8th Grade Chorus

Course Length: All Year

Description:

8th Grade Chorus students work cooperatively in a large group, learning proper singing technique as well as what is involved in creating performances for an audience through the rehearsal process. Students learn a variety of vocal exercises, Solfege with Curwen hand signs, counting rhythms, rounds performed in multiple parts, and music in unison and two and three parts.

In order for students to achieve a high level of musicianship, they must become familiar with other areas of music, including Music Theory, Notation of Music, Music History, Sight-Singing, and learn to develop Critical Listening Skills. These content areas will be discussed and explored during our rehearsals. To help us work towards these goals, students are expected to practice their warm-ups and chorus pieces at home, as well as having some occasional homework, in-class writing, sight-singing quizzes, and written quizzes.

Goal #1: Students will:

· Echo-sing Solfege exercises using Curwen hand signs with visual and aural cues.

· Echo-sing short phrases using Silent Audiation and Curwen Hand-signs.

· Read and perform vocally short rhythmic phrases with steady-beat clapping.

· Sing songs of various genres- folk, popular, patriotic, seasonal and classical repertoire.

· Sing songs, including rounds and canons.

· Learn songs using traditional staff notation as well as solfege..

· Perform songs within a classroom setting for other students.

Goal #2: Students will:

• Read whole, half, quarter, eighth, dotted half/quarter/eighth notes, sixteenth notes, eighth and quarter-note triplets and rests in 2/4 , 3/4 , 4/4 , and 6/8 meter signatures. Students will practice these skills through repetition/practice, sight-reading exercises, and Solfege exercises utilizing Curwen hand-signs.

• Read at sight simple melodies in treble clef.

• Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Goal #3: Students will:

• Describe specific music events in a given aural example, using appropriate terminology. Analysis of listening examples will utilize listening maps as well as questions concerning pieces used in classroom performance.

• Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

• Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

Goal #4: Students will:

• Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

• Evaluate the quality and effectiveness of their own and others' performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

[Goal #4 will be facilitated through activities associated with Goals #1-3.]

Goal #5: Students will:

• Compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.

• Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music. Spoken Language and its interrelationship with music through lyrics with be explored throughout the year. Rhythmic notation will be compared with related principles in Mathematics, including fractions.

Goal #6: Students will:

• Classify by genre, style, and historical period a varied body of characteristic musical works.

Goal #7: Students will:

• Develop performance skills through classroom rehearsals and public performances. Proper movement, posture, and presentation on stage ans well as correct formal concert etiquette as an audience is stressed.

Standards: