expressive performance. Essential Questions Inquiry used to explore generalizations How is my role in a chorus important? How can I contribute to a positive experience within the chorus? How has classical music/spirituals impacted music history and cultures? What roles do different types of music play within a culture and within other cultures? How does the utilization of proper vocal technique affect the individual singer and the entire group? In what ways can one use his/her knowledge of music theory to benefit the choral group? What constitutes a quality choral performance? Expected Performances What students should know and be able to do Students will know the following: The history of the African-American spiritual and its impact on the development of music in the United States General history of classical music; knowledge about a specific classical music composer (i.e. Mozart, Haydn) The solfege pitch syllables and hand signs 19

20 How to follow a two or three-part choral octavo and know terms, such as staff, measure, bar line, repeat, fermata, and system Whole, dotted half, half, quarter, eighth notes, and rests and their rhythmic values Musical terms of expression, such as dynamic markings, accents, legato, staccato Students will be able to do the following: Discuss African-American spirituals and classical music styles, through class discussion and written prompts Perform concert repertoire from memory, with attention to accuracy of rhythm, pitch, and expression Perform concert repertoire with attention to proper vocal technique and blending with the other members of the chorus Be able to sing a diatonic scale using solfege pitches and hand signs Be able to audiate, visually recognize and perform pitch intervals of do-re-mi, domi-sol, and sol-do Be able to read and perform rhythmic patterns containing whole, dotted half, half, eighth notes, and rests, using both percussive sounds and solfege pitches Citizenship Cooperation Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will safely and effectively use the resources, processes, concepts, and tools for technology. CDs, ipod, and CD/iPod player will be used as aids/accompaniments to choral repertoire and warm-ups. CD duplicator will be used to copy practice tracks for the students. Computer and projector for viewing performances of ourselves and others will be used. Portable sound system will be used to enhance the sound of the chorus during performances. 20

21 Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher discusses the physiological aspects of vocalizing. Students will discuss how the voice works and will understand the parts Teacher demonstrates the importance of warming up the body as well as the voice in preparation for rehearsal and performance. of the body involved in producing vocal sounds. Students will participate in physical warm-ups. Teacher provides vocal warm-ups that address different aspects of vocal technique as well as address specific techniques needed in the students repertoire. Students will learn and perform various warm-ups that address different parts of vocal technique and specific challenges in their repertoire. Teacher discusses and provides written material regarding the African-American spiritual. Teacher discusses and provides written material regarding classical music and the composer whose work they are learning. Teacher uses concert repertoire to discuss and provide visual assistance to the learning of how to read a choral octavo. Teacher demonstrates conducting gestures including beat, dynamic changes, entrances, and releases. Teacher provides take-home rehearsal materials and encourages independent/small group work to enable the students to learn their parts in the choral repertoire. Teacher models solfege syllables and hand signs. Teacher provides visual and audio aids to learn solfege pitches and hand signs. Provides audio-visual needs for learning intervals of dore-mi, do-mi-sol, and sol-do. Teacher provides visual aids to learning music theory. Teacher demonstrates rhythmic examples and enables students to learn rhythmic examples without prior demonstration. Teacher presents two different performances of one work for the students to analyze and evaluate. Students will learn to follow their assigned choral part within the choral octavo. Students will memorize their vocal parts and be able to perform them with accuracy of rhythm, pitch, expression, and with attention to blending voices within the group. Students will accurately follow conducting gestures. Students will learn the diatonic scale using solfege pitches and hand signs. Students will be able to identify and perform pitch intervals of do-re-mi, do-mi-sol, and sol-do. Students will be able to identify and perform rhythmic examples containing whole, dotted half, half, quarter, and eighth notes and rests. Students will recognize different expression marks and be able to perform them accurately in warmups and in their repertoire. Students will discuss the historical and musical aspects of spirituals and classical music. 21

22 Teacher records the group in rehearsal for self-evaluation at the beginning of the unit and at the end of the unit. Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: Present a quality choral performance Role: Performer Audience: Family, friends, other concertgoers Situation: Students must present a choral performance that will be pleasingly memorable to both the students and the audience. Performance: Performance of the choral repertoire Standards for Success: Students take personal responsibility for each area required for a quality performance and work in cooperation with each other. Assessments Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Concert performance demonstrates understanding of good vocal technique and blending within the group Concert performance demonstrates knowledge of pitches, rhythms, and expression appropriate to each piece of music performed Solfege quizzes, both aural and written Individual performance of rhythmic examples Written evaluation on knowledge of the physiological aspects of singing Written evaluation on knowledge of spirituals, classical music, and classical music composer specific to their repertoire Accurate post-concert evaluation Suggested Resources Albrecht, Sally. The Choral Warm-Up Collection. Alfred Publishing Co., Inc. USA, Crocker, Emily and Joyce Eilers. The Choral Approach to Sight-Singing, Vol. 1 and Vol. 2. Hal Leonard Publishers. Milwaukee Snyder, Audrey. The Rhythm Reader, Level I and Level II. Hal Leonard Publishers. Milwaukee Telfer, Nancy. Successful Performing, Book 1. Kjos Music Press. San Diego Whaley, Garwood. Basics in Rhythm. Meredith Music Publications. Galesville online resource for choral octavos 22

23 New Milford Public Schools Committee Member: Diane Taylor Unit 6: Spring Concert (world music, Broadway) Course/Subject: Chorus Grade Level: 7 # of Weeks: 22 Identify Desired Results Connecticut Arts Framework 1 Students will sing, alone and with others, a varied repertoire of songs. 4 Students will compose and arrange music. 5 Students will read and notate music. 6 Students will listen to, describe, and analyze music. 7 Students will evaluate music and music performances. 8 Students will make connections between music, other disciplines, and daily life. 9 Students will understand music in relation to history and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) Performing in a musical group leads to developing teamwork, cooperation, and respect. Exposure to a variety of music leads to better understanding and appreciation of our culture and other cultures throughout history. By utilizing proper diction, a choral group creates a memorable performance for both the audience and the performers. Understanding music theory accelerates the learning process, which allows for a more deeply expressive performance. Essential Questions Inquiry used to explore generalizations What impact does American musical theatre have on our culture? What roles do different types of music play within a culture and within other cultures? How does the utilization of proper vocal technique affect the individual singer and the entire group? In what ways can one use his/her knowledge of music theory to benefit the choral group? What constitutes a quality choral performance? How can one s performance retain the authenticity and purpose of a piece of world music? Expected Performances What students should know and be able to do Students will know the following: The history of American musical theater and its importance to our culture The background and synopsis of the musical which is the subject of their concert repertoire The background and importance of a piece of world music to that culture The technique and importance of blending through proper vowel and consonant placement in general and within their repertoire 23

24 The twelve musical key signatures and how to write and perform the major scale for each one using standard notation and solfege How to follow a two or three-part choral octavo and know the terms and symbols associated with each song in their concert repertoire In addition to previously learned notation, know sixteenth notes and rests, ties, and dotted quarter notes Know time signatures of 4/4, 3/4, 2/4, and 6/8 and their meanings Musical terms including da capo, dal segno, and coda Pitch intervals of a major 2 nd, major 3 rd, perfect 4 th, perfect 5 th, and major 6 th Students will be able to do the following: Sing with attention to rhythmic and pitch accuracy, appropriate expression, and blend within the group Sing with appropriate vowel and consonant placement Sing concert repertoire from memory and accurately following conducting gestures Write and perform a major scale in any of the twelve key signatures Locate specific notes of a key signature, using standard notation and solfege Write and sing pitch intervals of a major 2 nd, major 3 rd, perfect 4 th, perfect 5 th and major 6 th Perform in time signatures of 4/4, 3/4, 2/4, and 6/8 with rhythmic accuracy Perform rhythmic and melodic exercises containing sixteenth notes and rest, ties, and dotted quarter notes Retell the synopsis of a Broadway show and be able to discuss the history and composer of that show Demonstrate through performance, their understanding of the purpose/meaning of a piece of music from another culture Citizenship Cooperation Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will safely and effectively use the resources, processes, concepts, and tools for technology. CDs, ipod, and CD/iPod player will be used as aids/accompaniments to choral repertoire and warm-ups. CD duplicator will be used to copy practice tracks for the students. Computer and projector for viewing performances of ourselves and others will be used. Portable sound system will be used to enhance the sound of the chorus during performances. 24

25 Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teachers provide written, aural, and physical warm-ups that address different vocal techniques and and in writing. possible challenges to concert repertoire. Teachers discuss and provide written material regarding American musical theater and information specifically regarding the show from which their concert work originated. Teachers discuss and provide written material regarding the origins and importance/purpose of the piece of world music they are learning. Through modeling, teachers provide take-home rehearsal materials and encourage independent/small group work to enable the students to learn their parts in the choral repertoire. Teacher models solfege syllables and hand signs. Teacher provides visual and audio aids to learning solfege pitches and hand signs. Provide audio-visual materials for learning intervals of maj. 2 nd, maj. 3 rd, perfect 4 th, perfect 5 th, and maj. 6 th. Teacher provides rhythmic and melodic examples of music in various key signatures with attention to their repertoire to accelerate learning. Teacher provides rhythmic and melodic examples of music containing sixteenth notes/rests, tied notes, and dotted quarter notes. Teacher demonstrates rhythmic examples and enables students to learn rhythmic examples without prior demonstration. Teacher presents two different performances of one work for the students to analyze and evaluate. Students will accurately perform warm-ups that are presented aurally Students will present an audio-visual project with regard to American musical theater. Students will utilize take-home rehearsal materials to learn specific parts of their repertoire. Students will develop their singing skills through performance of pitch intervals of maj. 2 nd, maj. 3 rd, perfect 4 th, perfect 5 th, and maj. 6 th. Students will accurately read rhythm/pitch examples containing sixteenth notes, ties, dotted quarter notes, and in time signatures of 4/4, 3/4 2/4, and 6/8. Students will create their own warmup exercise that addresses proper diction (vowel and consonant sounds) and present it to the class. Students will analyze other choral groups performances with attention of diction and blend. 25

26 Teacher records the choral group in rehearsal for self-evaluation, both at the beginning of the unit and at the end of the unit. Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: Present a quality choral performance Role: Performer Audience: Family, friends, other concertgoers Situation: Students must present a choral performance that will be pleasingly memorable to both the students and the audience. Performance: Performance of the choral repertoire Standards for Success: Students take personal responsibility for each area required for a quality performance and work in cooperation with each other. Assessments Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Concert performance demonstrates understanding of good vocal technique and diction, as well as blending within the group Concert performance demonstrates knowledge of pitches, rhythms, and expression appropriate to each piece of music performed Solfege quizzes, both aural and written Individual performance of rhythmic examples Project with regard to American musical theater and/or a specific Broadway show Creation of a warm-up that accurately addresses diction Accurate post-concert evaluation Suggested Resources Albrecht, Sally. The Choral Warm-Up Collection. Alfred Publishing Co., Inc. USA, Crocker, Emily and Joyce Eilers. The Choral Approach to Sight-Singing, Vol. 1 and Vol. 2. Hal Leonard Publishers. Milwaukee Snyder, Audrey. The Rhythm Reader, Level I and Level II. Hal Leonard Publishers. Milwaukee Telfer, Nancy. Successful Performing, Book 1. Kjos Music Press. San Diego Whaley, Garwood. Basics in Rhythm. Meredith Music Publications. Galesville online resource for choral octavos 26

27 New Milford Public Schools Committee Member: Diane Taylor Unit 7: December Concert (Renaissance, folk music) Course/Subject: Chorus Grade Level: 8 # of Weeks: 17 Identify Desired Results Connecticut Arts Framework 1 Students will sing, alone and with others, a varied repertoire of songs. 4 Students will compose and arrange music. 5 Students will read and notate music. 6 Students will listen to, describe, and analyze music. 7 Students will evaluate music and music performances. 8 Students will make connections among music, other disciplines, and daily life. 9 Students will understand music in relation to history and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) Performing in a musical group leads to developing teamwork, cooperation, and respect. Exposure to a variety of music leads to better understanding and appreciation of our culture and other cultures throughout history. By utilizing proper vocal technique, a choral group creates a memorable performance for both the audience and the performers. Singing with attention to tone quality and intonation leads to a higher level of performance and greater personal satisfaction. Understanding music theory accelerates the learning process, which allows for a more deeply expressive performance. Essential Questions Inquiry used to explore generalizations What role did Renaissance music and composers have in the development of music through time? How is folk music important to the culture from which it originated? How will one s vocal technique affect the sound of the entire group? In what ways can one use his/her knowledge of music theory to benefit the choral group? What constitutes a quality choral performance? How can one s performance retain the authenticity and purpose of a piece of music? Expected Performances What students should know and be able to do Students will know the following: The origins and aural traditions of folk music and their importance to the culture from which they originated The history and musical developments that occurred during the Renaissance period 27

28 The biography of a specific Renaissance composer How to utilize breath support, phrasing, and diction to create a full singing tone The twelve musical key signatures and how to write and perform the major scale for each one using standard notation and solfege In addition to previously learned notation, know eighth-sixteenth note patterns and triplets Know time signatures of 4/4, 3/4, 2/4, 6/8, 3/8, 9/8, 12/8, and cut time Musical terms embedded within the repertoire How to write and perform a minor scale using standard notation and solfege Pitch intervals by sight in their repertoire, with both standard notation and naming solfege pitches Students will be able to do the following: Discuss a general history of folk music Discuss the musical developments of the Renaissance period Improve singing tone quality through the accurate use of breath support, phrasing, diction, and vocal technique Perform rhythmic melodic examples containing eighth-sixteenth note patterns and triplet patterns in a variety of time signatures Accurately perform repertoire from memory according to the terminology and expression marks included in the music Perform a minor scale using solfege Write a melodic example in a major key signature and a minor key signature Citizenship Cooperation Loyalty Perseverance Respect Responsibility Character Attributes Technology Competencies Students will safely and effectively use the resources, processes, concepts, and tools for technology. CDs, ipod, and CD/iPod player will be used as aids/accompaniments to choral repertoire and warm-ups. CD duplicator will be used to copy practice tracks for the students. Computer and projector for viewing performances of ourselves and others will be used. Portable sound system will be used to enhance the sound of the chorus during performances. 28

29 Develop Teaching and Learning Plan Teaching Strategies: Learning Activities: Teacher provides vocal warm-ups that address different aspects of vocal technique, with emphasis on tone quality, as well as address specific techniques needed in the students repertoire. music and art. Teacher discusses and provides written material/resources for the study of folk music history. Teacher discusses and provides written material regarding Renaissance music and art. Through modeling, teacher provides take-home rehearsal materials and encourages independent/small group work to enable the students to learn their parts in the choral repertoire. Teacher models solfege syllables and hand signs. Teacher provides visual and audio aids to learning solfege pitches and hand signs. Teacher provides visual aids to learning music theory. Teacher demonstrates rhythmic examples and enables students to learn rhythmic examples without prior demonstration. Teacher presents two different performances of one work for the students to analyze and evaluate. Teacher records the choral group in rehearsal for self-evaluation, both at the beginning of the unit and at the end of the unit. Students will complete a project regarding the aural tradition of folk music or about a specific folk song Students will complete a collective project with regard to Renaissance Students will practice and perform rhythmic and melodic examples using eighth-sixteenth note patterns and triplets. Students will write a warm-up exercise based on a minor key signature. Students will complete a selfevaluation of the group s progress with regard to tone quality. Students will compare and contrast to different performances of the same song, with emphasis on the tone quality, blend, and expression of the groups. 29

30 Performance Task Authentic application to evaluate student achievement of desired results designed according to GRASPS (one per marking period) Goal: Present a quality choral performance Role: Performer Audience: Family, friends, other concertgoers Situation: Students must present a choral performance that will be pleasingly memorable to both the students and the audience and demonstrates a full understanding of the music studied. Performance: Performance of the choral repertoire Standards for Success: Students take personal responsibility for each area required for a quality performance and work in cooperation with each other. Assessments Other Evidence Application that is functional in a classroom context to evaluate student achievement of desired results Written report on folk music in general or on a specific folk song Appropriate material to a collective audio-visual presentation on Renaissance music and art Accurate, easy to learn, warm-up based in a minor key Singing and rhythmic performance quizzes containing patterns that include eighth-sixteenth note groupings and triplets Knowledge of solfege in order to learn and perform a new piece of music Suggested Resources Albrecht, Sally. The Choral Warm-Up Collection. Alfred Publishing Co., Inc. USA, Crocker, Emily and Joyce Eilers. The Choral Approach to Sight-Singing, Vol. 1 and Vol. 2. Hal Leonard Publishers. Milwaukee Snyder, Audrey. The Rhythm Reader, Level I and Level II. Hal Leonard Publishers. Milwaukee Telfer, Nancy. Successful Performing, Book 1. Kjos Music Press. San Diego Whaley, Garwood. Basics in Rhythm. Meredith Music Publications. Galesville online resource for choral octavos 30

31 New Milford Public Schools Committee Member: Diane Taylor Unit 8: Spring Concert (baroque, jazz) Course/Subject: Chorus Grade Level: 8 # of Weeks: 22 Identify Desired Results Connecticut Arts Framework 1 Students will sing, alone and with others, a varied repertoire of songs. 3 Students will improvise melodies, variations, and accompaniments. 5 Students will read and notate music. 6 Students will listen to, describe, and analyze music. 7 Students will evaluate music and music performances. 8 Students will make connections between music, other disciplines, and daily life. 9 Students will understand music in relation to history and culture. Enduring Understandings Generalizations of desired understanding via essential questions (Students will understand that ) Performing in a musical group leads to developing teamwork, cooperation, and respect. Exposure to a variety of music leads to better understanding and appreciation of our culture and other cultures throughout history. By utilizing proper vocal technique, a choral group creates a memorable performance for both the audience and the performers. Singing with attention to tone quality and intonation leads to a higher level of performance and greater personal satisfaction. Understanding music theory accelerates the learning process, which allows for a more deeply expressive performance. Essential Questions Inquiry used to explore generalizations What role did baroque music and composers have in the development of music through time? How has jazz music impacted the development of music in the United States? How will one s vocal technique affect the sound of the entire group? In what ways can one use his/her knowledge of music theory to benefit the choral group? What constitutes a quality choral performance? How can one s performance retain the authenticity and purpose of a piece of music? 31