This course is an entry-level choir in which students sing together, providing an experience in vocal music.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Performing and Creating | ||||
| 1-5 | a. Sing alone and with others, a varied repertoire of music. 1) Sing accurately, with good breath control, posture, enunciation, energy, and vocal placement, alone and in small and large ensembles. 2) Sing a variety of choral literature with expression and technical accuracy, at a difficulty level of 2 on a scale of 1-6, including songs from memory. 3) Sing music representing diverse genres and cultures, with appropriate expression. 4) Sing music written in 4 parts, with and without accompaniment. | |||
| 1-4 | 1 | b. Read and notate music. 1) Demonstrate ability to read vocal score of up to four staves by describing how the elements of music are used. 2) Read at sight simple melodies in treble and bass clefs at a difficulty level of 1, on a scale of 1-6. 3) Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. | ||
| 1-4 | 1 | c. Compose and arrange music within specified guidelines. 1) Compose short songs demonstrating elements of music in unity. | ||
| 1-4 | 1 | d. Develop vocal techniques: pitch matching, interval study, scales, diction, enunciation, and breath control. | ||
| 1-5 | e. Develop individual competency in an ensemble setting. | |||
| 1,5 | f. Perform in scheduled concerts, festivals, and other musical events. | |||
| 7 | 9 | 6 | 8 | g. Investigate careers in music fields. |
| History and Culture | ||||
| 1,3 | 2-4, 6 | a. Explore a variety of repertoire including examples from each music period: Medieval, Renaissance, Baroque, Classical, Romantic, and Contemporary. | ||
| 6 | 1 | 2 | b. Understand relationships between music, the other arts, and disciplines outside the arts. | |
| 1,3,4,6 | 1-8 | 2,5 | 2 | c. Compare how characteristics of various arts are used in similar and distinctive ways in many world cultures. |
| 1,3,4 | 1-8 | 2,5 | 2 | d. Describe distinctive characteristics of a repertoire of music genres and styles from a variety of cultures. |
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Evaluation and Analysis | ||||
| 1,2 | 2 | a. Listen to, analyze, and describe music. | ||
| 1-4 | 2 | b. Analyze aural examples of a varied repertoire of music by describing the uses of musical elements. | ||
| 1-4 | 2 | c. Develop criteria for making informed, critical evaluations of performances and compositions, and apply criteria in personal participation in music. | ||
| 1-3 | d. Demonstrate proper vocal care and avoidance of vocal abuse. | |||
| Aesthetic Perception | ||||
| 1-3 | a. Develop and maintain an individual practice discipline for self-enrichment. | |||
| 5 | b. Recognize individual competency in an ensemble setting. | |||
| 1,3 | 4-6 | c. Research various world cultures and the functions of their music. | ||
| 2,5 | d. Attend various musical events. | |||
ASSESSMENTS
- Borough, All-State, All-Northwest Festival opportunities
- Concert performance
- Mastery of assigned literature
- Participation
- Progress report
- Rehearsal discipline
- Self-evaluation
- Teacher evaluation of overall performance
- Technical proficiency