Introduction to Performance Fundamentals

Transcription

1 Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate the ability internalize pulse? Understand how to listen for various elements of music? Demonstrates attention, respect, and discipline during rehearsals? Pacing: 1 st QUARTER CHORUS 1 Innovation, Technology, and the Future Tone Demonstrate correct tone placement 6.ML.1 Breathing Demonstrate knowledge of correct posture, breath support and control 6.ML.2 Demonstrate correct vowel formation Posture Understand note & rest values of whole, half, quarter, and eighth Sight Reading Reads notes on the staff in appropriate clefs 7.ML.2 Pitch Discrimination 7.ML.3 Consistently produce sung intervals 7.MR.1 Pulse Demonstrates the ability to sing a major scale 8.ML.1 Can sing with a steady beat and is aware of the internal pulse Musicianship Identify and describe specific musical elements (ie. meter, melody, rhythm) 8.ML.3 Understand the difference between head and chest voice Scale Demonstrate musician specific behaviors in all rehearsal and performance 8.MR.1 settings (ie. Focused attention, positive contribution to the ensemble, positive attitude) KEY TERMINOLOGY Major Scale Key Signature Arpeggio Articulation Diction Vowels Consonants Time Signature Diaphragm Larynx Resonance Rhythm Intervals Melody See Attached Vocabulary Lists

2 Applying Performance Fundamentals Demonstrate refinement of tone quality and intonation? Demonstrate principles of diction? Perform music with precision at a steady tempo? Demonstrate increased proficiency in sight reading? Demonstrate principles of error detection and correction? Understands historical, textual and cultural perspectives of repertoire being studied? Consistently demonstrates attention, respect, and discipline during rehearsals? PACING: 2 ND QUARTER CHORUS 1 Innovation, Technology, and the Future Tone Demonstrates correct tone and pitch placement 6.ML.1 Demonstrates correct posture, breath support and control 6.ML.2 Pulse Demonstrates both head and chest voice Rhythm Demonstrates correct production of vowels and consonants 6.CR.1 Pitch Can sing with a steady beat and is aware of the internal pulse Performs note & rest values of whole, half, quarter, eighth, sixteenth, and 7.ML.2 Scale dotted rhythms 7.ML.3 Intonation Reads notes on the staff in appropriate clefs 7.MR.1 7.CR.1 Tempo Consistently produce sung intervals 8.ML.1 Demonstrates the ability to sing a major scale Critique Make value judgments regarding music and music performance based on 8.ML.3 History specific criteria (rhythm, melody, harmony, tone color, expressive elements, 8.MR.1 8.CR.1 style) Culture Examines composer intent and origin in relation to specific repertoire Consistently demonstrates musician specific behaviors in all rehearsal and performance settings (ie. Focused attention, positive contribution to the ensemble, positive attitude) KEY TERMINOLOGY Diphthong Repertoire Timbre See Attached Vocabulary Lists Moderato Andante Legato Marcato

3 Developing Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Demonstrate increased awareness of diction? Understand principles of vocal blend, ensemble balance, and tonal resonance? Demonstrate increased proficiency in sight reading? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate increased skills of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? Consistently sustains attention, respect, and discipline during rehearsals and performances? PACING: 1 ST QUARTER CHORUS 2 Innovation, technology, and the Future Tone Consistently demonstrates correct tone, posture, and breath support 6.ML.1 Demonstrates the ability to discern and correct pitch discrepancy 6.ML.2 Pitch Consistently demonstrates correct production of vowels and consonants Intonation Identify tone, pitch and rhythm errors and make appropriate adjustments 6.CR.1 Expression Discern and correct inconsistencies in overall blend and balance Consistently practices sight reading exercises 7.ML.2 Gesture Interpret and perform expressive elements indicated by the musical score 7.ML.3 Interpretation and/or conductor 7.MR.1 7.CR.1 Critique Critique, using correct music vocabulary, changes in one s own or others 8.ML.1 musical performance resulting from practice or rehearsal Sight Singing Describes composer intent and origin in relation to specific repertoire 8.ML.3 Ensemble Consistently demonstrate appropriate behaviors as both a participant and 8.MR.1 as an audience member (ie. Focused attention, positive contribution to the 8.CR.1 Balance ensemble, positive attitude) Blend KEY TERMINOLOGY Diphthong Repertoire Timbre See Attached Vocabulary Lists

4 Applying Musical and Ensemble Concepts Demonstrate refinement of tone quality and intonation? Consistently perform with appropriate vocal blend, ensemble balance, and tonal resonance? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of the conductor? Demonstrate the ability to critique one s own performance quality? Consistently sustains attention, respect, and discipline during rehearsals and performances? Identify characteristics of music from a variety of styles and genres? Understand the role and function of music as related to technology, career planning, college preparation, and real world settings? PACING: 2 ND QUARTER CHORUS 2 Innovation, technology, and the Future Tone Consistently demonstrate correct tone, posture, and breath support 6.ML.1 Consistently demonstrate correct production of vowels and consonants 6.ML.2 Pitch Identify tone, pitch and rhythm errors and make appropriate adjustments Intonation Transfer expressive elements and performance techniques from one style 6.CR.1 Expression of music to another Interpretation Interpret and perform expressive elements indicated by the musical score 7.ML.2 and/or conductor 7.ML.3 Critique Critique, using correct music vocabulary, changes in one s own or others 7.MR.1 musical performance resulting from practice or rehearsal 7.CR.1 Ensemble Discuss how technology has changed the way we consume and perform 8.ML.1 Balance music 8.ML.3 Blend Discuss how music relates to the world outside of the music classroom 8.MR.1 Consistently demonstrate appropriate behaviors as both a participant and 8.CR.1 Technology as an audience member (ie. Focused attention, positive contribution to the Culture ensemble, positive attitude) KEY TERMINOLOGY See Attached Vocabulary Lists

5 ASSESSMENT RUBRIC 4 Points (Advanced) A score of four is a response in which the student demonstrates a thorough understanding of the music concepts and/or procedures embodied in the task. The student has responded correctly to the task, used musically sound procedures, and provided clear and complete explanations and interpretations. 3 Points (Proficient) A score of three is a response in which the student demonstrates an understanding of the music concepts and/or procedures embodied in the task. The students response to the task is essentially correct with the musical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical procedures or indications of some misunderstanding of the underlying music concepts and/or procedures. 2 Points (Basic) A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students work lacks an essential understanding of the underlying music concepts. 1 Point (Emerging) A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/or procedures embodied in the task. The students response is incomplete and exhibits many flaws. Although the students response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 Points A score of zero indicates that the student has provided a completely incorrect or non interpretable response or no response at all.

6 Vocal Music Performance Assignment Evaluation Form Student Name Exercise Circle the appropriate rating for each performance task. Average the ratings for the final score. Demonstrated correct posture Demonstrated correct vowel placement Demonstrated correct enunciation of lyrics Demonstrated correct breathing techniques / breath support Sang with appropriate tone quality Sang in a steady tempo Sang with correct intonation Sang proper phrases Sang prescribed articulations / dynamics Sang with confidence / pride Sang correct pitches Sang correct note / rest values TOTAL SCORE

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