Music Theory/Literacy
1. The student will identify, define, and use advanced standard notation for pitch, rhythm, meter, dynamics, and other elements found in choral scores.
2. The student will echo, read, and notate rhythmic patterns that include eighth-note, half-note, and quarter note triplets.
3. The student will identify, read, and perform music in compound meters ( 3 8, 6 8 ) and simple mixed meters.
4. The student will aurally identify music in asymmetrical meters.
5. The student will identify components of a three-part choral score.
6. The student will compose and perform basic rhythmic patterns.
7. The student will identify key signatures (C, F, and G).
8. The student will apply contemporary technology to reinforce advanced choral skills.
Sight-Reading Music
9. The student will sight-sing using solfege.
10. The student will sight-sing stepwise melodic patterns from two-part scores, using the major scale and maintaining a steady beat.
11. The student will sight-sing excerpts of music.
Developing Aural Skills
12. The student will aurally identify all diatonic intervals.
13. The student will aurally distinguish descending half-step and whole-step intervals.
14. The student will aurally identify ABBA and rondo musical forms.
15. The student will aurally recognize monophonic and homaphonic textures.
16. The student will aurally recognize a cappella vs. accompanied singing, descants, and ostinatos.
17. The student will write from dictation complex melodic and rhythmic phrases.
Performance Demonstrating Vocal Techniques and Choral Skills
18. The student will consistently maintain proper posture for singing.
19. The student will consistently use proper breathing techniques for singing.
20. The student will identify the effect of physiological changes on the voice.
21. The student will sing with a free and clear tone.
22. The student will sing with accurate intonation.
23. The student will increase breath control through strength and endurance exercises.
24. The student will integrate principles of vocal health in singing (e.g., diaphragmatic support, open throat, raised soft palate).
25. The student will enhance vocal independence, agility, and range by singing developmentally appropriate vocal exercises, including use of head and chest voices.
26. The student will demonstrate a smooth transition between chest voice and head voice.
27. The student will apply proper diction (i.e., pure vowel sounds, diphthongs, voiced and unvoiced consonants).
28. The student will blend with other singers on the same vocal part and across sections, using accurate intonation.
29. The student will sing an assigned vocal part in music written in three or more parts.
30. The student will sing music literature with and without instrumental accompaniment in at least one language other than English.
31. The student will sing music literature from memory and from score.
Demonstrating Musicianship and Personal Responsibility
32. The student will follow and maintain indicated tempos while singing.
33. The student will perform rhythmic patterns that include eighth-note, half-note, and quarter-note triplets.
34. The student will consistently apply dynamic markings while maintaining accurate intonation.
35. The student will interpret expressive phrasing techniques.
36. The student will respond to advanced conducting patterns and interpretive gestures.
37. The student will consistently use facial and physical expressions that reflect the mood and style of the music.
38. The student will apply expected rehearsal skills.
39. The student will respect student leaders within the choral ensemble.
40. The student will participate in a variety of choral performances.
41. The student will participate in curricular and co-curricular events (e.g., concerts, other performances)
Responding to Music with Movement
42. The student will respond to music with movement by creating movement individually or collaboratively to interpret a musical composition.
43. The student will apply choreography as a form of expression and communication (e.g., sign language, riser choreography).
Music History and Cultural Context Understanding Historical and Cultural Influences
44. The student will analyze the cultures, musical styles, composers, and historical periods associated with the music literature being studied.
45. The student will compare and contrast a variety of musical styles, using music terminology.
46. The student will investigate opportunities for music performance and advocacy within the community.
47. The student will research career options in music.
48. The student will examine the relationship of choral music to other fields of knowledge.
49. The student will research the use of ethical standards as applied to social media and copyrighted materials.
50. The student will consistently demonstrate exemplary concert etiquette as an active listener.
Analysis, Evaluation, and Critique
51. The student will compare and contrast works of music, using music terminology.
52. The student will evaluate works of music, using accepted criteria.
53. The student will compare and contrast music performances.
54. The student will critique vocal performances using critical-thinking skills.
55. The student will analyze personal responses to works of music, using music terminology.
56. The student will analyze aesthetic criteria used for evaluating works of music or critiquing musical performances.
57. The student will identify the value of musical performance to society.
ASSESSMENT
Pre- and post-assessment
Individual singing and/or written assessment, using rubrics
Small-group assessment, using verbal and/or written rubrics
Student self-assessment, either written (e.g., checklists) or spoken (to teacher or other students), using rubrics
Listening journal
Interviews
Written or improvised compositions, either performed live or recorded
Warm-up and exit tasks
Question-and-answer (large group, small group, or partner)
Visual representations (e.g., graphic organizers, traditional notation, student-created notation), either drawn, written, made with manipulatives, or computer-generated