HIGH SCHOOL MUSIC DEPARTMENT BUDGET,

CURRICULUM, & UNIT PLANS

MUED FINAL PROJECT

Haidy Gonzalez

05/10/21
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Music Budget

This budget is meant to cover a full year for all four choirs and general music students in the
department and is intended to remain the same for the following years.
The budget could vary dependent on department growth, but an estimate has been made based
on expected growth rate. At the start of each year there will be a student fee that will cover
fees that depend on student participation. Trips are to be paid for by the student and the amount
owed will also be determined on participation. Each year there will be a
revenue of $500 making the budget $10,500.

BUDGET OF 260 STUDENTS $ 10,500.00

MUSIC TEXT BOOKS (130) $ 1,550.00

SHEET MUSIC $ 1,500.00
TECHNOLOGY (subscription) $ 220.00
EQUIPMENT $ 500.00
REPAIR/MAINTENANC
E PIANO TUNNING (2 x year) $ 200.00
TRAVEL HOTEL (150 STUDENTS) STUDENT PAID
TRANSPORTATION $ 1,000.00
UNIFORM- T-SHIRTS $ 1,300.00
UNIFORM MAINTENANCE STUDENT PAID
CONTEST FEES UIL $ 55.00
AWARDS SENIOR AWARDS (approx. 50 students) $ 225.00
OUTSTANDING CHOIR MEMBER $ 100.00
PRINTING AND PUBLICITY (4) $ 100.00
CONTRACTUAL
SERVICES PAID SERVICES $ 300.00
SOCIALS CLINICIAN (5) $ 400.00
FALL SOCIAL ICE CREAM $ 150.00
WINTER PARTY $ 450.00
SPRING FIELD DAY $ 250.00
YEAR END LOCK DOWN PARTY $ 400.00
SENIOR BRUNCH $ 400.00
SUPPLIES $ 400.00
STUDENT FUND $ 500.00
SCHOLARSHIP FUNDS $ 500.00

TOTAL EXPENSES $ 10,500.00

Music Budget for Choir, Music appreciation and Private lessons
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High School Curriculum

Choir
Music Appreciation
Private Voice lessons
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Sub-Non- Varsity choir is designed for students who are new to the high school choral
program. Freshmen are automatically put into Sub-Non-Varsity and students in other grades are
put into this level depending on audition. This level highlights the basic fundamental skills for
vocal development, musical literacy, singing with a group, and performance skills. The goal is
for the students to gain knowledge and skills that they can apply in and outside of the program
through various activities and preparation for performances.

Standard: 1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Sub-Non-Varsity Women or Men’s choir / Beginning level

I. Musical Knowledge Gained II. Performance Expectations III. Connections/evaluations

I. Students will read and notate music
in two-part harmony and sight-read
music in major keys.
II. Students will define and
demonstrate concepts of rhythm using
standard notation. (eight, quarter,
half, and whole notes, and their rests.
Students will also identify simple
meters).
III. Students will define and
demonstrate concepts of pitch using
standard notation, such as identifying
pitches on Treble and Bass clefs.
IV. Students will improvise and
compose melodies, rhythmic patterns
and harmonization in order to express
their own musical ideas.
V. Students will describe or analyze
musical examples using appropriate
musical vocabulary.
I. Students will sing choral literature I. Students should be able to
of appropriate quality and difficulty notate a 4-measure piece with
level for this age group. (Difficulty correct notation.
Level 1-2 on a 1-6 scale)
II. Students will evaluate and
II. Students will sing repertoire in a assess individual and ensemble
variety of languages cultures and performances by using correct
time periods. musical vocabulary.
III. Students will sing music written III. Students will demonstrate
in two part with correct ensemble correct concert etiquette as
singing. both a performer and/or
audience member.
IV. Students will develop proper
singing techniques regarding IV. Students will relate music
breathing, posture, and tone quality. to history, society, culture and
other art forms.
V. Students will understand and
demonstrate ensemble skills. V. Students will articulate
connections between music
VI. Students will sing with pitch and and other subjects such as
rhythmic accuracy while responding math, reading, art, science and
with sensitivity to expression in physical education.
conducting.

VI. Students will interpret musical VII. Students will identify vocal
symbols such as dynamics, tempo and anatomy including the function of
musical direction markings. the diaphragm and larynx.

VII. Students will identify Musical

form such as Monophony, polyphony,
homophony, AB, and ABA forms.
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Non-Varsity Choir chorus is intended for students who are not first year choral students but
are continuing to reinforce introductory level concepts while also singing choir music that is at
a level 2-4 from a 1-6 scale. The goal Is for the students to become comfortable in understanding
beginning and intermediate musical concepts while also learning more than just fundamental
concepts. These concepts include musical history, poetry and other art forms while applying
skills into music literacy, and performance.
Standard: 1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Non-Varsity Women or Men’s choir/ Intermediate level

Musical Knowledge Gained Performance Expectations Connections/evaluations

I. Students will read and notate music
in two-part harmony and sight-read
music in major keys. (students should
begin learning minor keys)
II. Students will define and
demonstrate concepts of rhythm using
standard notation. (eight, quarter, half,
and whole notes, and their rests.
Students will also identify simple
meters). (Students should be able to
begin singing in compound meters).
III. Students will define and
demonstrate concepts of pitch using
standard notation, such as identifying
pitches on Treble clef, Bass Clef and
on Grand staff.
IV. Students will improvise and
compose melodies, rhythmic patterns
and harmonization in order to express
their own musical ideas.
V. Students will describe or analyze
musical examples using appropriate
musical vocabulary.
I. Students will sing choral literature
of appropriate quality and difficulty
level for this age group. (Difficulty
Level 2-3 on a 1-6 scale)
II. Students will sing repertoire in a
variety of languages, cultures, time
periods, genres and styles.
III. Students will sing music written
in two part and three-part harmony
as an ensemble, independently or in
quartets.
IV. Students will develop proper
singing techniques regarding
breathing, posture, and tone quality.
V. Students will understand and
demonstrate ensemble skills such as
blending, using a mature choral
sound, and team work.
VI. Students will sing with pitch and
rhythmic accuracy while responding
with sensitivity to expression in
conducting.
I. Students should be able to
notate a 4-6 measure piece with
correct standard notation.
II. Students will evaluate and
assess individual and ensemble
performances by using correct
musical vocabulary.
III. Students will hear and
correct errors in performing in
2- or 3-part structure.
IV. Students will demonstrate
correct concert etiquette as both
a performer and/or audience
member.
V. Students will relate music to
history, society, culture and
other art forms.
VI. Students will articulate
connections between music and
other subjects such as math,
reading, art, science and
physical education.

VI. Students will interpret musical
symbols such as dynamics, tempo and
musical direction markings.
VII. Students will identify Musical
forms from previous years in addition
to rondo and fugue.
VII. Students will identify vocal
anatomy including the function of
the diaphragm and larynx and
understand the relationship between
them.
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Sub-Non-Varsity or Varsity Mixed is designed for students who have shown constant growth
through their previous years in the choral program. These students can be placed in either the
Non-Varsity choir or Varsity mixed choir. In this level students continue to reinforce vocal
development, musical literacy, notation, and other musical concepts. It will deepen their
understanding in fundamental and introductory skills and will have more performance
opportunities and contests. Students should be singing from levels 3-5 on a 1-6 scale.

Standard: 1, 2, 3, 4., 5.A, 5.B 5.C, 5.D, 6

Intermediate/ Advanced Level

Musical Knowledge Gained Performance Expectations Connections/evaluations

I. Students will read and notate
music in three and/or four-part
harmony and sight-read music in
major and minor keys.
II. Students will define and
demonstrate advanced concepts of
rhythm using standard notation.
- sixteenth, eighth, half, dotted
half, whole notes and rests.
- Eighth note and quarter note
triplets.
- Changing meters.
III. Students will define and
demonstrate concepts of pitch using
standard notation, such as
identifying pitches on Treble clef,
Bass Clef and on Grand staff.
- Aurally and visually identify
tonic, whole steps and half
steps, major and minor keys.
IV. Students will improvise and
compose melodies, rhythmic
patterns and harmonization in order
to express their own musical ideas.
V. Students will describe or analyze
musical examples using appropriate
musical vocabulary.
I. Students will sing choral literature
of appropriate quality and difficulty
level for this age group. (Difficulty
Level 3-5 on a 1-6 scale)
II. Students will sing repertoire in a
variety of languages, cultures, time
periods, genres and styles.
III. Students will sing music written
in three-part and four-part harmony
as an ensemble, independently, in
quartets or small ensembles.
IV. Students will develop proper
singing techniques regarding
breathing, posture, and tone quality.
V. Students will understand and
demonstrate ensemble skills such as
blending, using a mature choral
sound, and team work.
VI. Students will sing with pitch and
rhythmic accuracy while responding
with sensitivity to expression in
conducting.
VII. Students will respond to
conducting of subdivided beats and
compound meters.
I. Students should be able to
notate a 4-6 measure piece with
correct standard notation.
II. Students will evaluate and
assess individual and ensemble
performances by using correct
musical vocabulary.
III. Students will evaluate
compositions and performances
for effectiveness in
communicating musical intent;
using musical means to evoke
feelings and emotions.
IV. Students will hear and
correct errors while performing
in 4-part structure.
V. Students will demonstrate
correct concert etiquette as both
a performer and/or audience
member.
VI. Students will relate music to
history, society, culture and
other art forms.
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Musical Knowledge Gained
VI. Students will interpret musical
symbols such as dynamics, tempo
and musical direction markings.
VII. Students will identify Musical
forms from previous years in
addition to Sonata form and
through composed.
VIII. Students will identify the
characteristics of six main periods
of music history and will identify
the American music genres.
Intermediate/Advanced Level
Performance Expectations Connections/evaluations
VIII. Students will sing with a VIII. Students will articulate
free, clear tone, demonstrating connections between music and
correct usage of head/chest other subjects such as math,
voice, posture, breath control, reading, art, science and physical
and proper placement and focus education.
of vowels.
IX. Students will identify vocal
anatomy including the
diaphragm and larynx while
understanding the relationship
between them.
X. Students will use and
understand a musical score.
XI. Students will follow the
other parts of the vocal score in
addition to its own.
 7

Varsity Mixed and Chamber Choir is intended for juniors and seniors that have shown
exceptional understanding in fundamental skills, musical literacy, notation, rhythm, and other
musical concepts related to form, history, poetry, and more. Students can be placed In the
Varsity Mixed choir and chamber choir This course will strengthen, expand and emphasize all
previously learned concepts while growing as individuals and as an ensemble.
Standard: 1, 2, 3, 4, 5, 6

Varsity Mixed, Chamber Choir / Advanced level

Musical Knowledge Gained Performance Expectations Connections/evaluations

I. Students will read and notate
music in three and/or four-part
harmony and sight-read music in
major and minor keys.
II. Students will define and
demonstrate advanced concepts of
rhythm using standard notation.
- sixteenth, eighth, half,
dotted half, whole notes and
rests.
- Eighth note and quarter note
triplets.
- Changing meters.
III. Students will define and
demonstrate concepts of pitch using
standard notation, such as
identifying pitches on Treble clef,
Bass Clef and on Grand staff.
- Aurally and visually
identify tonic, whole steps
and half steps, major and
minor keys.
I. Students will sing choral
literature of appropriate quality
and difficulty level for this age
group. (Difficulty Level 4-6 on a
1-6 scale)
II. Students will sing polyphonic
music written for four to six
voices.
III. Students will sing repertoire
in a variety of languages,
cultures, time periods, genres and
styles.
IV. Students will sing music
written in three- six-part harmony
as an ensemble, independently, in
quartets or small ensembles.
V. Students will develop proper
singing techniques regarding
breathing, posture, and tone
quality.
I. Students should be able to
notate a 4-6 measure piece with
correct standard notation.
II. Students will evaluate and
assess individual and ensemble
performances by using correct
musical vocabulary.
III. Students will evaluate
compositions and performances
for effectiveness in
communicating musical intent;
using musical means to evoke
feelings and emotions.
IV. Students will hear and correct
errors while performing in 4- or
more part structure.
V. Students will demonstrate
correct concert etiquette as both a
performer and/or audience
member.

IV. Students will improvise and VI. Students will understand and VI. Students will relate music to
compose melodies, rhythmic demonstrate ensemble skills such history, society, culture and other
patterns and harmonization in order as blending, using a mature choral art forms.
to express their own musical ideas. sound, and team work.

V. Students will describe or analyze VII. Students will sing with pitch
musical examples using appropriate and rhythmic accuracy while
musical vocabulary. responding to expression in
conducting.
 8
Varsity Mixed, Chamber Choir / Advanced level
Musical Knowledge Gained
VI. Students will interpret musical
symbols such as dynamics, tempo
and musical direction markings.
VII. Students will identify Musical
forms from previous years in
addition to Sonata form and
through composed.
VIII. Students will identify the
characteristics of six main periods
of music history and will identify
the American music genres.
IX. Students will identify a variety
of vocal timbres and ranges
- Soprano I and II
- Alto I and II
- Tenor I and II
- Bass I and II
Performance Expectations Connections/evaluations
VIII. Students will respond to VII. Students will articulate
conducting of subdivided beats connections between music and
and compound meters. other subjects such as math,
reading, art, science and physical
IX. Students will sing with a free, education.
clear tone, demonstrating correct
usage of head/chest voice, VIII. Students will describe music-
posture, breath control, and related career options including
proper placement and focus of musical performance and teaching.
vowels.
IX. Students will identify and
X. Students will identify vocal explain the stylistic features of a
anatomy including the diaphragm work to define its aesthetic
and larynx while understanding traditions and historical or cultural
the relationship between them. context.
XI. Students will use and
understand a musical score.
XII. Students will follow the
other parts of the vocal score in
addition to its own.
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Music appreciation:
This is a 1-year non-performance course that explores music of various styles through different
listening experiences. Musical styles include medieval, renaissance, classical, folk, musical
theater, jazz, popular music, etc. The goal is for the students to gain an appreciation of music
from different genres and styles and to learn how to listen to music in an educated way.
Standard: 1, 2, 3, 5, 6

Knowledge and Skills
I. Students will listen to and
explore musical examples using
technology and available live
performances
II. Students will identify and
describe the melodic and harmonic
elements of different music.
III. Students will identify and
understand standard symbols for
dynamics, articulation, and tempo.
IV. Students will evaluate and
distinguish between quality and
non-quality performances though
listening.
V. Students will characterize the
use of music by its intended
function and audience.
VI. Students will be able to discuss characteristics of sounds
and learn about important musical appropriate to a genre.
figures such as composers and
performers.
Music Appreciation
Foundations
I. Students will learn about the
fundamental elements in music
such as:
- Instruments and vocal
registers
- Standard symbols
- Mood or
expressiveness
II. Students will follow along
simple music scores.
III. Students will interpret
expressive elements of music.
IV. Students will study music
appropriate to the subject.
V. Students will read and
understand notation systems
VI. Demonstrate and apply
Historical and cultural relevance
I. Students will relate music to
history, culture, and the world.
II. Students will compare and
contrasts music by genre, style,
cultures and historical periods.
- Medieval
- Renaissance
- Baroque
- Classical
- Romantic
- 20th century
- Jazz
- Rock and Roll
- Musical theater
III. Student will identify music in
relation to societies and cultures.
IV. Students will compare two or
more genres, styles or arts and cite
examples.
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Private lesson:
Membership of private lesson is based upon audition for students who are seeking individual
help in their repertoire for choir and contests. Students are expected to apply all concepts
pertaining to their particular level while also rehearsing and getting performance ready. The
goal is for the students to grow as independent singers outside of the choral setting while also
enhancing the skills needed to succeed in an ensemble.

Private Lesson
Musical Knowledge Gained Performance Expectations Connections/evaluations

I. Musical Knowledge gained is
dependent on grade level and skills of
the individual student.
(Look at choral curriculum and
follow ensemble expectations)
II. Students should learn extended
vocal technique for solo singing and
performance.
I. Students will perform twice a
year for live performances and
recitals.
II. Students will show correct
concert etiquette as a solo
performer and an audience
member.
III. Students will identify vocal
anatomy including the diaphragm
and larynx while understanding
the relationship between them.
IV. Student will apply skills
learned in their lesson into their
performance.
I. Students are to attend and
evaluate at least one live
performance with featuring
soloist.
II. Students are to
differentiate the difference in
ensemble singing and solo
singing.
III. Students will hear and
correct errors in their own
singing during independent
practice and during lessons.
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UNIT PLANNING

For each choir units are to be separated by season and or concerts, within the
school year. Each unit will consist of concepts, musical topics, and assessments
covered in that unit. The concepts will relate with the concert or program and
topics will become more advanced as the year progresses. For each choir there will
be four major units that indicate concepts to teach within that grading period. Units
are to be used for several consecutive years with different music. Music should not
be repeated within at least 3 years.
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Sub-Non-Varsity Women’s and Men’s choir

Unit 1: Fundamentals / Fall Concert

Grading period: August 23, 2021 – October 8 , 2021 (grading periods altered a few days each year)

Goal: For the students to be able to sing in tune with correct vocal technique as an ensemble and
transfer knowledge into their performance.

Fall concert: Students will perform level 1 music in two-part harmony in variety of styles that fit
within a certain theme.
A. Styles: Folk Songs, traditional choral music, Spirituals, international music
B. Languages: English, Latin, Spanish, German

Topics covered in this unit:

- Classroom procedures/Responsibilities in and out of the classroom
- Posture and breathing
- Vocal technique
- Singing in an ensemble
- Musical vocabulary
- Reading in treble clef and Bass clef
- Solfege/ Sight reading
- Rhythm
- Relating music to different cultures

Beginner curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.II III.III

TEKS Music I curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed. Example: watching students adiate a piece with hand
signs to see if they are following along.
- Asking informal questions: pertaining to vocabulary, rhythm, etc. take note of which
students answer the questions both correctly and incorrectly. Randomly ask students to
see if they understand the concept.
- Notating or aurally dictating rhythms.
- Written quiz on various topics including vocabulary, rhythm, solfege, sight reading,
treble clef and bass clef.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
13

- Singing individually and as a group

- Formal performances – Fall concert
- Self- evaluations, before and after the concert

Content could be centered around:

- 09/11
- Hispanic heritage month
- International music day (10/01)
- Autumn / nature

Vocabulary: (add if necessary)

Diaphragm Bar line Solfege

Posture Unison
Rhythm Scale
Melody Ascending
Round Interval
Time signature Repeat Sign
Measure Ensemble
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Unit 2: Winter Concert

Grading Period: October 11, 2021 – December 17, 2021 (grading periods altered a few days each
year)

Goal: For the students to be able to reinforce fundamental skills learned in the first unit and
begin to learn intermediate concepts that will help them become better performers and musicians.

Winter concert: Students will perform level 1-2 music in two part in variety of styles that fit
within a certain theme.
A. Styles: Folk Songs, traditional choral music, Spirituals, international music
B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic

Topics covered in this unit:

- Staggered breathing
- Key signatures
- Dynamic markings, tempo, musical directions
- Expressive indications
- Concepts of rhythm using standard notation, rests, note duration, time signature etc.
- Identifying intervals larger than a 5th
- Sight reading in two – part

Beginner curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.II III.III III.IV

TEKS Music I curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of clefs, vocabulary, notation, and rhythm through
vocal and written quiz.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
- Students are to describe and analyze musical examples individually on various different
styles of music.
- Formal performances – Winter concert, showing correct concert etiquette as a performer
and audience member.
- Self- evaluations, before and after the concert
15

Content could be centered around:

- Veterans day: Honor veterans, speak on the transition of music after WWII, or War songs
- Thanksgiving
- Hanukkah – Jewish composers, music, etc.
- Christmas – sacred music, holiday favorites,

Vocabulary: (review previous vocabulary)

Dynamics Fermata (add as needed)
Crescendo Simple Meter
Decrescendo Largo
Ritardando Presto
Legato Interval
Staccato Major
Ritardando Minor
16

Unit 3: Contemporary music/ Pop show

Grading Period: January 4, 2021 – March 11, 2021 (grading periods altered a few days each year)

Goal: For the students to be able to reinforce fundamental skills learned in the first unit and
second unit and continue to learn intermediate concepts that will help them become better
performers and musicians. This grading period will consist of all pop show or contemporary
events performed by the students.

Pop Show: Students will perform music at a 1-2 level in two-part harmony and in variety of
styles that fit within a certain theme.
A. Styles: Contemporary, Pop, Etc.
B. Languages: English, Spanish etc.
C. Time periods: Contemporary, 20th Century.

Topics covered in this unit:

- Contemporary music: style, creation, composers, pop artists and their influence on
society
- Breathing
- Composition, harmonization
- Diction, consonants, vowels
- Dynamics
- Intonation, rounds, cannons,
- Learning music from rote and reading music without solfege
- Performance styles
- Coordination
- Relating music to other art forms, music across the curriculum.
- Sight reading

Beginner curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.I III.II III.III III.IV III.V

TEKS Music I curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of composition and musical notation through
composing at least 4-bar phrase.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
17

- Students are to describe and analyze musical examples individually on various different
styles of music.
- Students are to relate music to society by writing a 2-3 paragraphs on how music affects
society and how life would be without it.
- Formal performances – Pop show, music is related from a certain theme and will include
dancing, other contemporary events.
- Self- evaluations, before and after the concert

Content could be centered around:

- Various themes for the pop show performance. Example: 80s music; talk about 80s
music and composers and how it impacted society.
- Black History Month (February)
- Valentine’s day, romantic music
- Women’s History month (March), Women composers, performers throughout history

Vocabulary: (review previous vocabulary)

Contemporary Tempo
Composition (add as needed)
Harmonization
Diction, IPA
Canon
Rote
18

Unit 4: UIL season/ Spring Concert

Grading Period: March 21, 2021 – May 26, 2021 (grading periods altered a few days each year)

Goal: For the students to review and reinforce all skills learned throughout the year and began
transitioning into high level thinking in music.

UIL Season: Students will music at a 1-2 level in two-part harmony in variety of styles that fit
within a certain theme. Music must meet the requirements for the UIL performance and Sight-
reading competition. The same music will be performed for the spring concert.

A. Styles: Folk Songs, traditional choral music, Spirituals, international music

B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- A cappella singing
- Intonation
- Musical skills
- Musical Form
- Posture and breathing
- Vocal technique, tone, production
- Sight reading in major and minor keys
- Intervals larger than a 5th
- Review Time Signatures, Key Signatures, etc.

Beginner curriculum standards:

I (all)
II (all)
III (all)

TEKS Music I curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of composition and musical notation through
composing at least 4-bar phrase.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
- Independent sigh reading assessment twice each student.
- Formal performances – UIL and Spring Concert
- Self- evaluations, before and after the concert
19

- Auditions for new choirs containing sight-reading, rhythm counting, and singing part of a
song.
- Final exam compiling a few vocabulary words and other musical elements.

Content could be centered around:

- Memorial Day
- Spring, nature etc.
- Music in relation to other subjects such as math, reading, science etc.

Vocabulary: (review previous vocabulary)

ABA Form A cappella
AB Form Key signature
Monophony (add more vocabulary that pertains to content)
Polyphony
20

Non-Varsity Women’s and Men’s Choir

Unit 1: Fundamentals / Fall Concert

Grading period: August 23, 2021 – October 8 , 2021 (grading periods altered a few days each year)

Goal: For the students to be able to sing in tune with correct vocal technique as an ensemble and
transfer knowledge into their performance.

Fall concert: Students will perform music at a 2-3 level in two to three-part harmony and in
variety of styles that fit within a certain theme.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

A. Styles: Folk Songs, traditional choral music, Spirituals, international music

B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- Classroom procedures/Responsibilities in and out of the classroom
- Posture and breathing
- Vocal technique
- Singing in an ensemble
- Musical vocabulary
- Reading in treble clef and Bass clef
- Solfege / Sight reading
- Rhythm eight, quarter, half, dotted, whole, rests.
- Simple and Compound meter
- Relating music to different cultures

Intermediate curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.II III.III III.IV III.V

TEKS Music II curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Asking informal questions: pertaining to vocabulary, rhythm, etc. take note of which
students answer the questions both correctly and incorrectly. Randomly ask students to
see if they understand the concept.
- Notating or aurally dictating rhythms.
21

- Written quiz on various topics including vocabulary, rhythm, solfege, sight reading,
treble clef and bass clef.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Singing individually and as a group
- Formal performances – Fall concert
- Self- evaluations, before and after the concert
- Evaluating the entire concert as a whole.

Content could be centered around:

- 09/11
- Hispanic heritage month
- International music day (10/01)
- Autumn / nature

Vocabulary: review from previous years and add a more depth understanding of the word.

Diaphragm Bar line Solfege

Posture Unison
Rhythm Scale
Melody Ascending
Round Interval
Time signature Repeat Sign
Measure Ensemble
22

Unit 2: Winter Concert

Grading Period: October 11, 2021 – December 17, 2021 (grading periods altered a few days each
year)

Goal: For the students to be able to reinforce fundamental skills learned in the first unit and
begin to learn advanced concepts that will help them become better performers and musicians.

Winter concert: Students will perform music at a 2-3 level in two to three-part harmony and in
variety of styles that fit within a certain theme.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

A. Styles: Folk Songs, traditional choral music, Spirituals, international music

B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- Staggered breathing
- Key signatures (reading major and minor keys)
- Dynamic markings, tempo, musical directions
- Expressive indications
- Concepts of rhythm using standard notation, rests, note duration, time signature etc.
- Identifying intervals larger than a 5th
- Sight reading in two-to-three-part harmony (SSA or TTB)
- Identifying various voice parts

Intermediate curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.II III.III III.IV III.V

TEKS Music II curriculum standards:

1, 2, 3, 4.A, 4.C, 4.E, 4.F, 5.A, 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of clefs, vocabulary, notation, and rhythm through
vocal and written quiz.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
23

- Students are to describe and analyze musical examples individually on various different
styles of music.
- Formal performances – Winter concert, showing correct concert etiquette as a performer
and audience member.
- Self- evaluations, before and after the concert

Content could be centered around:

- Veterans day: Honor veterans, speak on the transition of music after WWII, or War songs
- Thanksgiving
- Hanukkah – Jewish composers, music, etc.
- Christmas – sacred music, holiday favorites,

Vocabulary: (review previous vocabulary)

Dynamics Fermata (add as needed)
Crescendo Simple Meter
Decrescendo Allegro
Ritardando Adagio
Accelerando andante
Legato Interval
Staccato Major
Ritardando Minor
24

Unit 3: Contemporary music/ Pop show

Grading Period: January 4, 2021 – March 11, 2021 (grading periods altered a few days each year)

Goal: For the students to begin to learn more intermediate / advanced concepts of music through
performances and their music study. Students in this chorus are all in different levels but they
should be incorporating both the Intermediate/ Advanced level curriculum standards depending
on the pace of the students.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

Pop Show: Students will perform music at a 3-4 level in two-part harmony and in variety of
styles that fit within a certain theme.
A. Styles: Contemporary, Pop, Etc.
B. Languages: English, Spanish etc.
C. Time periods: Contemporary, 20th Century.

Topics covered in this unit:

- Contemporary music: style, creation, composers, pop artists and their influence on
society
- Breathing
- Composition, harmonization
- Diction, consonants, vowels
- Dynamics; more prominent in sound
- Intonation, rounds, cannons,
- Learning music from rote and reading music without solfege
- Performance styles
- Coordination, dancing while singing
- Relating music to other art forms, music across the curriculum.
- Sight reading skills

Intermediate/ Advanced curriculum standards:

I.I I.II I.III I.V I.VI
II (all)
III.I III.II III.III III.IV III.V

TEKS Music II / III curriculum standards:

1, 2, 3, 4., 5.A, 5.B 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of composition and musical notation through
composing at least 4-6 bar phrase.
25

- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
- Students are to describe and analyze musical examples individually on various different
styles of music.
- Students are to relate music to society by writing a 3-4 paragraphs on how music relates
to society and how it affects the daily lives of an individual.
- Formal performances – Pop show, music is related from a certain theme and will include
dancing, other contemporary events.
- Self- evaluations, before and after the concert
- Evaluating the entire concert.

Content could be centered around:

- Various themes for the pop show performance. Example: Film music, how composers
began to incorporate music into films and how they evolved into what it is now. For the
pop show then perform music from films.
- Black History Month (February)
- Valentine’s day, romantic music
- Women’s History month (March), Women composers, performers throughout history

Vocabulary: (review previous vocabulary)

Harmonic Minor (add ass needed)
Natural minor
Melodic minor
Half step
Whole step
Chromatic Scale
26

Unit 4: UIL season/ Spring Concert

Grading Period: March 21, 2021 – May 26, 2021 (grading periods altered a few days each year)

Goal: For the students to review and reinforce all skills learned throughout the year and
incorporate advanced level skills. Students in this chorus are all in different levels but they
should be incorporating both the Sophomore and Junior level curriculum standards depending on
the pace of the students.

UIL Season: Students will music at a 3-4 level in two-part harmony in variety of styles that fit
within a certain theme. Music must meet the requirements for the UIL performance and Sight-
reading competition. The same music will be performed for the spring concert.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

A. Styles: Folk Songs, traditional choral music, Spirituals, International music

B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- A cappella singing
- Intonation
- Musical skills
- Musical Form
- Posture and breathing
- Vocal technique, tone, production
- Sight reading in major and minor keys
- Intervals larger than a 5th
- Review Time Signatures, Key Signatures, Compound meter, syncopation

Intermediate/ advanced curriculum standards:

I (all)
II (all)
III (all)

TEKS Music II / III curriculum standards:

1, 2, 3, 4., 5.A, 5.B 5.C, 5.D, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of composition and musical notation through
composing at least 4-bar phrase.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
27

- Demonstrating vocal technique through individual or ensemble singing.

- Assessing understanding of solfege and musical literacy by grading music.
- Independent sigh reading assessment twice each student.
- Formal performances – UIL and Spring Concert
- Self- evaluations, before and after the concert
- Auditions for new choirs containing sight-reading, rhythm counting, and singing part of a
song.
- Final exam compiling some vocabulary words and other musical elements.

Content could be centered around:

- Memorial Day
- Spring, nature etc.
- Music in relation to other subjects such as math, reading, science etc.

Vocabulary: (review previous vocabulary)

Changing meter Head voice
Tonic Chest voice
Sonata Form Articulation
Thorough composed Rondo
Syncopation Fugue
28

Varsity Mixed Choir, Chamber Choir

Unit 1: Fundamentals / Fall Concert

Grading period: August 23, 2021 – October 8 , 2021 (grading periods altered a few days each year)

Goal: For the students to be able to sing with advanced intonation and vocal technique learned
throughout previous years in addition to supreme musicality and sensitivity to conducting. The
performance goal for these advanced choirs is to have more performance opportunities other than
formal concerts such as competitions, festivals, collaboration with other varsity choirs, and
chamber madrigal festival.

Fall concert: Students will perform music at a 4-6 level in four-to-six-part harmony and in
variety of styles that fit within a certain theme.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

A. Styles: Folk Songs, traditional choral music, Spirituals, international music, madrigals.
B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- Classroom procedures/Responsibilities in and out of the classroom
- Posture and breathing
- Vocal technique
- Singing in a mixed ensemble.
- Identifying various timbers and ranges in voice.
- Singing and reading music in different clefs.
- Musical vocabulary
- Solfege / Sight reading
- Rhythm: Sixteenth, eighth, half, dotted, triplets, changing meter.
- Compound meter
- Relating music to different cultures

Advanced curriculum standards:

I.I I.II I.III I.V I.VI I.IX
II (all)
III.II III.III III.IV III.V III.IX

TEKS Music IV curriculum standards:

1, 2, 3, 4, 5 ,6
29

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Asking informal questions: pertaining to vocabulary, rhythm, etc. take note of which
students answer the questions both correctly and incorrectly. Randomly ask students to
see if they understand the concept.
- Notating or aurally dictating rhythms.
- Written quiz on various topics including vocabulary, rhythm, solfege, sight reading,
treble clef and bass clef.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Singing individually and as a group
- Formal performances – Fall concert
- Self- evaluations, before and after the concert
- Evaluating the entire concert as a whole.

Content could be centered around:

- 09/11
- Hispanic heritage month
- International music day (10/01)
- Autumn / nature

Vocabulary: review from previous years and add a more depth understanding of the word.

Diaphragm Modulation (add as necessary)

Larynx Triplets
Range Vibrato
Timbre
Cadence
Chromatic scale
Dissonance
30

Unit 2: Winter Concert

Grading Period: October 11, 2021 – December 17, 2021 (grading periods altered a few days each
year)

Goal: For the students to be able to reinforce fundamental skills learned in the first unit and
continue to learn advanced concepts. The performance goal for these advanced choirs is to have
more performance opportunities other than formal concerts such as competitions, festivals,
collaboration with other varsity choirs, and chamber madrigal festival.

Winter concert: Students will perform music at a 4-6 level in four-to-six-part harmony and in
variety of styles that fit within a certain theme.

Chamber caroling: Chamber students will learn various holiday songs to carol around in the
city and for a private performance for chamber holiday festival.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

A. Styles: Folk Songs, traditional choral music, Spirituals, international music

B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- Breathing
- Key signatures (reading major and minor keys)
- Dynamic markings, tempo, musical directions
- Expressive indications
- Concepts of rhythm using standard notation, rests, note duration, time signature etc.
- Identifying intervals of 5th, 6, 7th
- Sight reading music in four-part or six-part harmony (SATB) (SSATTB)
- Identifying various voice parts

Advanced curriculum standards:

I.I I.II I.III I.V I.VI I.IX
II (all)
III.II III.III III.IV III.V III.IX

TEKS Music IV curriculum standards:

1, 2, 3, 4, 5 ,6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will demonstrate knowledge of clefs, vocabulary, notation, and rhythm through
vocal and written quiz.
31

- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
- Students are to describe and analyze musical examples individually on various different
styles of music.
- Formal performances – Winter concert, showing correct concert etiquette as a performer
and audience member.
- Self- evaluations, before and after the concert

Content could be centered around:

- Veterans day: Honor veterans, speak on the transition of music after WWII, or War songs
- Thanksgiving
- Hanukkah – Jewish composers, music, etc.
- Christmas – sacred music, holiday favorites,

Vocabulary: (review previous vocabulary)

Soprano Tenor
Mezzo Soprano Baritone
Alto Bass
Contra alto
32

Unit 3: Contemporary music/ Pop show

Grading Period: January 4, 2021 – March 11, 2021 (grading periods altered a few days each year)

Goal: For the student to continue to review advanced level concepts and incorporate it into their
performance.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.

Pop Show: Students will perform music at a 3-4 level in two-part harmony and in variety of
styles that fit within a certain theme.
A. Styles: Contemporary, Pop, Etc.
B. Languages: English, Spanish etc.
C. Time periods: Contemporary, 20th Century, 21st century.

Topics covered in this unit:

- Contemporary music: style, creation, composers, pop artists and their influence on
society
- Breathing
- Composition, harmonization
- Diction, consonants, vowels
- Dynamics; more prominent in sound
- Intonation, rounds, cannons,
- Learning music from rote and reading music without solfege
- Performance styles
- Coordination, dancing while singing
- Relating music to other art forms, music across the curriculum.
- Musical career opportunities
- Sight reading skills

Advanced curriculum standards:

I.I I.II I.III I.IV I.V I.VI I.IX
II (all)
III (all)

TEKS Music IV curriculum standards:

1, 2, 3, 4, 5 ,6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Students will compose a melodies and rhythmic patterns to express own musical ideas.
- Students will demonstrate knowledge of composition and musical notation through
composing at least 4-6 bar phrase.
33

- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
- Demonstrating vocal technique through individual or ensemble singing.
- Assessing understanding of solfege and musical literacy by grading music.
- Students are to describe and analyze musical examples individually on various different
styles of music.
- Students are to relate music to society by writing an essay on musical careers available
and importance of music education.
- Formal performances – Pop show, music is related from a certain theme and will include
dancing, other contemporary events.
- Self- evaluations, before and after the concert
- Evaluating the entire concert.

Content could be centered around:

- Various themes for the pop show performance. Example: Todays Hits, pop culture and
impact on the musical generation.
- Black History Month (February)
- Valentine’s day, romantic music
- Women’s History month (March), Women composers, performers throughout history

Vocabulary: (review previous vocabulary)

Harmonic Minor (review all vocabulary words learned in previous units)
Natural minor
Melodic minor
Half step
Whole step
Chromatic Scale
34

Unit 4: UIL season/ Spring Concert

Grading Period: March 21, 2021 – May 26, 2021 (grading periods altered a few days each year)

Goal: For the students to master the skills learned through their education for their UIL
performance and spring concert.

UIL Season: Students will sing music at a 4-6 level in four-six-part harmony in variety of styles
that fit within a certain theme. Music must meet the requirements for the UIL performance and
Sight- reading competition. The same music will be performed for the spring concert with an
addition of a senior piece for graduating seniors and a farewell piece performed by the rest of the
choir members.

Chamber Madrigal Festival: In substitution for UIL, chamber singers will learn advanced
music for Madrigal Festival or other competitions in the state.

When teaching music, concepts should relate to the music they are singing, and each topic
should be reviewed for each piece of music.
A. Styles: Folk Songs, traditional choral music, Spirituals, International music, madrigals.
B. Languages: English, Latin, Spanish, German, French etc.
C. Time periods: renaissance, classical, baroque, romantic, contemporary.

Topics covered in this unit:

- A cappella singing
- Intonation
- Musical skills
- Musical Form
- Posture and breathing
- Vocal technique, tone, production
- Sight reading in major and minor keys
- Intervals larger than a 5th such as 6th 7th and an octave.
- Review Time Signatures, Key Signatures, Compound meter, syncopation, etc.

Advanced curriculum standards:

I (all)
II (all)
III (all)

TEKS Music II / III curriculum standards:

1, 2, 3, 4., 5, 6

Assessment:
- Informal observation : watching how students perform during rehearsals and how they
react to topics being discussed.
- Asking one random question a week pertaining to any topic and compiling all of the
answers into a quiz grade at the end of the unit.
35

- Demonstrating vocal technique through individual or ensemble singing.

- Assessing understanding of solfege and musical literacy by grading music.
- Independent sigh reading assessment twice each student.
- Formal performances – UIL and Spring Concert
- Self- evaluations, before and after the concert
- Auditions for new choirs containing sight-reading, rhythm counting, and singing part of a
song.
- Final exam compiling all vocabulary words and other musical elements.

Content could be centered around:

- Memorial Day
- Spring, nature etc.
- Music in relation to other subjects such as math, reading, science etc.
- Music related to Public events.

Vocabulary:
(review previous vocabulary)
(add if necessary)
36

Music Appreciation

Unit 1: Musical Foundations

Grading period: August 23, 2021 – October 8 , 2021 (grading periods altered a few days each year)

Goal: For the students to gain understanding in musical concepts to be able to listen to music in
a more critical and advanced way. Students will be able to identify musical form, musical
expression and musical language.

Topics covered in this unit:

- Classroom procedures/Responsibilities in and out of the classroom
- Fundamentals
- Music as a culture
- Listening to music Critically.

Fundamentals:
- Identifying standard symbols for dynamics, and articulation such as:
o piano, forte, mezzo piano, mezzo forte
o sharp, flats, natural
- Understanding rhythmic duration and meter
o Quarter, half, whole, eighth, notes and rests.
o 2/4, 3/4, 4/4, and 6/8
- Understanding and analyzing musical forms
o AB, ABA, Song form, Sonata form, rondo
- Instruments and vocal ranges / ensembles
Music as a culture:
- Genres
- Traditional music
- Classical music
- Popular music
- Listening to examples from different cultures
Listening to music Critically:
- Being able to distinguish between a quality vs. non-quality performance.
- Listening to major and minor examples
- Interpreting various moods
- Listening to music in different forms and styles

Music appreciation curriculum standards:

I (all)
II.I II.II II.III. II.IV
III.III
TEKS Music IV curriculum standards:
1, 2, 3, 5, 6
37

Assessment:
- Give the students a pre-test to see how much they know about music
- Have students identify the musical symbols either as a group or in a written quiz
- Students will demonstrate their knowledge on listening to music by listening critically as
a group and taking notes of what they hear.
- Play a game such as musical jeopardy and take note of who answers the questions
correctly
- Ask questions to the class and ask students at random
- Students will analyze their own song of their choice including mood, expressiveness,
dynamics, vocal ranges etc.
- Unit test 1 including topics covered this unit.

Vocabulary:
Tempo Rhythm
Dynamics Genre
Volume Form
Mood Culture
Pitch
Range
Treble Clef
Bass Clef
38

Unit 2: Western Classical Music

Grading Period: October 11, 2021 – December 17, 2021 (grading periods altered a few days each
year)

Goal: For the students to be introduced to the various time periods, genres, and styles from
history and to recognize and understand the various styles through listening.

Topics covered in this unit:

- Medieval era
- Renaissance era
- Baroque
- Classical

In each topic students should be able to:

- Distinguish between quality and non-quality performances
- Listen critically
- Identify form, rhythm, mood, expression, texture, genre etc.
- Read, listen, and view different videos pertaining to the topic
- Recognize the various elements of each era and explain why they are different.
- Recognize historically significant composers/ performers of the era.

Music appreciation curriculum standards:

I (all)
II (all)
III (all)
TEKS Music IV curriculum standards:
1, 2, 3, 5, 6

Assessment:
- Weekly quizzes on topics discussed each week
- Reading quizzes
- Written assessment of a composer
- Analyzing a listening example for each topic covered
- Comparing and contrasting the various style traits
- Unit test covering 4 eras

Vocabulary:
Medieval Mass String quartet
Gregorian Chant Requiem (add as necessary)
Renaissance Sacred
Baroque Secular
Classical Symphony
39

Unit 3: Romantic and American Music

Grading Period: January 4, 2021 – March 11, 2021 (grading periods altered a few days each year)

Goal: For the students to be introduced to the various time periods, genres, and styles from
history and to recognize and understand the various styles through listening.

Topics covered in this unit:

- Romantic
- 20th Century
- Jazz
- Rock and Roll
- Musical theater
In each topic students should be able to:
- Distinguish between quality and non-quality performances
- Listen critically
- Identify form, rhythm, mood, expression, texture, genre etc.
- Read, listen, and view different videos pertaining to the topic
- Recognize the various elements of each era and explain why they are different.
- Recognize historically significant composers/ performers of the era.
- Have a historical overview of each era

Music appreciation curriculum standards:

I (all)
II (all)
III (all)
TEKS Music IV curriculum standards:
1, 2, 3, 5, 6

Assessment:
- Weekly quizzes on topics discussed each week
- Reading quizzes
- Written assessment of a composer
- Analyzing a listening example for each topic covered
- Comparing and contrasting the various style traits
- Unit test covering 5 different musical eras

Vocabulary:
Romantic swing Dissonance
Orchestra Rock and Roll (add as necessary)
Jazz Musical theater
Ragtime Blues
40

Unit 4: American Music 21st century

Grading Period: January 4, 2021 – March 11, 2021 (grading periods altered a few days each year)

Goal: For the students to be introduced to the various time periods, genres, and styles from
history and to recognize and understand the various styles through listening.

Topics covered in this unit:

- Film Score music
- 21st century music
- Pop culture
- Overall review of all concepts and listening examples in preparation for cumulative final
exam.

In each topic students should be able to:

- Distinguish between quality and non-quality performances
- Listen critically
- Identify form, rhythm, mood, expression, texture, genre etc.
- Read, listen, and view different videos pertaining to the topic
- Recognize the various elements of each era and explain why they are different.
- Recognize historically significant composers/ performers of the era.
- Have a historical overview of each era

Music appreciation curriculum standards:

I (all)
II (all)
III (all)
TEKS Music IV curriculum standards:
1, 2, 3, 5, 6

Assessment:
- Weekly quizzes on topics discussed each week
- Reading quizzes
- Written assessment of a composer
- Analyzing a listening example for each topic covered
- Comparing and contrasting the various style traits
- Unit final exam pertaining all topics covered in the school year
-

Vocabulary:
(review vocabulary from previous units)
(add if necessary)
41

Private Lessons
This course is pass/fail course for participation and attendance. Units are dependent on the
individual students’ goals, ensemble participation, outside performances, competition
involvement and vocal development.

Goal: For the students to learn more advanced vocal technique through solo performances and to
grow as musicians and singers.

Topics to cover throughout the year:

- Vocal Development
- Vocal technique
- Breathing
- The relationship between the diaphragm and larynx.
- Performance style
- Acting
- Interpreting
- Reading music, sight reading etc.
- Standard notation
- Musical expression
- Articulation
- Dynamics
- Diction, IPA
- Composers, poets, of the music they are performing

Unit example:

Unit 1: Preparation for All State competition

Unit 2: Preparation for Solo and ensemble
Unit 3: Working more independently on sight reading for All-State competition and UIL season
Unit 4: Preparation for end of the year Studio Recital, students should sing 2-3 songs depending
on their level.

The teacher is able to modify the units depending on the student’s goals and participation in
other performances. Some students may need more time than others to prepare a piece.

Assessment:
- Informal observation
- Checking memory on music
- Written assignments on individual pieces that include a biography on the composer and
poet, a translation of the piece being performed, and how the students interpret the piece.
- Performance observation and evaluation
- Performance participation
42

Bibliography

Arlington Public schools Secondary Vocal/ Choral Music Curriculum. (2004). Retrieved May
10, 2021, from https://www.apsva.us/wp-content/uploads/2015/02/ChoralCurriculum-Aug-
2004.pdf

Clark County School District, Beginning Middle School Choral Curriculum. (2019). Retrieved
May 10, 2021, from
https://www.musicedconsultants.net/uploads/1/0/1/6/101642100/beginning_ms_chorus_ca
p.pdf

Jones school supply. (n.d.). Retrieved May 11, 2021, from

https://www.jonesawards.com/Shop/Search?query=choir%2B

League, U. (n.d.). 2019-20 UIL fees. Retrieved May 11, 2021, from
https://www.uiltexas.org/policy/fees

Music theory vocabulary word list. (n.d.). Retrieved May 11, 2021, from
https://www.enchantedlearning.com/wordlist/musictheory.shtml

Park Hill High School Music Appreciation Curriculum. (n.d.). Retrieved May 10, 2021, from
https://www.parkhill.k12.mo.us/UserFiles/Servers/Server_62416/File/Academic
%20Services/Board%20Approved%20Curriculum/6-12%20Music/Music%20Appreciation
%20Course%20Summary--Board%20Approved--April%2012,%202018.pdf

Sheet music Plus. (n.d.). Retrieved May 11, 2021, from https://www.sheetmusicplus.com/

Shirt design Studio - start creating Designs Now: RushOrderTees®. (2021). Retrieved May 11,
2021, from https://www.rushordertees.com/design/#/?
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