Music Theory/Literacy
Developing Music Literacy
1. The student will identify components of a vocal score.
2. The student will echo, read, and notate rhythmic patterns that include dotted-half-quarter, dotted-quarter- eighth, dotted-eighth-sixteenth, half-note triplets, and corresponding rests.
3. The student will identify, read, compare, contrast, and perform music in 3/8, 5/8, 5/4, 6/4, and 2/2 meters.
4. The student will identify key signatures (C, F, B-flat, G, D).
5. The student will sing major and minor scales, using a neutral syllable.
6. The student will demonstrate basic conducting patterns, including duple meter.
7. The student will identify modulations in choral scores.
8. The student will demonstrate understanding of the grand staff.
9. The student will use contemporary technology to reinforce choral skills.
Sight-Reading Music
10. The student will sight-sing eight-measure, stepwise melodic patterns from two-part scores, while maintaining a steady beat.
11. The student will sight-sing excerpts.
Developing Aural Skills
12. The student will aurally recognize and demonstrate diatonic intervals (m2, m3, M6, m7).
13. The student will aurally identify ascending and descending half-step and whole-step intervals.
14. The student will aurally identify and explain AB and ABA musical forms.
15. The student will write from dictation eight-measure rhythmic phrases.
16. The student will write from dictation four-measure melodic phrases.
17. The student will aurally identify a cappella vs. accompanied singing, including ostinato.
Performance
Demonstrating Vocal Techniques and Choral Skills
19. The student will consistently use proper posture for singing.
20. The student will consistently use proper breathing techniques for singing.
21. The student will demonstrate diaphragmatic breathing.
22. The student will demonstrate the difference between head voice and chest voice.
23. The student will demonstrate a smooth transition between chest voice and head voice.
24. The student will strengthen vocal independence, agility, and range by singing appropriate vocal exercises.
25. The student will sing with a free and clear tone.
26. The student will sing with accurate intonation.
27. The student will consistently use proper diction (i.e., pure vowel sounds, voiced and unvoiced consonants).
28. The student will blend with other singers across sections, using accurate intonation.
29. The student will sing an assigned vocal part in simple harmony alone or in ensemble.
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 interpret various tempos while singing.
33. The student will perform rhythmic patterns that include syncopations, hemiolas, dotted-half-quarter, dotted-quarter-eighth, dotted-eighth-sixteenth, half-note triplets, and corresponding rests.
34. The student will perform syncopations and hemiolas in music literature.
35. The student will consistently apply dynamic markings while maintaining accurate intonation.
36. The student will demonstrate consistent use of phrasing.
37. The student will respond to a wide range of conducting patterns and interpretive gestures.
38. The student will consistently use facial and physical expressions that reflect the mood and style of the music.
39. The student will cooperate and collaborate as a singer in a rehearsal.
40. The student will participate in a variety of performances and other music activities.
41. The student will participate in
• curricular and co-curricular events (e.g., concerts, other performances)
• ensembles such as madrigal choir, chamber choir, a cappella choir
Responding to Music with Movement
42. The student will respond to music with movement by applying various styles of choreography to different musical compositions.
Music History and Cultural Context Understanding Historical and Cultural Influences
43. The student will describe the cultures, musical styles, composers, and historical periods associated with the music literature being studied.
44. The student will compare and contrast a variety of musical periods and styles, using music terminology.
45. The student will compare and contrast the functions of vocal/choral music in a variety of cultures.
Making Connections
46. The student will describe how musicians, consumers of music, and music advocates impact the community.
47. The student will compare and contrast career options in music.
48. The student will examine the relationship of choral music to the other fine arts.
49. The student will examine ethical standards as applied to the use of social media and copyrighted materials.
50. The student will consistently demonstrate concert etiquette as an active listener.
Analysis, Evaluation, and Critique
51. The student will explain the importance of cultural influences and historical context for the interpretation of works of music.
52. The student will interpret works of music, using inquiry skills and music terminology.
53. The student will apply accepted criteria used for evaluating works of music.
54. The student will examine accepted criteria used for critiquing vocal performances.
Aesthetics
55. The student will analyze and explain how the factors of time and place influence characteristics that give meaning and value to a work of music.
56. The student will describe personal emotional and intellectual responses to works of music, using music terminology.
58. The student will apply aesthetic criteria for determining the quality of a work of music or importance of a musical style.
59. The student will explain the value of musical performance to the community.
ASSESSMENT
Pre- and post-assessment
Individual singing and/or written assessment, using rubrics
Small-group assessment, using rubrics
Student self-assessment, either written (e.g., checklists), verbal (to teacher or other students), or recorded (audio, video), using rubrics
Listening journal
Rehearsal-reflection log
Sight-singing, using rubrics
Concert participation and reflection
Formal and informal vocal evaluations
Written compositions or improvised musical works, either performed live or recorded
Warm-up and exit tasks
Question-and-answer assessment (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