|
Chorus 1, Semester 1
|
National Standards and NCSCS Objectives |
Sample Activities |
Assessment |
|
1. The learner will sing, alone and with
others, a varied repertoire of music. |
|
|
|
1.01 Demonstrate correct vocal practices. |
become familiar
with the process of using a low supported breath focusing on the lower
abdominal muscles, diaphragm, and the relaxation of the shoulders and
neck
become familiar
with the soft palate, using a yawning sensation in each vowel
|
individual singing assessments
teacher observation |
|
1.02 Sing easy vocal literature, which may
include changes in tempo, key, and meter, written in modest ranges. |
sing level II
and III choral music in unison, two or three parts
|
individual singing assessments
teacher observation |
|
1.03 Sing vocal literature representing diverse
genres, styles, and cultures. |
perform a variety of selections, representing
contrasting styles and at least three historical periods |
individual singing assessments
teacher observation
written assessments |
|
1.04 Show respect of the singing efforts of
others. |
Learn to be in an ensemble, focus on unified
vowels and consonants, and musical ideas |
teacher observation |
|
|
|
|
|
2. The learner will play on instruments, alone
and with others, a varied repertoire of music. |
|
|
|
2.01 Select and utilize appropriate instrumental
accompaniments in a wide variety of historical and cultural styles. |
Use various instruments, allow students to
accompany choral pieces in class |
written assessments
oral assessments |
|
2.02 Show respect for the instrumental playing
efforts of others. |
observe performances of keyboard knowledge by
classmates |
written assessments
oral assessments |
|
3. The learner will improvise melodies,
variations, and accompaniments. |
|
|
|
3.01 Improvise simple melodic and rhythmic
patterns. |
call and response |
written assessments
oral assessments |
|
3.02 Show respect for the improvisational efforts
of others |
listen as others improvise
|
teacher observation |
|
|
|
|
|
4. The learner will compose and arrange music
within specified guidelines. |
|
|
|
4.01 Compose and arrange music incorporating
appropriate voicings and ranges. |
compose and perform simple stepwise melodies
using the first five scale degrees of a major key |
written assessments
oral assessments |
|
4.02 Compose music in several distinct styles
using the elements of music. |
compose short melody in a specific style |
written assessments |
|
4.03 Use a variety of sounds, notational, and
technological sources to compose and arrange music. |
introduction to compositional computer software |
written assessments |
|
4.04 Show respect for the composing and arranging
efforts of others. |
perform original
compositions in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and notate music. |
|
|
|
5.01 Read whole, half, quarter, eighth,
sixteenth, and dotted note and rest durations in 2/4, 4/4, 6/8, 3/8,
2/2, and mixed meters. |
understand the terms: measure, bar line, time
signature and how it relates to rhythm
read rhythmic patterns specified by NCSCS |
written assessments
oral assessments |
|
5.02 Sight-read melodies. |
sightsing stepwise melodies in the first five
scale degrees of a major key |
individual sightsinging assessments
teacher observation |
|
5.03 Notate melodies. |
name the lines and spaces of treble and bass
clefs |
written assessments
oral assessments |
|
5.04 Use standard notation symbols for pitch,
rhythm, dynamics, tempo, articulation, and expression to record own
musical ideas and musical ideas of others. |
understand musical road signs and begin to
interpret them in rehearsal and performance |
written assessments
oral assessments |
|
5.05 Show respect for the reading and notating
efforts of others. |
support classmates in their sight-singing efforts |
teacher observation |
|
|
|
|
|
6. The learner will listen to, analyze, and
describe music. |
|
|
|
6.01 Identify basic musical forms. |
identify ABA and Strophic forms |
written assessments
oral assessments |
|
6.02 Demonstrate a basic knowledge of the
technical vocabulary of music. |
begin to observe dynamic markings
|
oral assessment |
|
6.03 Recognize and identify a variety of
compositional techniques. |
class discussions |
oral assessment |
|
6.04 Identify various types of accompaniments. |
recognize instruments in accompaniment |
teacher observation written assessment |
|
6.05 Demonstrate auditory perceptual skills by
conducting, moving, answering questions about, and describing aural
examples of music. |
listen and discuss musical ideas of an assigned
piece |
oral assessments |
|
|
|
|
|
7. The learner will evaluate music and music
performances. |
|
|
|
7.01 Apply specific criteria for making informed,
critical evaluations of music. |
follow specific critical guidelines when
observing performances by other choirs |
listening rubric |
|
7.02 Evaluate musical works by comparing them to
similar or exemplary models. |
attend a choral festival to observe and critique
performances by other choirs. |
written assessments |
|
7.03 Evaluate musical ideas and information to
make informed decisions as a consumer of music. |
class discussion, research music industry |
written assessments |
|
7.04 Apply rules of standard English in written
evaluations of music |
provide written critiques of performances by
other choirs |
written assessments |
|
7.05 Describe the aesthetics nature of music and
how perceptions of interactions musical elements affect one’s
meaningful responses to music. |
discuss the aesthetic value of a performance |
oral assessments |
|
7.06 Show respect for the musical efforts and
opinions of others. |
share and discuss written critiques of choral
performances with classmates |
teacher observation |
|
|
|
|
|
8. The learner will understand relationships
between music, the other arts, and content areas outside the arts.
|
|
|
|
8.01 Identify the uses of characteristic
elements, artistic processes, and organizational principles among the
arts areas (dance, music, theatre arts, and visual arts) in different
historical periods and cultures. |
exposure to all areas of the arts |
teacher observation |
|
8.02 Identify and explain ways in which the
concepts and skills of other content areas outside of the arts are
related to those of music. |
become familiar with the vocal mechanism and
begin to understand how a vocal sound is produced in a healthy way |
written assessments
teacher observation |
|
8.03 Use knowledge of mathematical relationships
to create original compositions. |
understand mathematical relationships between
measures and rhythmic values |
written assessments |
|
8.04 Identify the roles of creators, performers,
and others involved in the production and presentation of the arts. |
become familiar with the efforts of all people
involved in a performance |
teacher observation |
|
8.05 Demonstrate the character traits of
responsibility, self-discipline, and perseverance while informally or
formally participating in music. |
become familiar with the process of being in an
ensemble, focusing on unified vowels and consonants, and musical ideas |
oral assessments |
|
|
|
|
|
9. The learner will understand music in
relation to history and culture. |
|
|
|
9.01 Identify representative examples of music
using distinguishing characteristics to identify genre, style, culture
and/or historical periods. |
perform a variety of selections, representing
contrasting styles and at least three historical periods, be exposed
to music from other cultures |
oral assessments |
|
9.02 Examine situations to determine conflict and
resolution in relation to music and in history and cultures. |
examine the historical context of music and its
composers |
written assessments |
|
9.03 Examine the role of music/musicians in at
least two different cultures and/or time periods. |
research repertoire performed |
written assessments |
|
9.04 Show respect for music from various cultures
and time periods. |
perform a variety of selections, representing
contrasting styles and at least three historical periods |
oral assessments
teacher observation |
Chorus 1, Semester 2
|
National Standards and NCSCS Objectives |
Sample Activities |
Assessment |
|
1. The learner will sing, alone and with
others, a varied repertoire of music. |
|
|
|
1.01 Demonstrate correct vocal practices. |
become familiar
with the process of using a low supported breath focusing on the lower
abdominal muscles, diaphragm, and the relaxation of the shoulders and
neck
become familiar
with the soft palate, using a yawning sensation in each vowel |
individual singing assessments
teacher observation |
|
1.02 Sing easy vocal literature, which may
include changes in tempo, key, and meter, written in modest ranges. |
sing level II
and III choral music for unison, two or three parts
|
individual singing assessments
teacher observation |
|
1.03 Sing vocal literature representing diverse
genres, styles, and cultures. |
perform a variety of selections, representing
contrasting styles and learn one piece of music from a different
culture |
individual singing assessments
teacher observation
written assessments |
|
1.04 Show respect of the singing efforts of
others. |
learn to be a part of an ensemble, focusing on
unified vowels and consonants, and musical ideas |
teacher observation |
|
|
|
|
|
2. The learner will play on instruments, alone
and with others, a varied repertoire of music. |
|
|
|
2.01 Select and utilize appropriate instrumental
accompaniments in a wide variety of historical and cultural styles. |
understand the relationship between the staff and
the notes on a keyboard
understand half steps on a keyboard and relate it
to notes with accidentals on the staff
identify inharmonic notes on the keyboard |
written assessments
oral assessments |
|
2.02 Show respect for the instrumental playing
efforts of others. |
observe performances of keyboard knowledge by
classmates |
written assessments
oral assessments |
|
|
|
|
|
3. The learner will improvise melodies,
variations, and accompaniments. |
|
|
|
3.01 Improvise simple melodic and rhythmic
patterns. |
call and response |
written assessments
oral assessments |
|
3.02 Show respect for the improvisational efforts
of others |
listen as others
improvise |
teacher observation |
|
|
|
|
|
4. The learner will compose and arrange music
within specified guidelines. |
|
|
|
4.01 Compose and arrange music incorporating
appropriate voicings and ranges. |
compose and perform simple stepwise melodies
using all scale degrees of a major key |
written assessments
oral assessments |
|
4.02 Compose music in several distinct styles
using the elements of music. |
compose short melody in a specific style |
Written assessments |
|
4.03 Use a variety of sounds, notational, and
technological sources to compose and arrange music. |
introduction to compositional computer software |
written assessments |
|
4.04 Show respect for the composing and arranging
efforts of others. |
perform original
compositions in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and notate music. |
|
|
|
5.01 Read whole, half, quarter, eighth,
sixteenth, and dotted note and rest durations in 2/4, 4/4, 6/8, 3/8,
2/2, and mixed meters. |
read rhythm patterns that include dotted half
notes and eighth notes with corresponding rests
read rhythmic patterns specified by NCSCS |
written assessments
oral assessments |
|
5.02 Sight-read melodies. |
sightsing step-wise melodies in the first five
scale degrees with skips from do-mi, mi-sol, sol-do and |
individual sight singing assessments
teacher observation |
|
5.03 Notate melodies. |
name the ledger lines in treble and bass clefs |
written assessments
oral assessments |
|
5.04 Use standard notation symbols for pitch,
rhythm, dynamics, tempo, articulation, and expression to record own
musical ideas and musical ideas of others. |
understand musical road signs and interpret them
in rehearsal, performance and sightsinging |
written assessments
oral assessments |
|
5.05 Show respect for the reading and notating
efforts of others. |
support classmates in their sight-singing efforts |
teacher observation |
|
|
|
|
|
6. The learner will listen to, analyze, and
describe music. |
|
|
|
6.01 Identify basic musical forms. |
identify ABA and Strophic forms |
written assessments
oral assessment |
|
6.02 Demonstrate a basic knowledge of the
technical vocabulary of music. |
begin to observe dynamic markings and orally
demonstrate their knowledge of these symbols |
oral assessments |
|
6.03 Recognize and identify a variety of
compositional techniques. |
class discussions |
oral assessments |
|
6.04 Identify various types of accompaniments. |
recognize instruments in an accompaniment |
teacher observation
listening rubric |
|
6.05 Demonstrate auditory perceptual skills by
conducting, moving, answering questions about, and describing aural
examples of music. |
listen and discuss musical ideas of an assigned
piece |
oral assessments |
|
|
|
|
|
7. The learner will evaluate music and music
performances. |
|
|
|
7.01 Apply specific criteria for making informed,
critical evaluations of music. |
follow specific critical guidelines when
observing performances by other choirs |
listening rubric |
|
7.02 Evaluate musical works by comparing them to
similar or exemplary models. |
attend a choral festival to observe and critique
performances by other choirs |
written assessments |
|
7.03 Evaluate musical ideas and information to
make informed decisions as a consumer of music. |
Class discussion, research the music industry |
written assessments
teacher observation |
|
7.04 Apply rules of standard English in written
evaluations of music |
provide written critiques of performances by
other choirs |
written assessments |
|
7.05 Describe the aesthetics nature of music and
how perceptions of interactions musical elements affect one’s
meaningful responses to music. |
discuss the aesthetic value of a performance |
oral assessments |
|
7.06 Show respect for the musical efforts and
opinions of others. |
share and discuss written critiques of choral
performances with classmates |
teacher observation |
|
|
|
|
|
8. The learner will understand relationships
between music, the other arts, and content areas outside the arts.
|
|
|
|
8.01 Identify the uses of characteristic
elements, artistic processes, and organizational principles among the
arts areas (dance, music, theatre arts, and visual arts) in different
historical periods and cultures. |
exposure to all areas of the arts |
teacher observation |
|
8.02 Identify and explain ways in which the
concepts and skills of other content areas outside of the arts are
related to those of music. |
understand the vocal mechanism and begin to
understand how a vocal sound is produced in a healthy way |
written assessments
teacher observation |
|
8.03 Use knowledge of mathematical relationships
to create original compositions.
|
understand mathematical relationships between
measures and rhythmic values |
written assessments |
|
8.04 Identify the roles of creators, performers,
and others involved in the production and presentation of the arts. |
become familiar with the efforts of all people
involved in a performance, be a productive member of an ensemble |
teacher observation |
|
8.05 Demonstrate the character traits of
responsibility, self-discipline, and perseverance while informally or
formally participating in music. |
become familiar with the process of being in an
ensemble, focusing on unified vowels and consonants, and musical ideas |
oral assessments |
|
|
|
|
|
9. The learner will understand music in
relation to history and culture. |
|
|
|
9.01 Identify representative examples of music
using distinguishing characteristics to identify genre, style, culture
and/or historical periods. |
perform a variety of selections, representing
contrasting styles and at least three historical periods, recognize
music from other cultures |
oral assessments |
|
9.02 Examine situations to determine conflict and
resolution in relation to music and in history and cultures. |
examine the historical context of music and its
composers |
written assessments |
|
9.03 Examine the role of music/musicians in at
least two different cultures and/or time periods. |
research repertoire performed |
written assessments |
|
9.04 Show respect for music from various cultures
and time periods. |
perform a variety of selections, representing
contrasting styles and at least three historical periods |
oral assessments
teacher observation |
Chorus 2, Semester 1
|
Chorus 2- Semester 1 |
|
|
|
|
|
|
|
National Standards and NCSCS Objectives |
Sample Activities |
Assessment |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing with increased
technical accuracy. |
sing using a low
supported breath focusing on the lower abdominal muscles, diaphragm,
and the relaxation of the shoulders and neck and sing with a raised
soft palate, using a yawning sensation in each vowel
|
individual singing assessments
teacher observation |
|
1.02 Sing increasingly
difficult vocal literature which contains moderate technical demands,
expanded ranges, and varied interpretive requirements. |
sing level III and
IV choral music that is written for two, three, or four parts
|
individual singing assessments
teacher observation |
|
1.03 Sing vocal literature
representing diverse genres, styles, and cultures. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods and cultures |
teacher choice of repertoire |
|
1.04 Show respect of the
singing efforts of others. |
recognize the importance of
each individual in an ensemble, focus on unified vowels and
consonants, and musical ideas |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and utilize
appropriate instrumental accompaniments in a wide variety of
historical and cultural styles. |
play simple melodies on the
keyboard, introduce culturally appropriate instruments
continue study of the staff in
relation to the keyboard |
individual playing assessments |
|
2.02 Show respect for the
instrumental playing efforts of others.
|
observe performances of
keyboard and instrumental knowledge by classmates |
written assessments
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise variations of
melodies and accompaniments in different styles, meters, and
tonalities. |
call and response |
written assessments
oral assessments |
|
3.02 Show respect for the
improvisational efforts of others |
listen as others improvise |
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose and perform simple
melodies using skips and steps within all scale degrees of a major key |
written assessments
oral assessments |
|
4.02 Compose music in several
distinct styles using the elements of music. |
compose a melody in ABA form |
written assessments |
|
4.03 Use a variety of sounds,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
transcribe an original composition |
written assessments |
|
4.04 Show respect for the
composing and arranging efforts of others. |
perform original compositions in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Read whole, half,
quarter, eighth, sixteenth, and dotted note and rest durations in 2/4,
4/4, 6/8, 3/8, 2/2, and mixed meters. |
read and notate rhythmic
patterns in mixed meter |
written assessments
oral assessments |
|
5.02 Demonstrate the ability
to read individual parts of a vocal score by describing how the
elements of music are used. |
sightsing stepwise melodies in
all scale degrees of a major key in two parts |
individual sight singing
assessments
teacher observation |
|
5.03 Sightread musical
examples in the treble and bass clefs. |
name the lines and spaces of
treble and bass clefs including ledger lines |
written assessments
oral assessments |
|
5.04 Notate and transpose
simple melodies using standard notation. |
introduction to transposition |
written assessments
oral assessments |
|
5.05 Identify and define
standard notation symbols for pitch, rhythm, dynamics, tempo,
articulation, and expression. |
demonstrate standard notation
in sightsinging |
oral assessments |
|
5.06 Show respect for the
reading and notating efforts of others. |
support classmates in
sightsinging efforts |
teacher observation |
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Identify musical forms
representing various historical periods.. |
class listening and discussion |
written assessments
teacher observation |
|
6.02 Demonstrate a basic
knowledge of the technical vocabulary of music. |
build major scales using
half/whole patterns |
oral assessments |
|
6.03 Recognize and identify a
variety of compositional techniques. |
class discussions |
oral assessments |
|
6.04 Explain various
accompaniments. |
listen and discuss various
kinds of accompaniment |
teacher observation
listening rubric |
|
6.05 Demonstrate auditory
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
listen and discuss musical
ideas of an assigned piece |
oral assessments |
|
6.06 Show respect for the
musical efforts and opinions of others. |
class discussion |
teacher observation |
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of music. |
follow specific critical
guidelines when observing performances by other choirs |
listening rubric |
|
7.02 Evaluate musical works by
comparing, contrasting and summarizing them in relation to similar or
exemplary models. |
attend a choral festival to
observe and critique performances by other choirs |
written assessment |
|
7.03 Evaluate musical ideas
and information to make informed decisions as a consumer of music.
|
research project |
written assessments |
|
7.04 Apply rules of standard
English in written evaluations of music
|
provide written critics of
performances by other choirs |
written assessments |
|
7.05 Explain how interacting
musical elements impact one’s aesthetic or feelingful response to
music. |
discuss the aesthetic value of
a performance |
oral assessments |
|
7.06 Show respect for the
musical efforts and opinions of others. |
share and discuss written
critiques of choral performances with classmates |
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Apply standard rules of
written English to explain the uses of characteristic elements,
artistic processes, and organizational principles among the arts areas
in different historical periods and cultures. |
exposure to all areas of the
arts |
teacher observation |
|
8.02 Identify and explain ways
in which the concepts and skills of other content areas outside of the
arts are related to those of music. |
become familiar with the vocal
mechanism and understand how a vocal sound is produced |
written assessments
teacher observation |
|
8.03 Use knowledge of
mathematical relationships to create original compositions. |
understand mathematical
relationships between measures and rhythmic values |
written assessments |
|
8.04 Discuss the roles of
creators, performers, and others involved in the production and
presentation of the arts. |
become familiar with the
efforts of all people involved in a performance |
teacher observation |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
become familiar with the
process of being in an ensemble, focusing on unified vowels and
consonants, and musical ideas |
oral assessments |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify representative
examples of music using distinguishing characteristics to identify
genre, style, culture and/or historical periods. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods and cultures |
oral assessments |
|
9.02 Recognize and identify
ways that music reflects history. |
examine the historical context
of music and its composers |
written assessments |
|
9.03 Evaluate the role of
music by identifying and applying criteria to draw conclusions or make
predictions about the past, present, and future roles of music in
history and culture. |
class discussion of historical
and cultural context of repertoire |
written assessments
teacher observation |
|
9.04 Show respect for music
from various cultures and time periods. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods |
oral assessments
teacher observation |
Chorus 2, Semester 2
Chorus
2- Semester 2
|
|
|
|
National Standards and NCSCS Objectives |
Sample Activities |
Assessment |
|
|
|
|
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing with increased
technical accuracy. |
Sing with a low
supported breath focusing on the lower abdominal muscles, diaphragm,
and the relaxation of the shoulders and neck and sing with a raised
the soft palate, using a yawning sensation in each vowel
|
individual singing assessments
teacher observation |
|
1.02 Sing increasingly
difficult vocal literature which contains moderate technical demands,
expanded ranges, and varied interpretive requirements. |
sing level III and
IV choral music that is written for two, three, or four parts |
individual singing assessments
teacher observation |
|
1.03 Sing vocal literature
representing diverse genres, styles, and cultures. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods and cultures |
teacher choice of repertoire |
|
1.04 Show respect of the
singing efforts of others. |
recognize the importance of
each individual in an ensemble, focus on unified vowels and
consonants, and musical ideas |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and utilize
appropriate instrumental accompaniments in a wide variety of
historical and cultural styles. |
begin to play voice part on
the piano, use student accompanists, use various instruments
continue study of the staff in
relation to the keyboard |
written assessments
individual assessments |
|
2.02 Show respect for the
instrumental playing efforts of others.
|
observe performances of
keyboard and instrumental knowledge by classmates |
written assessments
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise variations of
melodies and accompaniments in different styles, meters, and
tonalities. |
call and response |
written assessments
oral assessments |
|
3.02 Show respect for the
improvisational efforts of others |
listen as others improvise |
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose and perform simple
stepwise melodies using all scale degrees of a major key |
written assessments
oral assessments |
|
4.02 Compose music in several
distinct styles using the elements of music. |
compose a melody in ABA form |
Written assessments |
|
4.03 Use a variety of sounds,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
transcribe an original composition |
written assessments |
|
4.04 Show respect for the
composing and arranging efforts of others. |
perform original compositions in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Read whole, half,
quarter, eighth, sixteenth, and dotted note and rest durations in 2/4,
4/4, 6/8, 3/8, 2/2, and mixed meters. |
read and notate rhythmic
patterns in mixed meter |
written assessments
oral assessments |
|
5.02 Demonstrate the ability
to read individual parts of a vocal score by describing how the
elements of music are used. |
sightsing melodies with steps
and skips using scale degrees of a major key in two parts |
individual sight singing
assessments
teacher observation |
|
5.03 Sightread musical
examples in the treble and bass clefs. |
name the lines and spaces of
treble and bass clefs with ledger lines |
written assessments
oral assessments |
|
5.04 Notate and transpose
simple melodies using standard notation. |
understand transposition |
written assessment
oral assessment |
|
5.05 Identify and define
standard notation symbols for pitch, rhythm, dynamics, tempo,
articulation, and expression. |
demonstrate standard notation
in sightsinging |
teacher observation |
|
5.06 Show respect for the
reading and notating efforts of others. |
support classmates in
sightsinging efforts |
teacher observation |
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Identify musical forms
representing various historical periods.. |
class listening and discussion |
teacher observation
oral assessments |
|
6.02 Demonstrate a basic
knowledge of the technical vocabulary of music. |
build major scales using
half/whole patterns |
oral assessments |
|
6.03 Recognize and identify a
variety of compositional techniques. |
class discussions |
oral assessments |
|
6.04 Explain various
accompaniments. |
listen to and discuss various
accompaniments |
teacher observation
listening rubric |
|
6.05 Demonstrate auditory
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
listen and discuss musical
ideas of an assigned piece |
oral assessments |
|
6.06 Show respect for the
musical efforts and opinions of others. |
class discussion |
teacher observation |
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of music. |
follow specific critical
guidelines when observing performances by other choirs |
listening rubric |
|
7.02 Evaluate musical works by
comparing, contrasting and summarizing them in relation to similar or
exemplary models. |
attend a choral festival to
observe and critique performances by other choirs |
written assessments |
|
7.03 Evaluate musical ideas
and information to make informed decisions as a consumer of music.
|
research project |
Written assessments |
|
7.04 Apply rules of standard
English in written evaluations of music
|
provide written critics of
performances by other choirs |
written assessments |
|
7.05 Explain how interacting
musical elements impact one’s aesthetic or feelingful response to
music. |
discuss the aesthetic value of
a performance |
oral assessments |
|
7.06 Show respect for the
musical efforts and opinions of others. |
share and discuss written
critiques of choral performances with classmates |
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Apply standard rules of
written English to explain the uses of characteristic elements,
artistic processes, and organizational principles among the arts areas
in different historical periods and cultures. |
exposure to all areas of the
arts |
teacher observation |
|
8.02 Identify and explain ways
in which the concepts and skills of other content areas outside of the
arts are related to those of music. |
become familiar with the vocal
mechanism and understand how a vocal sound is produced |
written assessments
teacher observation |
|
8.03 Use knowledge of
mathematical relationships to create original compositions. |
understand mathematical
relationships between measures and rhythmic values |
written assessments |
|
8.04 Discuss the roles of
creators, performers, and others involved in the production and
presentation of the arts. |
become familiar with the
efforts of all people involved in a performance |
teacher observation |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
become familiar with the
process of being in an ensemble, focusing on unified vowels and
consonants, and musical ideas |
oral assessments |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify representative
examples of music using distinguishing characteristics to identify
genre, style, culture and/or historical periods. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods and cultures |
oral assessments |
|
9.02 Recognize and identify
ways that music reflects history. |
examine the historical context
of music and its composers |
written assessments |
|
9.03 Evaluate the role of
music by identifying and applying criteria to draw conclusions or make
predictions about the past, present, and future roles of music in
history and culture. |
class discussion of historical
and cultural context of repertoire |
written assessments
teacher observation |
|
9.04 Show respect for music
from various cultures and time periods. |
perform a variety of
selections, representing contrasting styles and at least three
historical periods |
oral assessments
teacher observation |
Chorus 3, Semester 1
|
Chorus 3 Semester 1 |
|
|
|
|
|
|
|
National Standard/NCSCS |
Objectives/ Sample Activities |
Assessment Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing vocal literature of
an appropriate and increasingly difficult level, with expression and
technical accuracy. |
perform Level IV music from
the State Festival list |
teacher observation |
|
1.02 Sing moderately difficult
vocal literature which requires well-developed technical skills,
attention to phrasing and interpretation, and the ability to perform
various meters and rhythms in a variety of keys. |
sing with a raised soft palate
and round open tone, focus on placement of the voice in the
resonators, use a low, supported breath with the chest remaining
upright, focusing on breathing in a relaxed and controlled manner |
teacher observation
individual singing assessments |
|
1.03 Sing vocal literature
representing diverse genres, styles and cultures. |
perform diverse repertoire of
contrasting styles representing at least four historical periods and
cultures |
teacher choice of repertoire |
|
1.04 Show respect for the
singing efforts of others. |
Perform and observe others in
class |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and use
appropriate instrumental accompaniments in a variety of historical and
cultural styles. |
use various instruments, allow
students to accompany
students should play their
voice part on the piano |
class performance
teacher observation |
|
2.02 Show respect for the
instrument playing of others. |
constructive criticism |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise melodies with
rhythmic and melodic variations. |
student led call and response
|
oral assessments |
|
3.02 Improvise accompaniments
in a variety of styles. |
improvise accompaniments to
familiar melodies using the I, IV, and V chords of a major scales |
individual singing assessments |
|
3.03 Show respect for the
improvisational efforts of others. |
discussion, self assessment
|
self assessments
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose a simple melody and
accompaniment chordal progession using the I, IV, and V chords of a
major scales |
written assessments |
|
4.02 Synthesize the study and
characteristics of several styles/ genres of music to create original
compositions. |
compose original melody using
characteristics of two distinct styles/genres of music |
written assessments |
|
4.03 Use a variety of sound,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
compose |
computer print out
teacher observation |
|
4.04 Show respect for the
composing and arranging efforts others. |
perform original compositions
in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Read whole, half,
quarter, eighth, sixteenth, and dotted note and rest durations in 2/4,
¾, 4/4, 6/8, 3/8, 12/8, 2/2 and mixed meter. |
recognize and read syncopated
rhythms
read and notate rhythmic
patterns as specified by the NCSCS |
teacher observation
individual singing assessments |
|
5.02 Demonstrate the ability
to read a vocal score of up to four staves by describing how the
elements of music are used. |
sightsing in four parts
understanding how their parts fit in the chordal structure |
teacher observation
individual singing assessments |
|
5.03 Sightread moderately
difficult musical examples with accuracy and expression. |
sightsing steps and skips
do-do and the sol below do. |
teacher observation
individual singing assessments |
|
5.04 Notate moderately
difficult musical examples using standard notation. |
dictate simple melodic
patterns |
written assessments |
|
5.05 Identify and define
standard notation symbols for pitch, rhythm , dynamics, tempo,
articulation and expression. |
demonstrate standard notation
and symbols in singing |
teacher observation
individual singing assessments |
|
5.06 Show respect for the
reading and notations of others. |
class sightsinging and
dictation |
teacher observation
|
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Identify musical forms
representing diverse genres and cultures. |
class listening and discussion |
written assessments |
|
6.02 Demonstrate increased
knowledge of the technical vocabulary of music. |
understand chords in a major
scale. |
written assessments |
|
6.03 Analyze and describe the
elements of music in a given work. |
class discussion |
oral assessments |
|
6.04 Identify and explain
compositional devices and techniques used to provide unity and variety
and tension and release in a musical work and give examples of other
works that make similar uses of these devices and techniques. |
discuss dissonance and
consonance |
teacher observation
oral assessments
written assessments |
|
6.05 Demonstrate auditory and
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
Conduct passages while singing
from repertoire, follow conductor’s gestures |
teacher observation
individual conducting
assessments |
|
6.06 Show respect while
listening to and analyzing music. |
class discussions |
teacher observation
|
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and
improvisations and apply the criteria to one’s personal participation
in music. |
student assessment by rubric
at State and National festivals |
written responses to rubic
class dicussion |
|
7.02 Evaluate musical works by
comparing, contrasting, and summarizing them in relation to similar or
exemplary models. |
listening and comparison
activities |
written assessment |
|
7.03 Examine and determine the
best economic value of instruments, materials, or recording to make
informed choices. |
comparison shopping |
class presentation
written assessment |
|
7.04 Apply rules of standard
English in written evaluations of music. |
Formal essays about choral
observations |
written assessment |
|
7.05 Evaluate a given music
work in terms of its aesthetic qualities and explain musical devices
it used to evoke feelings and emotion. |
listening to examples and
group discussion |
class discussion
teacher observation |
|
7.06 Show respect for the
musical efforts and opinions of others. |
class discussion |
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Apply rules of standard
English to compare and contrast the uses of characteristic elements,
artistic processes, and organizational principles among the arts areas
in different historical periods and cultures. |
Formal essays about the Arts
world |
class presentation
written assessment |
|
8.02 Analyze ways in which the
concepts and skills of other content areas outside the arts are
interrelated with those outside of music. |
understand the specific
anatomical structure of the vocal mechanism focusing on where and how
the voice resonates |
teacher observation |
|
8.03 Synthesize and apply
information from other content areas to facilitate musical
understanding. |
understand the specific
anatomical structure of the vocal mechanism focusing on where and how
the voice resonates |
teacher observation |
|
8.04 Compare and contrast the
roles of creators, performers, and other involved in the production
and presentation of the arts. |
Research music professions |
class presentation
written assessments |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
Develop a “team” within each
ensemble |
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify unfamiliar and
familiar representative examples of music using distinguishing
characteristics to identify genre, style, cultural and /or historical
periods; justify the reasons for the classifications. |
Listening journals |
written assessments
class discussion |
|
9.02 Recognize and identify
ways that music reflects history. |
Repertoire research projects |
class presentation |
|
9.03 Examine patterns,
relationships, and trends in music of various cultures and historical
periods to draw inferences and make predictions about past, present,
and future social outcomes. |
Class discussion of
historical/social significance of repertoire |
written assessments |
|
9.04 Show respect for music
from various cultures and time periods. |
Perform and appreciate divers
repertoire |
teacher observation |
Chorus 3, Semester 2
|
Chorus 3 Semester 2 |
|
|
|
|
|
|
|
National Standard/NCSCS |
Objectives/ Sample Activities |
Assessment Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing vocal literature of
an appropriate and increasingly difficult level, with expression and
technical accuracy. |
perform Level V music from the
State Festival list |
teacher observation |
|
1.02 Sing moderately difficult
vocal literature which requires well-developed technical skills,
attention to phrasing and interpretation, and the ability to perform
various meters and rhythms in a variety of keys. |
sing with a raised soft palate
and round open tone, focus on placement of the voice in the
resonators, use a low, supported breath with the chest remaining
upright, focusing on breathing in a relaxed and controlled manner |
teacher observation
individual singing assessments |
|
1.03 Sing vocal literature
representing diverse genres, styles and cultures. |
perform diverse repertoire of
contrasting styles representing at least four historical periods and
cultures |
teacher choice of repertoire |
|
1.04 Show respect for the
singing efforts of others. |
Perform and observe others in
class |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and use
appropriate instrumental accompaniments in a variety of historical and
cultural styles. |
use various instruments, allow
students to accompany
students should play their
voice part on the piano |
class performance
teacher observation |
|
2.02 Show respect for the
instrument playing of others. |
constructive criticism |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise melodies with
rhythmic and melodic variations. |
student led call and response
|
oral assessments |
|
3.02 Improvise accompaniments
in a variety of styles. |
improvise accompaniments to
familiar melodies using first and second inversions of the I, IV, and
V chords of a major scales |
individual singing assessments |
|
3.03 Show respect for the
improvisational efforts of others. |
discussion, self assessment
|
self assessments
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose a simple melody and
accompaniment chordal progession using first and second inversions of
the I, IV, and V chords of a major scales |
written assessments |
|
4.02 Synthesize the study and
characteristics of several styles/ genres of music to create original
compositions. |
compose original melody using
characteristics of two distinct styles/genres of music |
written assessments |
|
4.03 Use a variety of sound,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
compose |
computer print out
teacher observation |
|
4.04 Show respect for the
composing and arranging efforts others. |
perform original compositions
in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Read whole, half,
quarter, eighth, sixteenth, and dotted note and rest durations in
2/4,3/4, 4/4, 6/8, 3/8, 12/8, 2/2 and mixed meter. |
recognize and read syncopated
rhythms
read and notate rhythmic
patterns as specified by the NCSCS |
teacher observation
individual singing assessments |
|
5.02 Demonstrate the ability
to read a vocal score of up to four staves by describing how the
elements of music are used. |
sightsing in four parts
understanding how their part fits in the chordal structure |
teacher observation
individual singing assessments |
|
5.03 Sightread moderately
difficult musical examples with accuracy and expression. |
sightsing intervals (3rds,
4ths, and 5ths) from any scale degree within an octave |
teacher observation
individual singing assessments |
|
5.04 Notate moderately
difficult musical examples using standard notation. |
dictate simple melodic
patterns |
written assessments |
|
5.05 Identify and define
standard notation symbols for pitch, rhythm , dynamics, tempo,
articulation and expression. |
demonstrate standard notation
and symbols in singing |
teacher observation
individual singing assessments |
|
5.06 Show respect for the
reading and notations of others. |
class sightsinging and
dictation |
teacher observation
|
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Identify musical forms
representing diverse genres and cultures. |
class listening and discussion |
written assessments |
|
6.02 Demonstrate increased
knowledge of the technical vocabulary of music. |
understand monophonic,
homophonic, polyphonic textures |
written assessments |
|
6.03 Analyze and describe the
elements of music in a given work. |
class discussion, identify
modes of music |
written assessments |
|
6.04 Identify and explain
compositional devices and techniques used to provide unity and variety
and tension and release in a musical work and give examples of other
works that make similar uses of these devices and techniques. |
discuss dissonance and
consonance |
teacher observation
oral assessments
written assessments |
|
6.05 Demonstrate auditory and
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
Conduct passages while singing
from repertoire, follow conductor’s gestures |
teacher observation
individual conducting
assessments |
|
6.06 Show respect while
listening to and analyzing music. |
class discussions |
teacher observation
|
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and
improvisations and apply the criteria to one’s personal participation
in music. |
student assessment by rubric
at State and National festivals |
written responses to rubic
class dicussion |
|
7.02 Evaluate musical works by
comparing, contrasting, and summarizing them in relation to similar or
exemplary models. |
listening and comparison
activities |
written assessment |
|
7.03 Examine and determine the
best economic value of instruments, materials, or recording to make
informed choices. |
comparison shopping |
class presentation
written assessment |
|
7.04 Apply rules of standard
English in written evaluations of music. |
Formal essays about choral
observations |
written assessment |
|
7.05 Evaluate a given music
work in terms of its aesthetic qualities and explain musical devices
it used to evoke feelings and emotion. |
listening to examples and
group discussion |
class discussion
teacher observation |
|
7.06 Show respect for the
musical efforts and opinions of others. |
class discussion |
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Apply rules of standard
English to compare and contrast the uses of characteristic elements,
artistic processes, and organizational principles among the arts areas
in different historical periods and cultures. |
Formal essays about the Arts
world |
class presentation
written assessment |
|
8.02 Analyze ways in which the
concepts and skills of other content areas outside the arts are
interrelated with those outside of music. |
understand the specific
anatomical structure of the vocal mechanism focusing on where and how
the voice resonates |
teacher observation |
|
8.03 Synthesize and apply
information from other content areas to facilitate musical
understanding. |
understand the specific
anatomical structure of the vocal mechanism focusing on where and how
the voice resonates |
teacher observation |
|
8.04 Compare and contrast the
roles of creators, performers, and other involved in the production
and presentation of the arts. |
Research music professions |
class presentation
written assessments |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
Develop a “team” within each
ensemble |
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify unfamiliar and
familiar representative examples of music using distinguishing
characteristics to identify genre, style, cultural and /or historical
periods; justify the reasons for the classifications. |
Listening journals |
written assessments
class discussion |
|
9.02 Recognize and identify
ways that music reflects history. |
Repertoire research projects |
class presentation |
|
9.03 Examine patterns,
relationships, and trends in music of various cultures and historical
periods to draw inferences and make predictions about past, present,
and future social outcomes. |
Class discussion of
historical/social significance of repertoire |
written assessments |
|
9.04 Show respect for music
from various cultures and time periods. |
Perform and appreciate diverse
repertoire |
teacher observation |
Chorus 3, Honors
Components
|
Honors Component 1 |
Each Honors student should complete three (3)
activities
(National Standard 8 is required) |
|
|
|
|
|
|
National Standard/NCSCS |
Sample Activities |
Assessment Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
|
participate in Solo Festival |
teacher observation |
|
|
audition for singing activity
outside assigned school |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
|
accompany the choir using the
piano |
teacher observation |
|
|
accompany the choir using
other instruments |
teacher observation |
|
|
play assigned voice part on
the piano |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
|
improvise a solo line within a
choir piece |
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
|
arrange for choir a folksong,
hymn, Alma Mater, etc. |
written assessments |
|
|
present an original
composition at the school concert |
teacher observation |
|
|
use notation software to
transcribe an original composition |
written assessments |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
|
learn a song without the aid
of teacher, outside musician, or recording |
teacher observation |
|
|
transpose a solo into a
different key |
written assessments |
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
|
attend three (3) approved
professional performances and write a criticism |
written assessments |
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
|
lead a sectional rehearsal |
teacher observation |
|
|
visit other area schools to
observe rehearsals or performances |
teacher observation
written assessments |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
|
prepare and present a research
project about music and its relationship to other art forms as
specified by the teacher (presentation should include a multimedia
element) |
written assessments
oral assessments
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
|
prepare and present a research
project about music and its relationship to society, history and
culture as specified by the teacher (presentation should include a
multimedia element) |
written assessments
oral assessments
teacher observation |
Chorus 4, Semester 1
|
Chorus 4 Semester 1 |
|
|
|
|
|
|
|
National
Standard/NCSCS |
Objectives/
Sample Activities |
Assessment
Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing vocal literature of
an appropriate and increasingly difficult level, with expression and
technical accuracy. |
perform Level VI music from
the State Festival list |
teacher observation |
|
1.02 Sing difficult vocal
literature which requires advanced technical skills, ability to
perform various meters, keys, unusual meters, complex rhythms, and
subtle dynamic requirements. |
sing with a round, open and
consistent tone using a low, supported breath to sing complete phrases
in a controlled and relaxed manner |
teacher observation
individual singing assessments |
|
1.03 Sing vocal literature
representing diverse genres, styles and cultures. |
perform diverse repertoire of
music |
teacher choice of repertoire |
|
1.04 Show respect for the
singing efforts of others. |
perform and critique others |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and use
appropriate instrumental accompaniments in a variety of historical and
cultural styles. |
use various instruments, allow
students to accompany
students should play two voice
parts on the piano |
class performance
teacher observation |
|
2.02 Show respect for the
instrument playing of others. |
constructive criticism |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise variations of
melodies and accompaniments in different styles, meters, and
tonalities. |
improvise accompaniment on the
keyboard to choral pieces using chordal progressions |
oral assessments |
|
3.02 Show respect for the
improvisational efforts of others. |
discussion, self assessment
|
individual singing assessments |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose a melody and an
accompaniment using varied chordal progressions |
written assessments |
|
4.02 Synthesize the study and
characteristics of several styles/ genres of music to create original
compositions. |
compose original melody using
characteristics of three distinct styles/genres of music |
written assessments |
|
4.03 Use a variety of sound,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
compose |
computer print out
teacher observation |
|
4.04 Show respect for the
composing and arranging efforts others. |
perform original compositions
in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Demonstrate the ability
to read a vocal score of up to four staves by describing how the
elements of music are used and explaining all transpositions and
clefs. |
sightsing in four parts
understanding how their part fits in the chordal structure |
teacher observation
individual singing assessments |
|
5.02 Sightread difficult
musical examples with accuracy and expression. |
sightsing intervals that
include 6ths and 7ths within an octave |
teacher observation
individual singing assessments |
|
5.03 Notate moderately
difficult musical examples using standard notation. |
Dictate melodic patterns |
teacher observation
written assessments |
|
5.04 Read and interpret
standard and non-standard notation. |
demonstrate and perform
standard notation and symbols in singing |
teacher observation
individual singing assessments |
|
5.05 Create music examples
using non-standard notation |
compose short original
composition using non-standard notation |
written assessments |
|
5.06 Identify and define
standard notation symbols for pitch, rhythm, dynamics, tempo,
articulation, and expression. |
read rhythmic patterns that
include sixteenth rests |
teacher observation
individual singing assessments |
|
5.07 Show respect for the
reading and notations of others. |
class sightsinging and
dictation |
teacher observation
|
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Compare and contrast
musical forms representing diverse genres and cultures. |
class listening and discussion |
written assessments |
|
6.02 Demonstrate extensive
knowledge of the technical vocabulary of music. |
build minor scales using half
and whole step patterns |
written assessments |
|
6.03 Analyze and describe the
elements of music in a given work that make it unique, interesting and
expressive. |
class discussion, identify
modes of music |
written assessments |
|
6.04 Demonstrate the ability
to perceive and remember musical events by describing in detail
significant events occurring in a given aural example |
listening activities |
teacher observation
oral assessments
written assessments |
|
6.05 Demonstrate auditory and
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
conduct passages while singing
from repertoire, follow conductor’s gestures |
teacher observation
individual conducting
assessments |
|
6.06 Show respect while
listening to and analyzing music. |
class discussions |
teacher observation
|
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and
improvisations and apply the criteria to one’s personal participation
in music. |
student assessment by rubric
at State and National festivals |
written responses to rubic
class discussion |
|
7.02 Evaluate musical works by
comparing, contrasting, and summarizing them in relation to similar or
exemplary models. |
listening and comparison
activities |
written assessment |
|
7.03 Apply rules of standard
English in written evaluations of music. |
Formal essays about choral
observations |
class presentation
written assessment |
|
7.04 Evaluate a given music
work in terms of its aesthetic qualities and explain musical devices
it used to evoke feelings and emotion. |
listening to examples and
group discussion |
written assessment |
|
7.05 Show respect for the
musical efforts and opinions of others. |
class discussion |
class discussion
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Compare and contrast
using main ideas and supporting details to organize and communicate
information about the uses of characteristic elements, artistic
processes, and organizational principles among the arts areas in
different historical periods and cultures. |
formal essays and student led
discussion about the Arts world |
written assessments
class presentations |
|
8.02 Generalize ways in which
the concepts and skills of other content areas outside the arts are
related to music. |
understand the physics of
sound |
class presentations
written assessments |
|
8.03 Synthesize and apply
information from other content areas to facilitate musical
understanding. |
sing with a resonant tone
using their knowledge of the vocal mechanism |
teacher observation |
|
8.04 Compare and contrast the
roles of creators, performers, and other involved in the production
and presentation of the arts. |
research music professions |
class presentations
written assessments |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
develop a “team” within each
ensemble |
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify unfamiliar yet
representative examples of music using distinguishing characteristics
to identify genre, style, cultural and/or historical periods; justify
the reasons for the classifications. |
listening journals, class
discussion |
written assessments |
|
9.02 Explain how music has
evolved over time. |
research projects |
written assessments
class discussion |
|
9.03 Examine patterns,
relationships, and trends in music of various cultures and historical
periods to draw inferences and make predictions about social outcomes. |
class discussion of
historical/social significance of repertoire |
class presentation |
|
9.04 Show respect for music
from various cultures and time periods. |
perform and appreciate diverse
repertoire |
written assessments |
Chorus 4, Semester 2
|
Chorus 4 Semester 2 |
|
|
|
|
|
|
|
National Standard/NCSCS |
Objectives/ Sample Activities |
Assessment Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
1.01 Sing vocal literature of
an appropriate and increasingly difficult level, with expression and
technical accuracy. |
perform Level VI music from
the State Festival list in eight part divisi |
teacher observation |
|
1.02 Sing difficult vocal
literature which requires advanced technical skills, ability to
perform various meters, keys, unusual meters, complex rhythms, and
subtle dynamic requirements. |
sing with a round, open and
consistent tone using a low, supported breath to sing complete phrases
in a controlled and relaxed manner |
teacher observation
individual singing assessments |
|
1.03 Sing vocal literature
representing diverse genres, styles and cultures. |
perform diverse repertoire of
music |
teacher choice of repertoire |
|
1.04 Show respect for the
singing efforts of others. |
perform and critique others |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
2.01 Select and use
appropriate instrumental accompaniments in a variety of historical and
cultural styles. |
use various instruments, allow
students to accompany
students should play two voice
parts on the piano |
class performance
teacher observation |
|
2.02 Show respect for the
instrument playing of others. |
constructive criticism |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
3.01 Improvise variations of
melodies and accompaniments in different styles, meters, and
tonalities. |
improvise accompaniment on the
keyboard to choral pieces using chordal progressions |
oral assessments |
|
3.02 Show respect for the
improvisational efforts of others. |
discussion, self assessment
|
individual singing assessments |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
4.01 Compose and arrange music
incorporating appropriate voicings and ranges. |
compose a melody and an
accompaniment using varied chordal progession |
written assessments |
|
4.02 Synthesize the study and
characteristics of several styles/ genres of music to create original
compositions. |
compose original melody using
characteristics of three distinct styles/genres of music |
written assessments |
|
4.03 Use a variety of sound,
notational, and technological sources to compose and arrange music. |
use Finale or Sibelius to
compose |
computer print out
teacher observation |
|
4.04 Show respect for the
composing and arranging efforts others. |
perform original compositions
in class and listen to others |
teacher observation |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
5.01 Demonstrate the ability
to read a vocal score of up to four staves by describing how the
elements of music are used and explaining all transpositions and
clefs. |
sightsing in four parts
understanding how their part fits in the chordal structure |
teacher observation
individual singing assessments |
|
5.02 Sightread difficult
musical examples with accuracy and expression. |
sightsing in two octaves any
steps, skips, or leaps |
teacher observation
individual singing assessments |
|
5.03 Notate moderately
difficult musical examples using standard notation. |
dictate melodies in melodic
and harmonic minor |
teacher observation
written assessments |
|
5.04 Read and interpret
standard and non-standard notation. |
demonstrate and perform
standard and non-standard notation and symbols in singing |
teacher observation
individual singing assessments |
|
5.05 Create music examples
using non-standard notation |
compose short original
composition using non-standard notation |
written assessments |
|
5.06 Identify and define
standard notation symbols for pitch, rhythm, dynamics, tempo,
articulation, and expression. |
read rhythmic patterns that
include dotted eighth and sixteenth notes |
teacher observation
individual singing assessments |
|
5.07 Show respect for the
reading and notations of others. |
class sightsinging and
dictation |
teacher observation
|
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
6.01 Compare and contrast
musical forms representing diverse genres and cultures. |
compare and contrast Western
and Eastern musical ideas |
written assessments |
|
6.02 Demonstrate extensive
knowledge of the technical vocabulary of music. |
identify modes and their
relevance to major and minor scales |
written assessments |
|
6.03 Analyze and describe the
elements of music in a given work that make it unique, interesting and
expressive. |
class discussion, identify
modes of music |
written assessments |
|
6.04 Demonstrate the ability
to perceive and remember musical events by describing in detail
significant events occurring in a given aural example |
listening activities |
teacher observation
oral assessments
written assessments |
|
6.05 Demonstrate auditory and
perceptual skills by conducting, moving, answering questions about,
and describing aural examples of music. |
conduct passages while singing
from repertoire, respond to complex conducting patterns and expressive
gestures |
teacher observation
individual conducting
assessments |
|
6.06 Show respect while
listening to and analyzing music. |
class discussions |
teacher observation
|
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
7.01 Apply specific criteria
for making informed, critical evaluations of the quality and
effectiveness of performances, compositions, arrangements, and
improvisations and apply the criteria to one’s personal participation
in music. |
student assessment by rubric
at State and National festivals |
written responses to rubic
class discussion |
|
7.02 Evaluate musical works by
comparing, contrasting, and summarizing them in relation to similar or
exemplary models. |
listening and comparison
activities |
written assessment |
|
7.03 Apply rules of standard
English in written evaluations of music. |
formal essays about choral
observations |
class presentation
written assessment |
|
7.04 Evaluate a given music
work in terms of its aesthetic qualities and explain musical devices
it used to evoke feelings and emotion. |
listening to examples and
group discussion |
written assessment |
|
7.05 Show respect for the
musical efforts and opinions of others. |
class discussion |
class discussion
teacher observation |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
8.01 Compare and contrast
using main ideas and supporting details to organize and communicate
information about the uses of characteristic elements, artistic
processes, and organizational principles among the arts areas in
different historical periods and cultures. |
formal essays and student led
discussion about the Arts world |
written assessments
class presentations |
|
8.02 Generalize ways in which
the concepts and skills of other content areas outside the arts are
related to music. |
understand the physics of
sound |
class presentations
written assessments |
|
8.03 Synthesize and apply
information from other content areas to facilitate musical
understanding. |
sing with a resonant tone
using their knowledge of the vocal mechanism |
teacher observation |
|
8.04 Compare and contrast the
roles of creators, performers, and other involved in the production
and presentation of the arts. |
research music professions |
class presentations
written assessments |
|
8.05 Demonstrate the character
traits of responsibility, self-discipline, and perseverance while
informally or formally participating in music. |
develop a “team” within each
ensemble |
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
9.01 Classify unfamiliar yet
representative examples of music using distinguishing characteristics
to identify genre, style, cultural and/or historical periods; justify
the reasons for the classifications. |
listening journals, class
discussion, individual presentation |
written assessments |
|
9.02 Explain how music has
evolved over time. |
research projects with
individual performance |
written assessments
class discussion |
|
9.03 Examine patterns,
relationships, and trends in music of various cultures and historical
periods to draw inferences and make predictions about social outcomes. |
class discussion of
historical/social significance of repertoire |
class presentation |
|
9.04 Show respect for music
from various cultures and time periods. |
perform and appreciate diverse
repertoire |
written assessments |
Chorus 4, Honors
Components
|
Honors Component 2 |
Each Honors student should complete five (5)
activities
(National Standard 9 is required) |
|
|
|
|
|
|
National Standard/NCSCS |
Sample Activities |
Assessment Tools |
|
1. The learner will sing,
alone and with others, a varied repertoire of music. |
|
|
|
|
participate in Solo Festival |
teacher observation |
|
|
audition for singing activity
outside assigned school |
teacher observation |
|
|
|
|
|
2. The learner will play on
instruments, alone and with others, a varied repertoire of music. |
|
|
|
|
accompany the choir using the
piano |
teacher observation |
|
|
accompany the choir using
other instruments |
teacher observation |
|
|
play assigned voice part on
the piano |
teacher observation |
|
|
|
|
|
3. The learner will improvise
melodies, variations, and accompaniments. |
|
|
|
|
improvise a solo line within a
choir piece |
teacher observation |
|
|
|
|
|
4. The learner will compose
and arrange music within specified guidelines. |
|
|
|
|
arrange for choir a folksong,
hymn, Alma Mater, etc. |
written assessments |
|
|
present an original
composition at the school concert |
teacher observation |
|
|
use notation software to
transcribe an original composition |
written assessments |
|
|
|
|
|
5. The learner will read and
notate music. |
|
|
|
|
learn a song without the aid
of teacher, outside musician, or recording |
teacher observation |
|
|
transpose a solo into a
different key |
written assessments |
|
|
|
|
|
6. The learner will listen to,
analyze, and describe music. |
|
|
|
|
attend three (3) approved
professional performances and write a criticism |
written assessments |
|
|
|
|
|
7. The learner will evaluate
music and music performances. |
|
|
|
|
lead a sectional rehearsal |
teacher observation |
|
|
visit other area schools to
observe rehearsals or performances |
teacher observation
written assessments |
|
|
|
|
|
8. The learner will understand
relationships between music, the other arts, and content areas outside
the arts. |
|
|
|
|
prepare and present a research
project about music and its relationship to other art forms as
specified by the teacher (presentation should include a multimedia
element) |
written assessments
oral assessments
teacher observation |
|
|
|
|
|
9. The learner will understand
music in relation to history and culture. |
|
|
|
|
prepare and present a research
project about music and its relationship to society, history and
culture as specified by the teacher (presentation should include a
multimedia element) |
written assessments
oral assessments
teacher observation |
|