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 diction, and correct posture 1.2 Sing expressively with appropriate dynamics, phrasing, and interpretation 1.3 Sing from memory a variety of songs representing genres and styles from diverse cultures and hisrical periods tempo marking definitions rhythmic notation and their values appropriate way say words when singing correct posture when singing how produce vocal sound that maintains nal center look up tempo marking definitions practice music at different tempos practice rhythmic sequences do vocal exercises improve vocal sound practice saying the words demonstrate correct posture Students Will Know definition of dynamic symbols definition of a phrase and how sing through one how good musicians interpret music use appropriate dynamics and phrasing according the music being performed interpret their musical performances according the appropriate musical style all music be performed from memory practice the notes and words in every class present a short paper on musical style, hisrical musical periods and cultural music depending on music chosen be sung in Lecture on notation and rhythm values Students practice producing and listening good vocal sound Sight-singing Vocal warm-ups Students perform music appropriately Practice clapping rhythmic sequences Practice four part harmonization Practice using good diction Lecture about dynamics, phrasing and musical interpretation Student demonstration of different levels of dynamics and phrasing Student demonstration of musical interpretation as it relates musical style Practice singing the notes and words the songs every class Practice singing music in different styles from a variety of cultures throughout the school year Vocal quiz Public performance Vocal quiz Successful musical performance Successful musical performance Ocber To November To Page 1 of 9
1.4 Sing ostinas, partner songs, rounds and simple two-part songs, with and without accompaniment 1.5 Sing in groups, blending vocal timbres, matching dynamic levels, and responding the cues of a conducr 1.6 Sing independently with increased accuracy, expanded breath control, and extended vocal range performance perform music in concert in the appropriate musical style, hisrical context and cultural context how sing rounds, ostinas, and partner songs what an ostina is how sing with and without accompaniment vocal warm-ups using ostina, and rounds sing music for performance and sing vocal exercises with and without accompaniment what vocal blend is and what the difference between solo singing and ensemble singing the musical symbols and how produce different levels of sound according the music and conducr s cues vocal warm ups using vowels at different sound levels practice music following sound markings practice following the cues of the direcr their vocal range how extend their vocal range over time with growth and limbering their vocal chords using vocal exercises vwhat breathe control is and how use it over a period of musical time how sing independently Demonstrate vocal exercises using rounds, and ostina Practice warm-ups using rounds like Jubilate Practice and perform music and vocal exercises with and without accompaniment Having students follow conducting cues for sound level Have students sing chords in four parts listening blend on open vowels Test students for vocal range Practice vocal exercises Write in breath markings in music Vocal performance Vocal performance Vocal duets/trio quizzes Ocber Page 2 of 9
1.7 Sing with expression and technical accuracy a reperire of vocal literature with a level of difficulty of 2, on a scale of 1 6 (level 3 for choral ensemble), including some songs performed by memory* 1.8 Sing music representing diverse genres and cultures, with expression appropriate for the work being performed, and using a variety of languages 1.9 Sing music written in two and three parts (up four parts in choral ensemble), with and without accompaniment 1.10 Sing with expression and technical accuracy a large reperire of vocal literature representing various genres, style, cultures, and hisrical periods, with a difficulty of 4, on a scale of 1 6, including works performed by memory. vocal warm ups practice breathing exercises take note of breathe markings in music be performed music from a variety of sources, and cultures in varied musical styles music for fall, the holidays, mid-winter, spring and graduation and others as required by district music from worldwide cultures music in foreign languages such as Spanish, German Japanese, Russian, Native American music in different styles and meter (latin music, Indian music, native American music, African music voice parts and their ranges (SATB) which part they sing best how sing with another voice part practice warm ups using two, three and four parts harmony perform music that is SA, SAB and SATB at least one piece per season, depending on grouping that is at level four practice learning a piece that is level four Music ordered will be at least level 2 All musical performances are sung from memory Music ordered will be from a variety of cultures and in a variety of styles and meters Students will be tested find out vocal range Students will perform music that is SA, SAB and SATB Music ordered for performance will be level four, if group is able perform piece accurately from memory it will make it a concert performance Musical performance Musical performance Vocal duets/trios Musical performance Solo testing one on one Vocal duets/trios Sectional rehearsals performance MAy December May Page 3 of 9
1.11 Sing music written in four parts, with and without accompaniment. which vocal part they sing significance of SATB practice music with and without accompaniment in four parts sing in a section of one of the voice parts Students will be assigned vocal part Students will practice music as a section Students will practice music in two parts and then parts will be added as each section gains confidence alone Vocal duets/trios performance 1.12 Demonstrate well-developed ensemble skills. 2.1 Demonstrate and respond : the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests 2.2 Use a system (syllables, numbers, or letters) read and sing at sight simple pitch notation in the treble clef requirement for ensemble performance sign out and maintain wardrobe cooperate with direcr and peers be on time for performance warm up and concert know personal responsibilities for concert such as where stand, not talk, be professional in front of the public have all music memorized Students will be given class expectations which details ensemble requirements Expectations will be repeated each class and wardrobe will be checked by choir officers and direcr MUSIC STANDARD 2: Reading and Notation what beat, meter and rhythmic notation are demonstrate their knowledge through music performance and rhythm exercises Kodaly scale and number scale treble clef scales as warm ups Students will be given rhythm exercises practice in class Written test Sight reading exercises Students will sing scales using dore-mi and numbers Students will define al clefs Written test Class participation Written test Vocal warm ups Western District Auditions Ocber Page 4 of 9
2.3 Identify symbols and traditional terms referring dynamics, tempo, and articulation and interpret them correctly when performing 2.4 Use standard symbols notate meter, rhythm, pitch, and dynamics in simple patterns performed by the teacher 2.5 Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, 9/8, and alla breve meter signatures 2.6 Read and sing at sight simple melodies and intervals in both the treble and bass clefs definitions of musical terms found in their vocal scores that refer dynamics, tempo, articulation and interpretation listen and practice examples of these terms in the music they will perform standard musical symbols for meter, rhythm, pitch and dynamics listen examples performed by teacher on piano and listen examples from prerecorded music practice reading standard notation in music being learned for performance meter signatures perform music that use different meters exercises in class using different meters definition of an interval role of treble and bass clef how sight read simple melodies practice sight reading exercises practice intervals in vocal warm ups Listen CDs of music using dynamics, tempo, and articulation Practice examples of different dynamics, tempos, and articulations, and apply it music being performed Practice rhythm exercises, pitch examples and dynamics as provided by teacher from samples of Western District and All State sight singing examples and from music be performed in the year s concerts Repetition Imitation Practice meter examples using rhythms on the whiteboard Practice meter examples using clapping from the whiteboard and from music be performed Students will sing in trios and quartets using chords for ear training for innation Lecture Sight-singing examples as found in Western District and All State literature Written test Competitions/Adjudication Class participation Vocal duets/trios quizzes zes Page 5 of 9
2.7 Identify, define, and use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression how identify and define all elements of standard notation sing music showing understanding of the elements of standard notation Practice using dynamics, tempo, articulation. Practice reading pitches as notated. zes Vocal duet/trio quizzes 2.8 Use standard notation record their own musical ideas and those of others Standard not addressed in this course 2.9 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a difficulty level of 2 on a scale of 1 6* how begin sight read music accurately and expressively Rubric Vocal quizzes 2.10 Demonstrate the ability read an instrumental or vocal score of up four staves by describing how the elements of music are used. 2.11 Read and sing at sight moderately difficult melodies, all intervals and their inversions from unison through an octave, and triads and their inversions in arpeggiated form. perform music accurately at level 2 in a vocal ensemble definition of SATB differences between the bass clef and treble clef how describe the elements of music needed create a final vocal performance listen discussion, listen music examples, practice their music parts, memorize words and music for musical performances definition of an interval definition of unison interval how sing arpeggios in triads how begin learn how sight sing Practice sight singing exercises Practice sight reading new music Vocal warm-ups using arpeggios Practice intervals and rhythms be incorporated in sight singing from sight singing exercises. Practice music for concerts by listening and sight singing the appropriate parts separately and gether Practice their parts separately and gether. Perform examples of the elements of music being used in each piece be performed. Have students repeat and imitate the elements of music expected be heard in each musical piece Practice intervals and arpeggios in vocal warm ups Demonstrate different intervals and method remember each (such as a fourth is Here Comes the Bride, a sixth is the advertising tune for NBC) Vocal performance Class participation Class participation Chord harmonization/innation vocal rubric January Page 6 of 9
2.12 In a choral/instrumental ensemble or class: sight-read, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 6*. 3.11 Perform with expression and technical accuracy a large reperire of solo and ensemble literature representing various genres, styles, and cultural and hisrical periods, with a level of difficulty of 4, on a scale of 1 6*. Practice sight reading examples from Western District and All State music which is level 3 learn their parts in music of at least level 3 sing their parts accurately and expressively Practice their parts alone, in duets or trios, as a section, and as an ensemble MUSIC STANDARD 3: Playing Instruments vocal music from various genres, styles, hisrical periods and cultures one musical piece from level four perform music from other countries such as Russia, Mexico, Venezuela, France, Japan, Cuba and so forth perform music in many different styles and hisrical periods such as the Renaissance, the Baroque, the Classic, Modern, Jazz, Country, Pop and so forth expose students a world of music students will practice one piece at level 4 Program and order varied styles and periods of music be performed some music that students will immediately like and some for their education that they will come like Budget for next year s music requirements Vocal quiz Final performance Concert competitions/adjudications Student discussions December May 3.12 Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. how behave and participate as part of a vocal ensemble participate and perform in a vocal ensemble Define concert behavior, concert wardrobe and performance expectations every day in class and in written class expectations that is signed and returned by parents and students rubric Class expectations Page 7 of 9
3.13 Perform in small ensembles with one student on a part. their part well enough sing one person a part demonstrate their own singing abilities vocal duets or trios exhibit music and words have been learned Choose students who are comfortable singing gether Have students sing in larger sections at the beginning and pare down the group as time and confidence in the music and ensemble develops Vocal duets/trios MUSIC STANDARD 4: Improvisation and Composition By the end of Basic Study: 4.11 Improvise stylistically appropriate harmonizing parts. 4.12 Improvise rhythmic and melodic variations on given melodies in pentanic, major, and minor nalities. 4.13 Improvise original melodies over given chord progressions consistent in style, meter, and nality. 4.14 Compose music in several distinct styles using the elements of music for expressive effect. 4.15 Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of sound sources. By the end of Extended Study: 4.16 Improvise stylistically appropriate harmonizing parts in a variety of styles. 4.17 Improvise rhythmic and melodic variations on given melodies in pentanic, major, minor, and modal nalities. Standards not addressed in this course 4.18 Improvise original melodies in a variety of styles, over given chord progressions consistent in style, meter, and nality. 4.19 Compose and arrange music, demonstrating imagination and technical skill in applying the principles of composition. Standards not addressed in this course 4.20 Demonstrate an understanding of choral and instrumental scoring in composition. Page 8 of 9
By the end of Basic Study: 5.12 Demonstrate an understanding of how musical elements interact create expressiveness in music. 5.13 Demonstrate knowledge of the technical vocabulary of music. 5.14 Listen performances of extended length and complexity with proper attention and audience procol. Gateway Regional School District MUSIC STANDARD 5: Critical Response how the elements of music work gether create music and musical performances perform vocal music in concerts at least twice a year for Gateway audiences elements of music and music vocabulary perform music exhibiting the elements of music, take a quiz demonstrating knowledge of music vocabulary audience behavior expectations attend at least one professional performance outside of Gateway exhibit behavior expectations and learn about professional standards Schedule and prepare students for concerts throughout the school year including the Senior Citizen s Concert, the Holiday Concert, Spring Concert, and Graduation and any other opportunities share vocal music with the Gateway district audiences Define vocabulary Demonstrate examples of each term Use flashcard help students study and review for quiz Schedule professional concert for students attend, get permission from administration/school committee and raise money/collect money for trip By the end of Extended Study: 5.15 Analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive. 5.16 Demonstrate the ability perceive, remember, and describe in detail significant occurrences in a given aural example. 5.17 Compare and contrast ways in which compositional devices and techniques are used in two or more examples of the same piece, genre, or style. Students will be prepared with memorized music and appropriate attire for concert performances. Concert dates are appropriate listed and advertised all students are expected attend receive grade Listen recordings made of concerts Receive feedback from audience members Discuss performers feelings about concert Chaperone and student expectations rubric Standards not addressed in this course Ocber Page 9 of 9