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 AND ANALYZES MUSICAL SOUND AND DEMONSTRATES MUSICAL ARTISTRY. IV-(a) demonstrates independence in interpreting music through the of appropriate literature; lll-(a) perform appropriate literature expressively; ll-(a) define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology. TAKS Objective Math Strand/Theme Perception Strategy choral music, solo and/or ensemble works of appropriate difficulty and representing various styles and historical periods. As part of the preparation and process, the student will: Engage in rehearsal of literature of an appropriate level and difficulty. IV(A), MI(A) Identify, define and demonstrate knowledge of composer and editor score markings of dynamics, tempo, and articulation. III(A) Demonstrate knowledge of and use a verbal and written counting system to divide and sub-divide rhythms. 1 1 (A) Identify melodic structure, texture and basic harmonic structure. II(A) High School Choir - Non-Varsity Level Page 1
r\ PASADENA INDEPENDENT SCHOOL DISTRICT Perception (1) THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND DEMONSTRATES MUSICAL ARTISTRY. IV-(b) analyze musical s, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology; and lll-(b) define musical s, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology; and ll-(b) compare and contrast music forms of literature selected for s an/or listening. Social Studies Objective 3 The student will study, listen to, and perform, choral music of all historical and stylistic periods and, world music. During rehearsal and preparation for the student will identify and comment on: Intervals in melodic lines Harmonic structures Rhythms and meters Overall form of the work The student will also compare and contrast the musical elements of the current work under study with other works previously studied from other historical periods and world music. (1) THE STUDENT DESCRIBES AND ANALYZES MUSICAL SOUND AND DEMONSTRATES MUSICAL ARTISTRY. IV-(c) analyze music forms of and listening repertoire, lll-(c) analyze music forms of and listening repertoire. Perception The student will study, listen to, and perform, choral music of all historical and stylistic periods. During rehearsal and preparation for the student will identify and comment on: Intervals in melodic lines Harmonic structures Rhythms and meters Overall form of the work ^ (2) THE STUDENT SINGS OR PLAYS AN INSTRUMENT, INDIVIDUALLY AND IN GROUPS, PERFORMING A VARIED REPERTOIRE OF MUSIC. IV-(a) perform independently, demonstrating accurate intonation and rhythm, fundamental skills, and advances techniques, and using literature ranging from moderately difficult to difficult; lll-(a) exhibit accurate intonation and rhythm, fundamental skills, and advanced techniques, using literature ranging from While rehearsing and performing the student will demonstrate understanding of: Notated rhythms through means of a ver al counting system High School Choir - Non-Varsity Level Page 2
(2) THE STUDENT SINGS OR PLAYS AN INSTRUMENT, INDIVIDUALLY AND IN GROUPS, PERFORMING A VARIED REPERTOIRE OF MUSIC. IV-(b) demonstrate comprehension of musical styles by selecting appropriate literature for s; lll-(b) demonstrate comprehension of musical styles by seeking appropriate literature for ; ll-(b) perform expressively, from memory and notation, a varied repertoire of music representing genres and styles from diverse cultures. Objective 3 choral music of various styles and historical periods. During rehearsal and the student will: Demonstrate understanding of the pronunciation of various languages including: Latin, Italian, German, and by following teacher modeling Demonstrate understanding of the text by translating the original into. Identify and listen for principle and secondary melodic parts Identify and listen for harmonic cadences and their relation to the formal structure of the work Make interpretive decisions with regard to musical articulation and dynamic markings (2) THE STUDENT SINGS OR PLAYS AND INSTRUMENT, INDIVIDUALLY AND IN GROUPS, PERFORMING A VARIED REPERTOIRE OF MUSIC. //- (b) perform expressively, from memory and notation, a varied repertoire of music representing genres, and styles from diverse cultures; Social Studies Objectives 1,2,3, &5 choral music from various historical periods. The student will identify the works of numerous composers from the same culture and historical period as the work under study The student will respond to the interpretive markings and musical notation represented by different composers from the work under study Page 4
(2)THE STUDENT SINGS OR PLAYS AND INSTRUMENT, INDIVIDUALLY AND IN GROUPS, PERFORMING A VARIED REPERTOIRE OF MUSIC. IV-(c) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; lll-(c) perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures; (2)THE STUDENT SINGS OR PLAYS AND INSTRUMENT, INDIVIDUALLY AND IN GROUPS, PERFORMING A VARIED REPERTOIRE OF MUSIC. IV-(d) exhibit, describe, and critique smalland large-ensemble techniques experienced and observed during formal and informal concerts. lll-(d) exhibit, describe, and critique smalland large-ensemble techniques experienced and observed during formal and informal concerts. Objective 3 choral music from various historical periods and from Western and non-western cultures. The student will identify the works of numerous composers from the same culture and historical period as the work under study. The student will respond to the interpretive markings and musical notation represented by different composers from both Western and non- Western musical notational systems. and then listen to and critique s of choral music from various styles and historical periods. Students will demonstrate reflective thinking as they critique: The tone color of the performing ensemble The overall intonation of the ensemble The matching of vowel color and clarity of consonant diction The appropriate dynamic colors of the ensemble Page 5
(3) THE STUDENT READS AND WRITES MUSIC NOTATION. IV-(a) sight-read major, minor, modal, and chromatic melodies; lll-(a) sight-read major, minor, modal, and chromatic melodies; ll-(a) sight-read ensemble parts; Math 0 Students will focus on musical literacy skills by engaging in daily practice of: The singing of major scales using sol-fa syllables The singing of minor and modal scales using sol-fa syllables The singing of chromatic scales using sol-fa syllables The combination of singing sol-fa syllables with the kinesthetic use of Kodaly/Curwen hand signs The singing of new 8 measure antecedent / consequent musical phrases in both treble and bass clefs The singing of new single line melodies in key signatures ranging to 3 sharps and 3 flats The singing of new ensemble pieces in key signatures ranging to 3 sharps and 3 flats (3) THE STUDENT READS AND WRITES MUSIC NOTATION. IV-(b) read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters; lil-(b) read and write music that incorporates complex rhythmic patterns in simple, compound, and asymmetric meters; ll-(b) read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; Mathematics choral music that incorporates simple, compound and mixed meters. The student will write sight singing exercises in simple, compound and mixed meters. The students will perform at sight the student peercomposed sight-reading exercises. High School Choir - Non-Varsity Level Page 6
(3) THE STUDENT READS AND WRITES MUSIC NOTATION. IV-(c) interpret music symbols and terms referring to dynamics, tempo, and articulation when performing. lll-(c) interpret music symbols and terms referring to dynamics, tempo, and articulation when performing. ll-(c) interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and/or ensemble s. Objective 2 The students will perform choral music. During rehearsal and the student will demonstrate knowledge of and sensitivity to the aesthetic and expressive markings of music. These markings include: Dynamic markings Tempo markings Phrase length and its relationship to the breath. (Breathe where punctuation occurs) Articulation markings including legato, staccato, marcato. (4) THE STUDENT CREATES AND ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. IV-(a) improvise musical melodies; lll-(a) improvise musical melodies; ll-(a) create simple musical pieces. (4) THE STUDENT CREATES AND ARRANGES MUSIC WITHIN SPECIFIED GUIDELINES. IV-(b) compose or arrange vocal or instrumental pieces (manuscript or computer-generated). lll-(b) compose or arrange segments of vocal or instrumental pieces (manuscript or computer-generated). ll-(b) arrange simple musical pieces. Students will demonstrate understanding of scale structure and simple chord structure by: Improvising a melody in a simple vocal jazz composition The student will write sight singing exercises utilizing antecedent / consequent musical phrasing in simple, compound and mixed meters Students will demonstrate an understanding of simple compositional forms by: Arranging for voices a simple folk song from Western or non- Western cultures The student will write sight singing exercises utilizing antecedent/ consequent musical phrasing in simple, compound and mixed meters Page 7
(5) THE STUDENT RELATES MUSIC TO HISTORY, TO SOCIETY, AND TO CULTURE. IV-(a) Classify representative examples of music by style and by historical period or culture, justifying the classifications; lll-(a) Classify by style and by historical period or culture representative examples of music, justifying the classifications; ll-(a) Classify aurally-presented music by genre, style, and historical period; Social Studies Objectives 3,4, & 5 Historical/ cultural heritage Directors will program music throughout the year representing different styles, historical periods and composers. The choral music will be from Western and non-western cultures. Students will submit a written synopsis of the works under study detailing: The title and composer The historical period represented The country or culture represented The impact that the work under study had on other works during the time period. (5) THE STUDENT RELATES MUSIC TO HISTORY, TO SOCIETY, AND TO CULTURE. IV-(b) describe the effects of music on society, culture, and technology; lll-(b) identify and describe the effects of society, culture, and technology on music; ll-(b) define the uses of music in society and culture; Social Studies Objectives 1,2,3,&4 Historical/ cultural heritage Directors will program music throughout the year representing different styles, historical periods and composers. The choral music will be from Western and non-western cultures. Students will submit a written synopsis of the works under study detailing: The title and composer The historical period represented The country or culture represented The impact that the work under study had on other works during the time period. (5) THE STUDENT RELATES MUSIC TO HISTORY, TO SOCIETY, AND TO CULTURE. IV-(c) explain a variety of music and music-related career options; and lll-(c) identify and describe music-related career options including musical and music teaching; and ll-(c) identify music-related vocations and Students will investigate musical careers by interviewing professionals and masters. They will report the results and findings of their interviews to their peers using PowerPoint or other multimedia presentation. PageS
avocations within the community; and (5) THE STUDENT RELATES MUSIC TO HISTORY, TO SOCIETY, AND TO CULTURE. IV-(d) define the relationships between the content, the concepts, and the processes of the other fine arts and those of music. lll-(d) define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music, ll-(d) define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music. Historical/ Cultural heritage choral music from various styles, historical periods, and composers including Western and non-western cultures. They will compare and contrast the musical elements of the work under study with the elements of other art forms from the corresponding culture and time period. (6) THE STUDENT RESPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCES. IV-(a) evaluate musical s and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement; Hl-(a) evaluate musical s and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement; ll-(a) design and apply criteria for making informed judgments regarding the quality and effectiveness of musical s. Objectives 3 & 6 Response/ evaluation The students will exhibit reflective thinking by keeping a process folio of individual and ensemble rehearsal critique forms. These forms will capture and track over an extended time, students evaluations of self and group s. Students will comment on their abilities and their need for improvement with respect to: Ensemble clarity, sound, tonality, blend and balance. Technical skill and facility Musicianship and emotional content The current in comparison with previous similar s. Page 9
(6) THE STUDENT RESPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCES. ll-(b) evaluate musical s by comparing them to exemplary models. Objectives 3 & 6 The student will exhibit reflective thinking by keeping a process folio of individual and ensemble rehearsal critique forms. These forms will capture and track students' evaluations of self and group s. These forms will also be used to compare the students' s with exemplary models from University or professional choirs. (6) THE STUDENT REPONDS TO AND EVALUATES MUSIC AND MUSICAL PERFORMANCE. IV-(b) exhibit concert etiquette during live s in a variety of settings. III-(B) exhibit concert etiquette during live s in a variety of settings. II-(C) exhibit concert etiquette during live s in a variety of settings. Response/ evaluation in a variety of formal, informal & competitive concerts demonstrating good concert etiquette as a listener and performer. They will also provide feedback on the quality of the in relation to the perceived etiquette of themselves or the audience. High School Choir - Non-Varsity Level Page 10