Cavalites/Honors Cavalites Show Choir Syllabus CHS Music Department
|
|
- Benedict Jenkins
- 6 years ago
- Views:
Transcription
1 1 Cavalites/Honors Cavalites Show Choir Syllabus CHS Music Department Contact Information: Parents may contact me by phone, or visiting the school. Teacher: Mala Kennard Address: Phone Number: (740) ext Online: CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence. CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning Course Description and Prerequisite(s) from Course Handbook: Cavalites 654 (semester) State Course #120400, Level III Prerequisite: Audition Elective Grade: Graded Conventionally Credit: 1 Cavalites is a show choir that works to develop a close harmonic choral blend while being accompanied by CD tracks, piano or an instrumental combo (piano, drums, guitar, bass guitar and winds). The group learns choreography and staging to highlight the music. Cavalites perform at school concerts, series shows, civic events and competitions throughout the school year. Members of this group are also required to participate in OMEA solo and ensemble adjudicated events and are also encouraged to participate in another choral group. Students will be selected via an audition process which is held in the winter of the school year and may repeat the course upon completion of an additional audition. Students are required to purchase a uniform which will cost approximately $100 - $120. Honors Cavalites 657 (semester) State Course #120400, Level IV Prerequisite: Audition Elective Grade: Weighted Credit: 1 Students who have been part of Cavalites for the semester may request to be part of the Honors Cavalites with additional requirements, including performances, a formal research project and other assignments worthy of being an honors credit. These students attend the same class period as the regular Cavalites students. Honors students will still purchase a uniform the same as the other members of the group.
2 2 Big Ideas/Purpose per Unit and Essential Questions/Concepts per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. The Common Core Standards can be found at 1st 9 Weeks o Unit I Title: Music Notation Big Idea #1: Music notation is a language that must be mastered in order to perform music successfully. Essential Question #1: What is a music staff and notation in both Treble and Bass clef? Essential Question #2: How do you recognize and write in notation all intervals, major, minor and perfect? Big Idea #2: A select choir students should be able to sing and understand Solfeggio syllables. Essential Question #1: Sing a Chromatic scale in Solfeggio demonstrating the understanding of whole and half steps? Essential Question #2: Demonstrate singing all major, minor and perfect intervals in Solfeggio? o Unit II Title: Popular Vocal & Dance Techniques Big Idea #1: Understand and demonstrate the use of the human body as a vocal instrument. Essential Question #1: How is the body used to form correct posture, breath and vocal production? Essential Question #2: What are the vocal ranges for each choral voice? Essential Question #3: When listening to a vocal performance, what notations are used to describe problems? Big Idea #2: Understand and demonstrate the use of basic dance steps that are used in all dance styles. Essential Question #1: What are the eight basic dance steps? Essential Question #2: What are the five major forms of dance styles used by show choirs? Essential Question #3: How do you adjust the eight basic dance steps to fit different styles of music? 2nd 9 Weeks o Unit III Title: Rhythm & Interpretation Marks Big Idea #1: Rhythmic values and time signatures must be understood to perform music successfully.
3 3 Essential Question #1: What are the notes and rests used in duple, triple, and quadruple meter for simple time? Essential Question #2: What are the notes and rests used in duple, triple, and quadruple meter for compound time? Essential Question #3: What is the use of a dot or tie in rhythm and explain how it affects the value of a note? Big Idea #2: Interpretation markings add interest and vitality to choral music. Essential Question #1: How do you recognize and define Dynamic markings and explain how they affect a choir s performance of the music? Essential Question #2: How do you recognize and define Tempo markings and explain how they affects a choir s performance of the music? o Unit IV Title: Popular Vocal & Dance Skills Big Idea #1: Learning the Broadway Belt is a key technique which translates to all styles of popular singing. Essential Question #1: What is a belting technique and how it is used by a vocalist? Essential Question #2: What do the terms vocal quality and intonation mean? Essential Question #3: How does a choir keep the sound in tune and blended while belting? Big Idea #2: Dancing as a choir requires precision, showmanship and staging. Essential Question #1: What are the four types of songs that create a successful show choir set? Essential Question #2: What is showmanship and explain how it relates to a show choir s performance? Essential Question #3: Define the word staging and explain what constitutes an effective plan? END OF COURSE EXAM 3rd 9 Weeks (Honors) o Unit V Title: Keys & Triads Big Idea #1: Key signatures are the basis of melodic formation. Essential Question #1: What is the circle of fifths and how does it form the key signatures of all major scales? Essential Question #2: What is the difference between major and minor keys and explain how they are related? Essential Question #3: How is Solfeggio used to sing each kind of scale? Big Idea #2: Triads are the basic harmonic formation in choral music.
4 4 Essential Question #1: What is the difference between triads and chords? Essential Question #2: What are the primary triads in major & minor keys? Essential Question #3: How are primary chords sung in Solfeggio? o Unit VI Title: Show Choir Performance Big Idea #1: Applying the concepts of an adjudication model will assure a successful show choir performance. (Model used is the Iowa High School Music Association Show Choir Evaluation Form) Essential Question #1: How does the application of tone and intonation skills help a large group achieve a blended and balanced tone? Essential Question #2: How does rhythmic accuracy in singing help rhythmic accuracy in dancing? Essential Question #3: How does showmanship and stylistic elements enhance a show choir performance? Big Idea #2: A show choir student should be able to critique a performance using concepts learned from the IHSMA show choir model. Essential Question #1: What are the levels of adjudication and explain each level with terminology used during this semester? Essential Question #2: After viewing a performance, how do you assign and justify a level of adjudication to a group? 4th 9 Weeks (Honors) o Unit VII Title: Intermediate Music Notation/Basics of Pop Music Big Idea #1: An understanding of chords and how they are formed help the student basic pop music chord structure. Essential Question #1: How do you build a chord on each step of the major scale? Essential Question #2: What is the definition of the term inversion? Essential Question #3: What are the secondary triads and the quality of each chord? Big Idea #2: Show Choir has its beginnings in American popular music. Essential Question #1: How are the songs of Tin Pan Alley and Minstrel shows blended into a style that became Broadway? Essential Question #2: How did the Revue style grow into what we now know as show choir? Essential Question #3: How has the show choir style grown out of the Broadway idiom? o Unit VIII Title: Jazz Choral Vocal Techniques
5 5 Big Idea #1: A jazz vocal sound has a much different quality than a popular vocal sound. Essential Question #1: How does the vocal mechanism adjust to create a jazz vocal sound? Essential Question #2: What are the vocal idioms used in jazz music? Essential Question #3: What does the term improvisation mean and how does a singer master the practice? Big Idea #2: Markings in popular choral and jazz vocal music in particular aid the singer in accurately performing the style. Essential Question #1: What are the popular music markings that are used to aid the singer interpret a jazz vocal sound? Essential Question #2: How do you compose a four measure phrase where jazz markings are used to create a jazz sound? END OF COURSE EXAM Textbook: All choral music learned this semester Supplemental Textbook(s): One-Minute Sight-Singing, Beginning/Intermediate Level, Ronald & Holly Shaw-Slabbinck, Neil A. Kjos, publisher, 2010 Course Expectations Course Material Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Homework 10% Class work 10% End of Course Exam is 20% of a student s final grade. Grading Scale The grading scale for Chillicothe High School can be found in the student handbook. Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this year s tentative schedule is subject to change (at the teacher s discretion). 80% of the materials for assessment will be taken from the current literature students study during the nine week period. 1st 9 Weeks
6 6 Beginning of the Year Pre-Assessment Exam Unit I Title: Music Notation Notation Worksheet Solfeggio Writing: Chromatic and Specific Intervals Week 2: Marking Notation concepts in current literature Peer Review: Sing Chromatic Scale and Specific Intervals A cappella in Solfeggio Week 3: Project: Compose a melody using notation concepts Audio Recording: Singing Chromatic Scale and Specific Intervals Unit I Summative Assessment Unit II Title: Popular Vocal & Dance Techniques Week 5: Posture, Vocal Production and Dance Steps Worksheet Video & Aural Critique: Vocal Production and Dance Styles Week 6: Video Recording: Vocal Production and Dance Steps Peer Review: Vocal Production and Dance Steps Weeks 7-8: Project: Create a Dance Routine & Mark Vocal Production Areas Video Recording: Vocal Production & Dance Steps Week 9: Unit II Summative Assessment 2nd 9 Weeks Unit III Title: Rhythm & Interpretation Marks Rhythm Worksheet Interpretation Markings Worksheet Week 2: Marking rhythms and interpretation markings in current literature Peer Review: Clapping & Counting Rhythms and Singing literature using Interpretation Markings Weeks 3-4: Audio Recording: Clapping & Counting Rhythms Audio Recording: Singing current literature using Interpretation Markings Unit III Summative Assessment Unit IV Title: Popular Vocal & Dance Skills Week 5: Belting Worksheet Building a show choir set Worksheet
7 7 Week 6-7: Project: Preparing a Song in your Belt Voice Video Critique: Listening to show choirs using a Belt voice Week 8: Peer Review: Singing their Belt voice song Project: Building a Show Choir show using literature from online sources Week 9: Unit IV Summative Assessment END OF COURSE EXAM 3rd 9 Weeks (Honors) Unit V Title: Keys & Triads Circle of Fifths (Major & Minor) Worksheet Chord Worksheet Week 2-3: Marking Keys and Chords in current literature Peer Review: Singing in Solfeggio Scales and Chord Structure Unit V Summative Assessment Unit VI Title: Show Choir Performance Week 5: Tone, Articulation & Rhythm Worksheet IHSMA Adjudication Form Worksheet Week 6-7: Peer Review: Tone, Rhythmic Accuracy & Articulation Video Critique: Using the IHSMA form to critique Week 8-9: Unit VI Summative Assessment 4th 9 Weeks (Honors) Unit VII Title: Intermediate Music Notation/Basics of Pop Music Chord and Inverted Chord Worksheet Popular Music History Worksheet Week 2: Marking chords and inversions markings in current literature Project: Singing a Song from a Popular Historical Era Weeks 3-4: Audio Recording: Singing chords progressions in SATB Quartets Peer Review: Singing a Song critique for historical accuracy Unit III Summative Assessment END OF COURSE EXAM Unit VIII Title: Jazz Choral Vocal Techniques
8 8 Jazz Vocal Worksheet Popular Music Markings Worksheet Week 2: Marking jazz vocal markings in current literature Project: SATB quartet singing in a jazz vocal style Weeks 3-4: Audio Recording: Singing solo the Jazz Vocal idioms Peer Review: Singing in SATB quartet critique for stylistic accuracy Unit VIII Summative Assessment Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decisionmaking and help students move forward on their trajectory of learning. Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.
9 9 CHS Cavalites/ Honors Cavalites Show Choir Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): Student Signature: Parent/Guardian Name (please print): Parent/Guardian Signature: Date:
AP Music Theory Syllabus CHS Fine Arts Department
1 AP Music Theory Syllabus CHS Fine Arts Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Karen Moore Email Address: KarenL.Moore@ccsd.us Phone Number:
More informationMusic Appreciation Course Syllabus CHS Music Department
1 Music Appreciation Course Syllabus CHS Music Department Contact Information:Parents may contact me by phone, email or visiting the school. Teacher: Mr. Luke Furniss Email Address: luke.furniss@ccsd.us
More informationMusic Appreciation Course Syllabus CHS Music Department
1 Music Appreciation Course Syllabus CHS Music Department Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mr. Luke Furniss Email Address: luke.furniss@ccsd.us
More informationChorus 6- Beginning Level
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
More informationMUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS
MUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: Students will develop musical skills that enable them to be performers, consumers, recognize the value of music
More informationMUSIC DEPARTMENT. VOCAL MUSIC Concert Choir 1 x x x By Audition Bettendorf Singers 1 x x x x None Women s Chorale 1 x x x x None
MUSIC DEPARTMENT MUSIC COURSES CAN BE USED AS ELECTIVE CREDITS CONTENT MISSION STATEMENT: Students will develop musical skills that enable them to be performers, consumers, recognize the value of music
More informationOffice of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale.
Office of Curriculum, Instruction, and Technology Grade 10, 11, or 12 Prerequisite: Concert Choir or Chorale Credit Value: 5 ABSTRACT The primary focus of the course is to provide students with the opportunity
More informationCurriculum Mapping Subject-VOCAL JAZZ (L)4184
Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and
More informationCOURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique
UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.
More informationII. 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
More informationSCOPE & SEQUENCE Concert Choir High School
TEXTBOOK No textbook is used in this course. MUSIC STANDARD 1: Singing 1.1 Sing independently, maintaining accurate innation, steady tempo, rhythmic accuracy, appropriately-produced sound (timbre), clear
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral
More informationSCOPE & SEQUENCE Show Choir High School. MUSIC STANDARD 1: Singing
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
More informationGrade 5 General Music
Grade 5 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationAP Music Theory Syllabus
AP Music Theory Syllabus Instructor: T h a o P h a m Class period: 8 E-Mail: tpham1@houstonisd.org Instructor s Office Hours: M/W 1:50-3:20; T/Th 12:15-1:45 Tutorial: M/W 3:30-4:30 COURSE DESCRIPTION:
More informationMidway ISD Choral Music Department Curriculum Framework
Sixth Grade Choir The sixth grade Choir program focuses on exploration of the singing voice, development of basic sightreading skills, and performance and evaluation of appropriate choral repertoire represent
More informationMusic. Music Instrumental. Program Description. Fine & Applied Arts/Behavioral Sciences Division
Fine & Applied Arts/Behavioral Sciences Division (For Meteorology - See Science, General ) Program Description Students may select from three music programs Instrumental, Theory-Composition, or Vocal.
More informationPASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies
Throughout the year, students will master certain skills that are important to a student's understanding of Fine Arts concepts and demonstrated throughout all objectives. TEKS (1) THE STUDENT DESCRIBES
More informationWeek. Intervals Major, Minor, Augmented, Diminished 4 Articulation, Dynamics, and Accidentals 14 Triads Major & Minor. 17 Triad Inversions
Week Marking Period 1 Week Marking Period 3 1 Intro.,, Theory 11 Intervals Major & Minor 2 Intro.,, Theory 12 Intervals Major, Minor, & Augmented 3 Music Theory meter, dots, mapping, etc. 13 Intervals
More informationFINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Alignment
FINE ARTS Institutional (ILO), Program (PLO), and Course (SLO) Program: Music Number of Courses: 52 Date Updated: 11.19.2014 Submitted by: V. Palacios, ext. 3535 ILOs 1. Critical Thinking Students apply
More informationTEST SUMMARY AND FRAMEWORK TEST SUMMARY
Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: CHORAL Copyright 2016 by the Washington Professional Educator Standards Board 1 Washington Educator
More informationMMS 8th Grade General Music Curriculum
CONCEPT BENCHMARK ASSESSMENT SOUTH DAKOTA STANDARDS NATIONAL STANDARDS Music Review I will be able to identify music terminology and skills learned in previous grades. Music Review Quiz 3.1.A ~ read whole,
More informationMUSIC DEPARTMENT MUSIC PERSPECTIVES: HISTORY OF POPULAR MUSIC A/B /656600
MUSIC DEPARTMENT All courses fulfill the Fine Arts Credit. All music classes must be taken for the entire academic year. Many Music Classes may be taken for repeated credit. MUSIC PERSPECTIVES: HISTORY
More informationBAND Grade 7. NOTE: Throughout this document, learning target types are identified as knowledge ( K ), reasoning ( R ), skill ( S ), or product ( P ).
BAND Grade 7 Prerequisite: 6 th Grade Band Course Overview: Seventh Grade Band is designed to introduce students to the fundamentals of playing a wind or percussion instrument, thus providing a solid foundation
More informationChamber Orchestra Course Syllabus: Orchestra Advanced Joli Brooks, Jacksonville High School, Revised August 2016
Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Chamber Orchestra- Proficient. Students must register for
More informationCONTENT AREA: MUSIC EDUCATION
COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble
More informationSTRATFORD PUBLIC SCHOOLS Music Department AP Music Theory
HIGH SCHOOL Rhythm/Meter Major Scales/Key Signatures Intervals Minor Scales/Key Signatures Triads, Chord Inversions and Chord Symbols STRATFORD PUBLIC SCHOOLS Perform rhythmic patterns and phrases. Compose
More informationHonors Music Theory South Carroll High School : Fall Semester
Instructor: Mr. Stevenson Office: Band Room Office Hours: By Appointment Office Phone: 410-751-3575 E-Mail: JRSteve@carrollk12.org Honors Music Theory South Carroll High School 2015 2016: Fall Semester
More informationBeginning Choir. Gorman Learning Center (052344) Basic Course Information
Beginning Choir Gorman Learning Center (052344) Basic Course Information Title: Beginning Choir Transcript abbreviations: Beg Choir A / Beg Choir B Length of course: Full Year Subject area: Visual & Performing
More informationGrade Level 5-12 Subject Area: Vocal and Instrumental Music
1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short
More informationCurriculum Mapping Piano and Electronic Keyboard (L) Semester class (18 weeks)
Curriculum Mapping Piano and Electronic Keyboard (L) 4204 1-Semester class (18 weeks) Week Week 15 Standar d Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and
More informationWeek. self, peer, or other performances 4 Manipulate their bodies into the correct
Week 1 2 Marking Period 1 Week Administer beginning of year benchmark 21 Learning rhythmic notation through aural, visual, and kinesthetic activities 22 Marking Period 3 Reinforce proper breath control
More informationChamber Orchestra Course Syllabus: Orchestra Proficient Joli Brooks, Jacksonville High School, Revised August 2016
Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Stringed Orchestra. Students must register for Chamber Orchestra
More informationMusic 110: Introduction to the Elements of Music Fall 2008 Syllabus
Music 110: Introduction to the Elements of Music Fall 2008 Syllabus Instructor: Colleen Potter Monday and Wednesday, 9am to 10:15am Email: colleen.potter@yale.edu WLH 210 Mailbox: 143 Elm Street Office
More informationMusic (MUS) Courses. Music (MUS) 1
Music (MUS) 1 Music (MUS) Courses MUS 121 Introduction to Music Listening (3 Hours) This course is designed to enhance student music listening. Students will learn to identify changes in the elements of
More informationCHOIR Grade 6. Benchmark 4: Students sing music written in two and three parts.
CHOIR Grade 6 Unit of Credit: One Year P rerequisite: None Course Overview: The 6 th grade Choir class provides instruction in creating, performing, listening to, and analyzing music with a specific focus
More informationGeneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Choral Music
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Choral Music Mission Statement The mission of the Geneva C.U.S.D. 304 K-12 music education curriculum is to guide all students toward the
More informationMUSIC THEORY. Welcome to the Music Theory Class!
Welcome to the Music Theory Class! Music is a language many of us speak, but few of us understand its syntax. In Music Theory, we listen to great music, and we explore how it works. The premise is that
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music. 2. The student
More informationEASTERN ARIZONA COLLEGE Elementary Theory
EASTERN ARIZONA COLLEGE Elementary Theory Course Design 2018-2019 Course Information Division Fine Arts Course Number MUS 020 Title Elementary Theory Credits 2 Developed by Geoff DeSpain Lecture/Lab Ratio
More informationPERFORMING ARTS. Head of Music: Cinzia Cursaro. Year 7 MUSIC Core Component 1 Term
PERFORMING ARTS Head of Music: Cinzia Cursaro Year 7 MUSIC Core Component 1 Term At Year 7, Music is taught to all students for one term as part of their core program. The main objective of Music at this
More informationChoir Scope and Sequence Grade 6-12
The Scope and Sequence document represents an articulation of what students should know and be able to do. The document supports teachers in knowing how to help students achieve the goals of the standards
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
More informationGeneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Choral Music
Geneva CUSD 304 Content-Area Curriculum Frameworks Grades 6-12 Choral Music Mission Statement The mission of the Geneva C.U.S.D. 304 K-12 music education curriculum is to guide all students toward the
More informationMusic. Last Updated: May 28, 2015, 11:49 am NORTH CAROLINA ESSENTIAL STANDARDS
Grade: Kindergarten Course: al Literacy NCES.K.MU.ML.1 - Apply the elements of music and musical techniques in order to sing and play music with NCES.K.MU.ML.1.1 - Exemplify proper technique when singing
More informationDEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks
DEPARTMENT/GRADE LEVEL: Band (7 th and 8 th Grade) COURSE/SUBJECT TITLE: Instrumental Music #0440 TIME FRAME (WEEKS): 36 weeks OVERALL STUDENT OBJECTIVES FOR THE UNIT: Students taking Instrumental Music
More informationA.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter
Course Description: A.P. Music Theory Class Expectations and Syllabus Pd. 1; Days 1-6 Room 630 Mr. Showalter This course is designed to give you a deep understanding of all compositional aspects of vocal
More informationMHSIB.5 Composing and arranging music within specified guidelines a. Creates music incorporating expressive elements.
G R A D E: 9-12 M USI C IN T E R M E DI A T E B A ND (The design constructs for the intermediate curriculum may correlate with the musical concepts and demands found within grade 2 or 3 level literature.)
More informationAP Music Theory Syllabus
AP Music Theory 2017 2018 Syllabus Instructor: Patrick McCarty Hour: 7 Location: Band Room - 605 Contact: pmmccarty@olatheschools.org 913-780-7034 Course Overview AP Music Theory is a rigorous course designed
More informationGrade 4 General Music
Grade 4 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationMUSIC (MUAP, MUEN, MUSI)
Music (MUAP, MUEN, MUSI) 1 MUSIC (MUAP, MUEN, MUSI) Music Applied Private instruction on instruments and in voice is available to students majoring or minoring in music, and to other students who desire
More informationVoice : Review posture, breath, tone, basic vowels. Theory: Review rhythm, beat, note values, basic notations, other basic terms
Year At a Glance ic Grade Level I FIRST SEMESTER TEXTBOOK: Essential Elements for Choir, Book I by E. Crocker & J. Leavitt. Hal Leonard Co. Milwaukee, WI. 3 Weeks 1 st 3 weeks 2 nd 3 weeks 3 rd 3 weeks
More informationK-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education
K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate
More informationPrerequisites: Audition and teacher approval. Basic musicianship and sight-reading ability.
High School Course Description for Chamber Choir Course Title: Chamber Choir Course Number: VPA107/108 Curricular Area: Visual and Performing Arts Length: One year Grade Level: 9-12 Prerequisites: Audition
More informationASSESSMENTS: Teacher Observation Teacher check list Self/group critique Oral questioning Written evaluation
COURSE: Chorus GRADE(S): 6 UNIT: Criteria for Performance and Evaluation #6 Listening to, analyzing and describing music #7 Evaluating music and music performance #9.1 Production, Performance and Exhibition
More informationSENECA VALLEY SCHOOL DISTRICT CURRICULUM
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):
More informationMusic. Music-Instrumental
Music-Instrumental Program Description Students may select from three music programs Instrumental, Theory-Composition, or Vocal. Music majors are urged to take class lessons or private instruction in their
More informationCurriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.
Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will develop a technical vocabulary of music through essays
More informationFine Arts. Smyth County Schools Curriculum Map. Grade:9-12 Subject:Advanced Chorus
Standards 1st Quarter CAD.1 The student will demonstrate proper vocal technique as applied to advanced literature. CAD.2 The student will consistently perform with accurate intonation in solo and ensemble
More informationAdvanced Placement Music Theory Course Syllabus Greenville Fine Arts Center
Advanced Placement Music Theory Course Syllabus 2011-2012 Greenville Fine Arts Center Dr. Jon Grier Room #214 Phone: 355-2561 E-mail: jgrier@greenville.k12.sc.us or newertunes@hotmail.com Class Times:
More informationAP/MUSIC THEORY Syllabus
AP/MUSIC THEORY Syllabus 2017-2018 Course Overview AP Music Theory meets 8 th period every day, thru the entire school year. This course is designed to prepare students for the annual AP Music Theory exam.
More informationLesson 9: Scales. 1. How will reading and notating music aid in the learning of a piece? 2. Why is it important to learn how to read music?
Plans for Terrance Green for the week of 8/23/2010 (Page 1) 3: Melody Standard M8GM.3, M8GM.4, M8GM.5, M8GM.6 a. Apply standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
More informationCurriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I
Curriculum Development In the Fairfield Public Schools FAIRFIELD PUBLIC SCHOOLS FAIRFIELD, CONNECTICUT MUSIC THEORY I Board of Education Approved 04/24/2007 MUSIC THEORY I Statement of Purpose Music is
More informationCourse Outcome Summary
Course Information: Description: Instruction Level: 8 Prerequisites: Textbooks: Course : 8th Grade Band 8th Grade Band is a yearlong major performing organization and is available to all students. 8th
More informationAP Music Theory
AP Music Theory 2016-2017 Course Overview: The AP Music Theory course corresponds to two semesters of a typical introductory college music theory course that covers topics such as musicianship, theory,
More informationAP Music Theory Syllabus
AP Music Theory Syllabus Course Overview AP Music Theory is designed for the music student who has an interest in advanced knowledge of music theory, increased sight-singing ability, ear training composition.
More informationLos Angeles Valley College MUS 200: INTRO TO MUSIC THEORY
Los Angeles Valley College MUS 200: INTRO TO MUSIC THEORY FALL 2016 Tuesday/Thursday, 8:15am - 10:40am, M112 Timothy Herscovitch, professor E-mail and Phone: herscota@gmail.com / (818) 947-2346 (office)
More informationPRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2)
PRESCHOOL (THREE AND FOUR YEAR-OLDS) (Page 1 of 2) Music is a channel for creative expression in two ways. One is the manner in which sounds are communicated by the music-maker. The other is the emotional
More informationEnduring Understanding. Resources/ Mentors/ Texts. Essential. How do musicians. Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music
Spring Lake High School Curriculum Map 9 th -12th Grade Vocal Music ASSESSMENTS Exams - given three times per year Music Theory/Music History quizzes bimonthly Sight Reading evaluations three times per
More informationContent Area Course: Chorus Grade Level: Eighth 8th Grade Chorus
Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal
More informationMusic Program. Music Elective Courses. Beginning Guitar Beginning Piano. Beginning Piano History of Music Through Listening
Music Program Music Elective Courses Course First Semester Second Semester Grades 9-12 American Popular Music of the 20 th Century American Popular Music of the 20 th Century Beginning Guitar Beginning
More informationFormative Assessment Packet
Packet Teacher Worksheet For each musical concept, there are several formative assessments, one corresponding rubric, and one teacher record sheet. Concepts addressed in the formative assessments include
More informationIntermediate Piano Syllabus and Course Outline
Intermediate Piano Syllabus and Course Outline Instructor: David Joseph Email: djoseph@ggusd.us Phone #: 714 767 4516 Room: 403 Period: 0 Textbook: Palmer, Manus, and Amanda Vick Lethco. Adult All In One
More informationGENERAL MUSIC 6 th GRADE
GENERAL MUSIC 6 th GRADE UNIT: Singing The student - Establishes Singing Voice differentiates between singing and speaking voice participates in class singing - Matches Pitch sings in unison sings alone
More informationSaint Patrick High School
Saint Patrick High School Curriculum Guide Department: Music Grade and Level: 9-12 Class: Honors Choir Term (Semester or Year): Year Required Text: Music scores are provided by the school Additional Resources
More informationCOURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE:
COURSE TITLE: CONCERT CHOIR GRADES 9-12 LENGTH: FULL YEAR SCHOOLS: RUTHERFORD HIGH SCHOOL RUTHERFORD, NEW JERSEY DATE: SPRING 2015 CONCERT CHOIR - 2 Rutherford High School Rutherford, NJ CONCERT CHOIR
More informationAdvanced Placement Music Theory
Office of Curriculum and Instruction Advanced Placement Music Theory Prerequisite: Honors criteria and demonstrated proficiency in performance of requisite skills Credit Value: 5 ABSTRACT Students in Advanced
More informationNOT USE INK IN THIS CLASS!! A
AP Music Theory Objectives: 1. To learn basic musical language and grammar including note reading, musical notation, harmonic analysis, and part writing which will lead to a thorough understanding of music
More informationMUS100: Introduction to Music Theory. Hamilton High School
MUS100: Introduction to Music Theory Hamilton High School 2016-2017 Instructor: Julie Trent Email: Trent.Julie@cusd80.com Website: http://mychandlerschools.org/domain/8212 Office: H124A (classroom: H124)
More informationAP Music Theory at the Career Center Chris Garmon, Instructor
Some people say music theory is like dissecting a frog: you learn a lot, but you kill the frog. I like to think of it more like exploratory surgery Text: Tonal Harmony, 6 th Ed. Kostka and Payne (provided)
More informationMUSIC (MUS) Music (MUS) 1
Music (MUS) 1 MUSIC (MUS) MUS 2 Music Theory 3 Units (Degree Applicable, CSU, UC, C-ID #: MUS 120) Corequisite: MUS 5A Preparation for the study of harmony and form as it is practiced in Western tonal
More informationCourse Description: This course is the study of instrumental music in a concert band setting.
The major objective of the Music Department is to cultivate, educate and nurture the musical talent and creativity of students. We will accomplish this through performance excellence, music literacy, history
More informationCourse Objectives The objectives for this course have been adapted and expanded from the 2010 AP Music Theory Course Description from:
Course Overview AP Music Theory is rigorous course that expands upon the skills learned in the Music Theory Fundamentals course. The ultimate goal of the AP Music Theory course is to develop a student
More informationSMCPS Course Syllabus
SMCPS Course Syllabus Course: High School Band Course Number: 187123, 188123, 188113 Dates Covered: 2015-2016 Course Duration: Year Long Text Resources: used throughout the course Teacher chosen band literature
More informationStrand 1: Music Literacy
Strand 1: Music Literacy The student will develop & demonstrate the ability to read and notate music. HS Beginning HS Beginning HS Beginning Level A B C Benchmark 1a: Critical Listening Skills Aural Discrimination
More information6 th Grade Band including Beginning Band
6 th Grade Band including Beginning Band 6 th grade Concert Band is a full year class. The full ensemble will rehearse a minimum of twice per week. Students electing Band/Chorus will rehearse during the
More informationProgram of Studies
The major objective of the Department is to cultivate, educate and nurture the musical talent and creativity of students. We will accomplish this through performance excellence, music literacy, history
More informationOskaloosa Community School District. Music. Grade Level Benchmarks
Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop
More informationMUSIC (MUS) Credit Courses. Music (MUS) 1. MUS 110 Music Appreciation (3 Units) Skills Advisories: Eligibility for ENG 103.
Music (MUS) 1 MUSIC (MUS) Credit Courses MUS 100 Fundamentals Of Music Techniques (3 Units) Learning to read music, developing aural perception, fundamentals of music theory and keyboard skills. (Primarily
More informationMIDDLE SCHOOL CHORAL
MIDDLE SCHOOL CHORAL LENGTH OF TIME: one year, three-40 minute lesson per 6-day cycle GRADE LEVEL: 6-8 COURSE STANDARDS: will: 1. Define symbols and terminology encountered in vocal music. (NMCS 7,8,9;
More informationCourse Syllabus Phone: (770)
Alexander High School Teacher: Andy Daniel AP Music Theory E-mail: andy.daniel@douglas.k12.ga.us Course Syllabus 2017-2018 Phone: (770) 651-6152 Course Overview/Objectives: This course is designed to develop
More informationClass 12, Fri. 2/10 Objectives: Increase speed and accuracy of melodic, rhythmic, and
Syllabus: Advanced Solfege II Advanced Solfege II, 57-186, Spring 2012 10:30 A.M., Room 102 C.F.A. Class 1, Mon.1/16 World drumming - ensembles and improvisation Complete student information forms. Objectives:
More informationMusic Curriculum Kindergarten
Music Curriculum Kindergarten Wisconsin Model Standards for Music A: Singing Echo short melodic patterns appropriate to grade level Sing kindergarten repertoire with appropriate posture and breathing Maintain
More informationMADISON PUBLIC SCHOOLS. Madison Junior School Band
MADISON PUBLIC SCHOOLS Madison Junior School Band Authored by: John Leister Reviewed by: Lee Nittel, Director of Curriculum and Instruction Stacy Snider, Supervisor of Visual and Performing Arts Adopted
More informationAdvanced Placement Music Theory
Page 1 of 12 Unit: Composing, Analyzing, Arranging Advanced Placement Music Theory Framew Standard Learning Objectives/ Content Outcomes 2.10 Demonstrate the ability to read an instrumental or vocal score
More informationPrince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus
Prince George s County Public Schools 1 st Grade Vocal and General Music Course Syllabus Prerequisites: Kindergarten Vocal General Music Course Description: The Vocal General Music program of instruction
More informationPASADENA INDEPENDENT SCHOOL DISTRICT Fine Arts Teaching Strategies
Throughout the year, students will master certain skills that are important to a student's understand ng of Fine Arts concepts and demonstrated throughout all objectives. Perception Objective 4 8.1 THE
More informationGrade 3 General Music
Grade 3 General Music Description Music integrates cognitive learning with the affective and psychomotor development of every child. This program is designed to include an active musicmaking approach to
More informationNUMBER OF TIMES COURSE MAY BE TAKEN FOR CREDIT: One
I. COURSE DESCRIPTION Division: Humanities Department: Speech and Performing Arts Course ID: MUS 201 Course Title: Music Theory III: Basic Harmony Units: 3 Lecture: 3 Hours Laboratory: None Prerequisite:
More informationMurrieta Valley Unified School District High School Course Outline February 2006
Murrieta Valley Unified School District High School Course Outline February 2006 Department: Course Title: Visual and Performing Arts Advanced Placement Music Theory Course Number: 7007 Grade Level: 9-12
More information