WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music

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1 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #1 -- Vocal Technique Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal technique What are the elements of a comprehensive vocal warm-up? What is the correct position of the tongue for singing? The larynx? The soft palate? The rib cage? How can the understanding of human anatomy as it pertains to vocal pedagogy improve the quality of one s singing? STANDARD MU:Pr4.1.E MU:Pr4.3.E MU:Pr5.3.E MU:Pr6.1.E PA A PA B PA C PA G PA H CONCEPTS Eligible Content & Skills Identify and demonstrate appropriate posture, breathing mechanics, and diction. Demonstrate correct tone production and provide selfanalysis of individual vocal goals. Identify the components of a comprehensive warm-up routine. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the key elements found in a comprehensive vocal warm-up? What individual goals do you have for yourself as a singer? How does the singer change their technique for different genres of music? What are the ways a singer can injure their voice? RESOURCES/ MATERIALS Selected repertoire The Structure of Singing Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Posture Breath Control Diction Tone Quality Warm-Up Major Minor Larynx Sinus Projection Resonance Release Range Soprano Alto Tenor Bass TIER 3 Vocal Folds Onset -soft -hard -balanced Glottal Aspirated Diaphragmatic

2 UNIT: Unit #1 -- Vocal Technique Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal technique What are the elements of a comprehensive vocal warm-up? What is the correct position of the tongue for singing? The larynx? The soft palate? The rib cage? How can the understanding of human anatomy as it pertains to vocal pedagogy improve the quality of one s singing? CONCEPT Identify and demonstrate appropriate posture, breathing mechanics, and diction. Demonstrate correct tone production and provide self-analysis of individual vocal goals. Identify the components of a comprehensive warm-up routine. COMMON FORMATIVE Regular audio recordings to which students/faculty will listen and reflect and derive new goals. Written/recorded eportfolio entries (goal statements and reflection) Teacher observation and immediate feedback. COMMON SUMMATIVE Performance assessments Concert performances Warm-up project TECHNOLOGY RESOURCES Google Drive/Classroom Music Department Website Audio Recording Device

3 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #2 -- Music Literacy Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of music. How can our understanding of the elements of music make us stronger singers, performers, listeners, and communicators? How can our understanding of the elements of music increase our appreciation and comprehension for diverse societal, cultural, and political entities? Why is it important to read and write the language of music? How is music a form of communication? STANDARD MU:Pr4.2.E MU:Pr4.3.E MU.Pr5.3.E MU.Pr6.3.E PA A PA B PA C PA G PA H CONCEPTS Eligible Content & Skills Identify and define articulation symbols. Increase fluency of acquiring new material. Identify and define foreign language music terms. Demonstrate the understanding of major and minor key signatures and scale construction. Perform, with steady pulse and accurate intonation, the major, natural minor, harmonic minor, and melodic minor scale form. Identify and accurately perform rhythm patterns. Identify and describe note names. Identify simple form and harmony through score analysis. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the names of the notes in the treble and bass clef? How does understanding the structure and context of musical works inform performance? How do the various articulation symbols affect performance? How does scale construction relate to key signatures? What are the similarities and differences between major, natural minor, harmonic minor and melodic minor? RESOURCES/ MATERIALS Selected repertoire Teaching Music Through Performance in Choir Publishing company materials Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Tempo Dynamics Articulation Form Structure Accent TIER 3 Adagio Andantino Moderato Allegretto Allegro Vivace Presto Accelerando Fermata Ritardando Rubato Tenuto Piano Forte Sforzando Niente Pesante Giocoso Maestoso Sempre Tutti Ballad Fugue Sonata Consonance Triad

4 UNIT: Unit #2 -- Music Literacy Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of music How can our understanding of the elements of music make us stronger singers, performers, listeners, and communicators? How can our understanding of the elements of music increase our appreciation and comprehension for diverse societal, cultural, and political entities? Why is it important to read and write the language of music? How is music a form of communication? CONCEPT Identify and define articulation symbols. Increase fluency of acquiring new material. Identify and define foreign language music terms. Demonstrate the understanding of major and minor key signatures and scale construction. Perform, with steady pulse and accurate intonation, the major, natural minor, harmonic minor, and melodic minor scale form. Identify and accurately perform rhythm patterns. Identify and describe note names. Identify simple form and harmony through score analysis. COMMON FORMATIVE Students keep a log of their personal music terms/theory inventory in the choir folder Frequently sight-read new material with teacher guidance and specific timely feedback on progress/revised goal setting. Progress monitoring via Google Drive/Classroom and eportfolio COMMON SUMMATIVE Terminology test (by marking period) Theory test (by marking period) Performance assessment TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Audio recording device

5 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: Concert Choir UNIT: Unit #3 Sight Singing Achieving proficiency and fluency in reading advanced notation significantly enhances a singer s performance appreciation of sophisticated music from varying styles and traditions. How can understanding pitch relationships and advanced music notation make us better singers, performers, and global learners? How can proficiency in sight-singing enable us to master advanced choral repertoire from diverse cultural sources? How can sight-reading fluency increase the learner s academic performance in other classes? STANDARD MU:Re7.1.E MU:Re8.1.E MU:Pr4.2.E MU:Pr4.3.E MU:Pr5.3.E PA A PA C PA G CONCEPTS Eligible Content & Skills Read and perform complex melodies and harmonies applicable to their performance level. Read and perform with reasonable accuracy the correct rhythms of selected vocal exercises. Sing an independent vocal part. Sing an independent vocal part combined with other vocal parts. Apply acquired sight-singing skills to choral repertoire. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What are the eight pitches found in the diatonic scale? What are the eight Curwen hand signs that correspond with the Kodály Syllables? What intervals are particularly challenging to sing? RESOURCES/ MATERIALS Selected sight singing etudes Selected repertoire TIER 2 Interval Skip Step Major Minor Augmented Diminished Perfect Melody Rhythm TIER 3 Solfeggio syllables -Do -Re -Mi -Fa -Sol -La -Ti Chromatics Algorithm

6 UNIT: Unit #3 Sight Singing Achieving proficiency and fluency in reading advanced notation significantly enhances a singer s performance appreciation of sophisticated music from varying styles and traditions. How can understanding pitch relationships and advanced music notation make us better singers, performers, and global learners? How can proficiency in sight-singing enable us to master advanced choral repertoire from diverse cultural sources? How can sight-reading fluency increase the learner s academic performance in other classes? CONCEPT Read and perform complex melodies and harmonies applicable to their performance level. Read and perform with reasonable accuracy the correct rhythms of selected vocal exercises. Sing an independent vocal part. Sing an independent vocal part combined with other vocal parts. Apply acquired sight-singing skills to choral repertoire. COMMON FORMATIVE Teacher observation and immediate feedback Teacher guidance with specific and timely feedback on progress/revised goal setting. COMMON SUMMATIVE Performance assessments Sight Singing Jury TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Audio recording device Sight Reading Materials

7 WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music COURSE NAME: HS Vocal Music Ensembles UNIT: Unit #4 Elements of Music Performance The study, analysis and resulting performance of choral literature contributes not only to a comprehensive music education, but also to the appreciation and respect of the other world cultures and societies. Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. How can our experience in singing in diverse languages enable us to understand other cultures and societies? How can a varied repertoire create a comprehensive choral experience for the listener? How do musicians select repertoire? What factors influence a performer s musical interpretation and how do they arrive at the observed criteria? STANDARD MU:Pr4.1.E MU:Pr4.2.E MU:Pr4.3.E MU:Pr4.4.E MU:Pr4.5.E MU:Pr6.1.E PA 9.1 PA 9.2 PA 9.3 PA 9.4 CONCEPTS Eligible Content & Skills Perform music from a variety of cultures and languages paying respect to accuracy of language and pronunciation and specific performance customs. Display synthesis of all technical elements of music in addition to appropriate conduct, focus, and effort during performance. Adjust vocal and performance technique in order to reflect the individuality of each piece of music. Express verbally or in written form critique and analysis of the performance, and how ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What role does my voice play in the choir? How can my personal vocal technique contribute or detract from the ensemble effort? What can we learn about other cultures through their music and language? How does the performance of both sacred and secular music contribute to our appreciation of music? How does my individual effort benefit the whole ensemble? How does my individual behavior as a performer affect the musical performance? RESOURCES/ MATERIALS Selected repertoire Teaching Music Through Performance in Choir Publishing company materials Program notes Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) TIER 2 Style Genre Difficulty Form Rondo Binary Ternary Theme and variations Worth Value Melody Harmony Interpret Antiquity Medieval Renaissance Baroque Classical Romantic Contemporary TIER 3 Aesthetic Fugue Motet

8 successful the choir and the individual were at integrating all the elements necessary to create a performance of high quality. Determining aesthetic worth. When is a performance judged ready to present? eportfolio via Google Drive

9 UNIT: Unit #4 Elements of Music Performance The study, analysis and resulting performance of choral literature contributes not only to a comprehensive music education, but also to the appreciation and respect of the other world cultures and societies. Performers interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire. To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria. Analyzing creators context and how they manipulate elements of music provides insight into their intent and informs performance. How can our experience in singing in diverse languages enable us to understand other cultures and societies? How can a varied repertoire create a comprehensive choral experience for the listener? How do musicians select repertoire? What factors influence a performer s musical interpretation and how do they arrive at the observed criteria? CONCEPT Perform music from a variety of cultures and languages paying respect to accuracy of language and pronunciation and specific performance customs. Display synthesis of all technical elements of music in addition to appropriate conduct, focus, and effort during performance. Adjust vocal and performance technique in order to reflect the individuality of each piece of music. Express verbally or in written form critique and analysis of the performance, and how successful the choir and the individual were at integrating all the elements necessary to create a performance of high quality. Determining aesthetic worth. COMMON FORMATIVE Teacher observation and immediate feedback Progress monitoring via Google Drive/Classroom and eportfolio. COMMON SUMMATIVE Students create a sample concert program with a brief written justification for the selection of each piece. Students write program notes for at least one concert selection (framing/providing context for the performance) TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM Vocal Music

10 UNIT: Unit #5 Connecting to Music Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding to music. Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding to music. How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? STANDARD MU:Cn10.0.H MU:Cn11.0.T PA 9.2 PA 9.3 PA 9.4 CONCEPTS Eligible Content & Skills Students are asked to respond to music in meaningful ways through classroom discussion and recorded journal entries. This process requires synthesis of all musical knowledge and the ability to relate music and music making to their personal lives. Success and depth of response in this unit will increase as students are exposed to the elements of the "Music Literacy" unit. ESSENTIAL QUESTIONS A = Acquisition ET = Extended Thinking What compositional techniques are at work in the piece? (ie. canon, fugue, chaconne, etc.) What are the characteristics of each style period? Does a composition have special significance to a person, place or event? How does this music make me feel? Does this music remind me of personal experiences from my own life? Is/was a composition aesthetically pleasing with regard to known characteristics of the style period? Has the purpose (or function) of a composition changed or taken on new meaning since it was composed? RESOURCES/ MATERIALS Audio recordings Print music (anthologies, collections, performance repertoire, etc.) Portable music technology (computer stations, mobile phones, tablets, ipods, etc.) eportfolio via Google Drive TIER 2 Canon Round Melody Harmony Theme and variations Texture Motive Multi-movement TIER 3 Chaccone Fugue -Subject -Countersubject -Episode Rondo Sonata allegro Theme and variations

11 UNIT: Unit #5 Connecting to Music Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding to music. Understanding connections to varied contexts and daily life enhances musicians creating, performing, and responding to music. How do musicians make meaningful connections to creating, performing, and responding? How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music? CONCEPT Students are asked to respond to music in meaningful ways through classroom discussion and recorded journal entries. This process requires synthesis of all musical knowledge and the ability to relate music and music making to their personal lives. Success and depth of response in this unit will increase as students are exposed to the elements of the "Music Literacy" unit. COMMON FORMATIVE Guided classroom discussion Written journal entries to the student eportfolio (via Google Drive/Classroom) COMMON SUMMATIVE Semester reflection based upon previous entries. TECHNOLOGY RESOURCES Google Drive/Classroom Music Department website Video streaming service Audio recordings Video recordings

Content Area Course: Chorus Grade Level: 9-12 Music

Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing