This course is open to any student who wishes to learn to sing properly. This course concentrates on introducing vocal music through vocalizes, solo, and part-singing.
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Performing and Creating | ||||
| 1-4 | a. Develop nuances of music notation, style, and interpretation. | |||
| 1-5 | b. Gain a working knowledge of voice through individual and small ensemble performance. | |||
| 1-4 | c. Demonstrate proper solo practice techniques, concentration skills, and well-developed voice skills. | |||
| 1-4 | d. Perform a large and varied repertoire of literature with expression and technical accuracy at a difficulty level of 4-5 on a scale of 1-6, including pieces performed from memory. | |||
| 1-5 | e. Perform music written for solo presentation with and without accompaniments. | |||
| 1-4 | f. Improvise stylistically appropriate harmonic, rhythmic, and melodic variations. | |||
| 1-4 | ||||
| 1-4 | h. Demonstrate ability to read a vocal score (up to four staves), and sight-read accurately and expressively at a difficulty level of 4, on a scale of 1-6. | |||
| 7 | 9 | 6 | 8 | i. Investigate careers in music fields. |
| History and Culture | ||||
| 3 | 3 | a. Explore a variety of repertoire including examples from each music period: Renaissance, Baroque, Classical, Romantic, and Contemporary. | ||
| 3,4 | 1-3, 7-8 | b. Classify by genre or style and by historical period or culture, unfamiliar but representative aural examples of music and explain their classifications. | ||
| 1,2,4 | c. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them. | |||
| 4,6 | d. Identify various roles musicians perform and describe those musicians’ activities and achievements. | |||
| 1-6 | e. Explore music from various historical periods. | |||
*Prerequisite: Permission of Instructor
| STANDARDS MET | CONTENT/SKILLS/ACTIVITIES | |||
|---|---|---|---|---|
| A | B | C | D | |
| Evaluation and Analysis | ||||
| 1 | a. Develop advanced vocal techniques: pitch matching, interval study, scales, diction, enunciation, and breath control. | |||
| 3 | b. Set personal goals. | |||
| 1-4 | c. Develop individual discipline. | |||
| 3 | 1 | d. Learn the fundamentals of music notation: note and rest values, names, articulations, simple and compound meters and rhythms, dynamics, tempos, time and key signatures, interval and chord structures. | ||
| 3,4 | 1,2 | e. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music and expressive devices. | ||
| 1-3 | 1 | f. Demonstrate extensive knowledge of the technical vocabulary of music. | ||
| 3,4 | 6 | 1,2 | g. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release in a musical work, and give examples of other works that make similar uses of those devices and techniques. | |
| 3,4 | 1-4 | 2 | h. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations. | |
| 3 | 1-4 | 2 | i. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. | |
| Aesthetic Appreciation | ||||
| 3 | a. Develop and maintain an individual practice discipline for self-enrichment. | |||
| 3 | 2 | b. Recognize aesthetic values of the eras: Renaissance, Baroque, Classical, Romantic, Impressionistic, and Contemporary. | ||
| 3 | 1,4 | 2 | c. Explain how elements of imagination, craftsmanship, unity, variety, repetition, and contrast are used in various ways in all the arts; cite examples. | |
| 3,6 | d. Compare characteristics of two or more of the arts within a historical period or style, and cite examples from various cultures. | |||
| 2,5 | e. Attend various musical events. | |||
ASSESSMENTS
- Participation
- Progress reports
- Rehearsal discipline
- Self-evaluation
- Teacher evaluation of overall performance
- Vocal proficiency
*Prerequisite: Permission of Instructor