Professional Documents
Culture Documents
COMMUNITY SCHOOL CORPORATION 1
GRADE LEVEL: 9‐12 SUBJECT: Choir DATE: 2016‐2017
MONTH/GRADING PERIOD: 1 Year
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Accurate pitches
Simple rhythmic
accompaniments
Melodic
accompaniments
Vocal
performance
H.2.2‐Echo melodic, rhythmic, Practice melodic, Teacher observation Melodic pattern Additional
and harmonic patterns on rhythmic, and harmonic Rhythmic
keyboard, percussion, or patterns on keyboard, pattern
original instruments. percussion, or original Harmonic
instruments.
pattern
H.2.3‐Accompany appropriate Perform appropriate Performance Tonality Important
vocal repertoire with vocal repertoire with
innovative tonal and rhythmic innovative tonal and
patterns performed on rhythmic patterns
traditional or culturally performed on traditional
or culturally authentic
authentic instruments.
instruments.
Creating Music
Improvising melodies, H.3.1‐Improvise call and Create call and response Teacher observation Call and Additional
variations, and response conversations in conversations in vocal response
accompaniments vocal warm‐ups. warm‐ups. Improvisation
Warm‐ups
Melody
Harmonization
Variation
Choral rehearsal
H.3.2‐Improvise a two, three, Create a two, three, or Teacher observation Melody Additional
or four part harmonization for four part harmonization Harmony
a known melody. for a known melody.
H.3.3‐Vary a familiar melody Alter a familiar melody Teacher observation Gospel music Important
by adding or changing notes by adding or changing Performance
or altering the rhythmic notes or altering the
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structure of the melody as in rhythmic structure of the
gospel music. melody as in gospel
music.
H.3.4‐Improvise an Compose an Teacher observation Bass line Additional
accompanying bass line for a accompanying bass line
given melody. for a given melody.
H.3.5‐Improvise a stylistically Rewrite a stylistically Teacher observation Chord Additional
appropriate melody over a appropriate melody over Chord
given chord progression, such a given chord progression
as scat syllables over a twelve progression, such as scat Scat
syllables over a twelve
bar blues progression. Blues
bar blues progression.
Twelve bar
blues
H.3.6‐Improvise melodies, Create melodies, Teacher observation Cultural Additional
harmonies, and harmonies, and traditions
accompaniments in styles accompaniments in
from various musical eras or styles from various
cultural traditions. musical eras or cultural
traditions.
Creating Music
Composing and H.4.1‐Compose and conduct Make use of warm‐ups Teacher observation Compose Critical
arranging music within warm‐ups that develop vocal that develop vocal Conduct
specified guidelines techniques. techniques.
Vocal warm‐ups Model warm‐ups that
Accompaniments develop vocal
Performance techniques.
H.4.2‐Compose warm‐ups that Discover warm‐ups that Teacher observation Compose Critical
address vocal problems in address vocal problems Repertoire
repertoire being studied. in repertoire being
studied.
H.4.3‐Compose warm‐ups Select warm‐ups using Teacher observation Style Additional
using stylistic devices found in stylistic devices found in
repertoire studied. repertoire studied.
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H.4.4‐Compose and rehearse Originate melodic, Teacher observation Rehearse Additional
melodic, harmonic, or harmonic, or rhythmic Performance
rhythmic accompaniments to accompaniments to
enhance performance of enhance performance of
repertoire. repertoire.
Perform melodic,
harmonic, or rhythmic
accompaniments to
enhance performance of
repertoire.
Responding to Music
Reading, notating, and H.5.1‐Read and perform vocal Use vocal scores Teacher observation Musical Critical
interpreting music scores observing symbols observing symbols Performance symbols
Students pertaining to pitch, rhythm, pertaining to pitch, Vocal test Pitch
Vocal scores dynamics, tempo, articulation, rhythm, dynamics, Rhythm
Music tempo, articulation, and
and expressive details. Dynamics
Method expressive details.
Tempo
Sing vocal scores
observing symbols Articulation
pertaining to pitch,
rhythm, dynamics,
tempo, articulation, and
expressive details.
H.5.2‐Interpret non‐standard Understand non‐ Teacher observation Non‐standard Additional
notation used in various standard notation used Performance notation
contemporary scores. in various contemporary
scores.
H.5.3‐Sight‐read music with an Vocalize music with an Teacher observation Sight‐read Important
appropriate level of difficulty appropriate level of Vocal test Major
in major and minor keys, using difficulty in major and Minor
minor keys, using a
a consistent method. Solfege
consistent method.
H. 5.4‐Read and follow other Interpret other voice Teacher observation Soprano Critical
voice parts in a score. parts in a score. Alto
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Analyze other voice parts Tenor
in a score. Bass
Responding to Music
Listening to, analyzing, H.6.1‐Listen to recordings of a Choose recordings of a Teacher Voicing Critical
and describing music variety of ensembles and variety of ensembles and observation/discussion Texture
Students repertoire. Identify and repertoire. Identify and Listening quiz Form
Recording of describe voicing,
describe voicing, language, Style
choral repertoire accompaniment, texture, language,
Genre
Elements form, compositional devices, accompaniment, texture,
Composition form, compositional Compositional
style, and genre. device
Interpretation devices, style, and genre.
Choral works Language
Performance accompaniment
H.6.2‐Compare two recordings Discuss two recordings of Teacher Choral music Important
of a choral work and note a choral work and note observation/discussion
similarities and differences in similarities and Listening quiz
phrasing, tempo, dynamic differences in phrasing,
levels, tone quality, and use of tempo, dynamic levels,
tone quality, and use of
articulations.
articulations.
H.6.3‐Analyze and discuss Categorize compositional Teacher Form Additional
compositional elements heard elements heard in choral observation/discussion Meter
in choral works being studied works being studied such Listening quiz Cadences
as form, meter,
such as form, meter, Harmonic
cadences, harmonic cadences, harmonic
progressions
progressions, phrasing, and progressions, phrasing,
and modulation and their Phrasing
modulation and their effect on Modulation
eff
performance.
Examine compositional
elements heard in choral
works being studied such
as form, meter,
cadences, harmonic
progressions, phrasing,
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and modulation and their
effect on performance.
ect on performance.
H.6.4‐Describe compositional Dissect compositional Teacher Emotion Critical
elements in repertoire being elements in repertoire observation/discussion Mood
studied that may convey a being studied that may Listening quiz
particular emotion or mood. convey a particular
emotion or mood.
Responding to Music
Evaluating music and H.7.1‐Discuss the musical Evaluate the musical Performance Expression Critical
music performances qualities in choral repertoire qualities in choral Performance evaluation Mood
Students heard or studied that evoke repertoire heard or Discussion
Criteria various responses or emotions studied that evoke
Choral repertoire in listeners and performers. various responses or
Performance emotions in listeners and
Performance performers.
behaviors
Concert venues
H.7.2‐Use appropriate musical Apply appropriate Performance Form Critical
terminology in establishing musical terminology in evaluation Mood
criteria and creating a rubric establishing criteria Discussion Dynamics
and creating a rubric to
to be used in evaluating the Expression
quality of choral be used in evaluating
the quality of choral
Tempo
performances. Lyrics
performances.
H.7.3‐Use established criteria Associate established Performance Behavior Critical
and appropriate musical criteria and appropriate evaluation Performance
terminology to write critiques musical terminology to Discussion Facial
of choral concerts. write critiques of choral expression
concerts.
H.7.4‐Establish criteria for Create criteria for Discussion Solo Important
selecting solo or small selecting solo or small Performance Ensemble
ensembles repertoire, based ensembles repertoire, Venues
on level of difficulty and based on level of
difficulty and
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appropriateness for specific appropriateness for
performance venues. specific performance
venues.
H.7.5‐ Identify and Establish appropriate Teacher Concert Critical
demonstrate appropriate performance behaviors observation/discussion etiquette
performance behaviors in a in a variety of concert Performance
variety of concert venues. venues. evaluation
Act out appropriate
performance behaviors
in a variety of concert
venues.
Responding to Music
Understanding H. 8.1‐Explore the relationship Point out the Teacher Text Critical
relationships between of music and text in repertoire relationship of music and observation/discussion Literature
music, the other arts, being studied, including text in repertoire being Listening quiz
and disciplines outside understanding the text as studied, including
the arts understanding the text
literature and identifying
Students as literature and
musical devices that enhance
Music identifying musical
its meaning.
Text devices that enhance its
Writing meaning.
Other art forms
Choral repertoire
Physical
properties
H.8.2‐Understand the Teach the physiological Teacher Vocal chords Critical
physiological basis for good basis for good singing observation/discussion Hydration
singing posture and technique posture and technique Worksheet Posture
and demonstrate healthy and demonstrate healthy
singing habits. singing habits.
H.8.3‐Understand acoustical Retell acoustical Teacher Acoustics Additional
properties of various properties of various observation/discussion
performance venues and the performance venues and Worksheet
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implications for vocal the implications for vocal
production. production.
H. 8.4‐Compare choral works Relate choral works and Teacher Interpretation Important
and other art forms with other art forms with observation/discussion Art
similar characteristics and similar characteristics Listening activity Dance
effects to enhance and effects to enhance Musical project
understanding and understanding and
interpretation of the music. interpretation of the
music.
H.8.5‐ Recognize how choral Survey how choral Teacher Visual arts Critical
performance can be enhanced performance can be observation/discussion Dance
through related art forms such enhanced through Musical project
as dance and visual arts. related art forms such as
dance and visual arts.
H.8.6‐Respond to specific Elaborate on specific Writing prompt Visual art Additional
writing prompts such as, “How writing prompts such as, Color
does the visual aspect of the “How does the visual Line
aspect of the choral
choral performance affect the Text painting
listeners’ response to the performance affect the
music?” listeners’ response to the
music?”
Responding to Music
Understanding music in H.9.1‐Explore the genre, style, Research the genre, Teacher Genre Critical
relation to history and composer, and historical style, composer, and observation/discussion Style
culture background of repertoire historical background of Worksheet Composer
Students being studied. repertoire being studied. Musical project
Background of
music studied
Repertoire
Cultural
traditions
Historical
traditions
Choral works
Vocal styles
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Opportunities
Potential careers
Vocal music
H.9.2‐Sing in languages from Perform in languages Teacher observation Pronunciation Critical
various cultures using from various cultures Performance Diction
accurate pronunciation and using accurate Text
pronunciation and
diction, and analyze the Translation
relationship of text and music diction.
when sung in the original Describe the relationship
language as opposed to a of text and music when
sung in the original
translation.
language as opposed to a
translation.
H.9.3‐Perform choral Sing choral repertoire in Teacher observation Authentic Critical
repertoire in an authentic an authentic style that Performance Style
style that reflects its culture of reflects its culture of Culture
origin and consider the role origin and consider the
music plays in that culture. role music plays in that
culture.
H.9.4‐Understand and Apply characteristics of Teacher Vocal style Important
describe characteristics of musical works and vocal observation/discussion Musical theater
musical works and vocal styles styles that make them Musical project Orchestral
that make them appropriate appropriate for specific Listening activity music
situations.
for specific situations. Instrumental
Explain characteristics of
music
musical works and vocal
styles that make them Genre
appropriate for specific Choral music
situations.
H.9.5‐Research and write an Read an informative Writing prompt Lyrics Additional
informative article about article about repertoire
repertoire being studied that being studied that could
could be used for publicity, in be used for publicity, in a
concert program, or as
part of an “informance”.
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a concert program, or as part Compose an informative
of an “informance”. article about repertoire
being studied that could
be used for publicity, in a
concert program, or as
part of an “informance”.
H.9.6‐Discuss opportunities Showcase opportunities Teacher discussion College Important
and preparation for further and preparation for Audition
study and careers in vocal further study and careers Music business
music. in vocal music.
Advanced: Singing alone H.1.7‐Sing musical works
Perform musical works Performance Soprano Important
and with others arranged for a variety of arranged for a variety of Alto
voicings such as SSA, TBB, voicings such as SSA, Tenor
TBB, SSATBB, or
SSATBB, or SSAATTBB. Bass
SSAATTBB.
H.1.8‐Sing a variety of Perform a variety of Teacher observation Repertoire Important
repertoire having a difficulty repertoire having a Sight‐reading test
level of 5 (on a scale of 1 to 6) difficulty level of 5 (on a
with correct technique and scale of 1 to 6) with
expression. correct technique and
expression.
H.1.9‐ Sing appropriate Perform appropriate Performance Ensemble Additional
repertoire in a variety of styles repertoire in a variety of A cappella
in small ensembles, a cappella styles in small Vocal part
and accompanied, with one ensembles, a cappella
student per vocal part. and accompanied, with
one student per vocal
part.
Advanced: Composing H.4.5‐Write original Compose original Performance Composition Additional
and arranging music compositions or arrangements compositions or
within specified to be performed by the arrangements to be
quidelines ensemble. performed by the
ensemble.
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Advanced: Listening to, H.6.5‐ Listen to, analyze, and Hear the relationship of Teacher Movement Additional
analyzing, and discuss the relationship of movements or sections observation/discussion Mass
describing music movements or sections of of larger musical works Listening activity Oratorio
larger musical works being being sung such as the
sung such as the mass or mass or oratorio.
oratorio. Dissect the relationship
of movements or
sections of larger musical
works being sung such as
the mass or oratorio.
Converse about the
relationship of
movements or sections
of larger musical works
being sung such as the
mass or oratorio.