High School Choir- Non-Varsity Levelp4cdn3static.sharpschool.com/UserFiles/Servers/Server_80688/File... · High School Choir- Non-Varsity Level ... ANALYZES MUSICAL SOUND AND

PASADENA INDEPENDENT SCHOOL DISTRICTFine Arts Teaching Strategies

High School Choir- Non-Varsity Level

Throughout the year, students will master certain skills that are important to a student's understanding of Fine Artsconcepts and demonstrated throughout all performance objectives.

TEKS(1) THE STUDENT DESCRIBES ANDANALYZES MUSICAL SOUND ANDDEMONSTRATES MUSICALARTISTRY.IV-(a) demonstrates independence ininterpreting music through theperformance of appropriate literature;lll-(a) perform appropriate literatureexpressively;ll-(a) define melody, harmony, rhythm,and texture of music listened to orperformed, using standard terminology.

TAKS ObjectiveEnglish

Language ArtsObjective 1

MathObjective 1

Strand/ThemePerception

StrategyThe student will performchoral music, solo and/orensemble works ofappropriate difficulty andrepresenting various stylesand historical periods. Aspart of the preparation andperformance process, thestudent will:• Engage in rehearsal of

literature of anappropriate level anddifficulty. IV(A), MI(A)

• Identify, define anddemonstrate knowledgeof composer and editorscore markings ofdynamics, tempo, andarticulation. III(A)

• Demonstrate knowledgeof and use a verbal andwritten counting systemto divide and sub-dividerhythms. 1 1 (A)

• Identify melodicstructure, texture andbasic harmonicstructure. II(A)

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r\PASADENA INDEPENDENT SCHOOL DISTRICT

Fine Arts Teaching Strategies

High School Choir- Non-Varsity LevelTEKS TAKS Objective Strand/Theme Strategy

(1) THE STUDENT DESCRIBES ANDANALYZES MUSICAL SOUND ANDDEMONSTRATES MUSICALARTISTRY.IV-(b) analyze musical performances,intervals, music notation, chord structure,rhythm/meter, and harmonic texture,using standard terminology; andlll-(b) define musical performances,intervals, music notation, chord structure,rhythm/meter, and harmonic texture,using standard terminology; andll-(b) compare and contrast music formsof literature selected for performancesan/or listening.

EnglishLanguage Arts

Objective 1

Social StudiesObjective 3

Perception The student will study,listen to, and perform,choral music of all historicaland stylistic periods and,world music. Duringrehearsal and preparationfor performance the studentwill identify and commenton:• Intervals in melodic

lines• Harmonic structures• Rhythms and meters• Overall form of the work

The student will alsocompare and contrast themusical elements of thecurrent work under studywith other works previouslystudied from other historicalperiods and world music.

(1) THE STUDENT DESCRIBES ANDANALYZES MUSICAL SOUND ANDDEMONSTRATES MUSICALARTISTRY.IV-(c) analyze music forms ofperformance and listening repertoire,lll-(c) analyze music forms ofperformance and listening repertoire.


Objective 1

Perception The student will study,listen to, and perform,choral music of all historicaland stylistic periods.During rehearsal andpreparation for performancethe student will identify andcomment on:• Intervals in melodic

lines• Harmonic structures• Rhythms and meters• Overall form of the work

^

(2) THE STUDENT SINGS OR PLAYSAN INSTRUMENT, INDIVIDUALLY ANDIN GROUPS, PERFORMING A VARIEDREPERTOIRE OF MUSIC.IV-(a) perform independently,demonstrating accurate intonation andrhythm, fundamental skills, and advancestechniques, and using literature rangingfrom moderately difficult to difficult;lll-(a) exhibit accurate intonation andrhythm, fundamental skills, and advancedtechniques, using literature ranging from


Objective 1

Creativeexpression/performance

While rehearsing andperforming the student willdemonstrate understandingof:• Notated rhythms

through means of aver al counting system




(2) THE STUDENT SINGS OR PLAYSAN INSTRUMENT, INDIVIDUALLY ANDIN GROUPS, PERFORMING A VARIEDREPERTOIRE OF MUSIC.IV-(b) demonstrate comprehension ofmusical styles by selecting appropriateliterature for performances;lll-(b) demonstrate comprehension ofmusical styles by seeking appropriateliterature for performance;ll-(b) perform expressively, from memoryand notation, a varied repertoire of musicrepresenting genres and styles fromdiverse cultures.


Objective 3


The student will performchoral music of variousstyles and historicalperiods. During rehearsaland performance thestudent will:• Demonstrate

understanding of thepronunciation of variouslanguages including:Latin, Italian, German,and English byfollowing teachermodeling

• Demonstrateunderstanding of thetext by translating theoriginal into English.

• Identify and listen forprinciple and secondarymelodic parts

• Identify and listen forharmonic cadences andtheir relation to theformal structure of thework

• Make interpretivedecisions with regard tomusical articulation anddynamic markings

(2) THE STUDENT SINGS OR PLAYSAND INSTRUMENT, INDIVIDUALLYAND IN GROUPS,PERFORMING A VARIED REPERTOIREOF MUSIC.//- (b) perform expressively, from memoryand notation, a varied repertoire of musicrepresenting genres, and styles fromdiverse cultures;

Social StudiesObjectives 1,2,3,

&5


The student will performchoral music from varioushistorical periods.

• The student will identifythe works of numerouscomposers from thesame culture andhistorical period as thework under study

• The student willrespond to theinterpretive markingsand musical notationrepresented by differentcomposers from thework under study

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(2)THE STUDENT SINGS OR PLAYSAND INSTRUMENT, INDIVIDUALLYAND IN GROUPS,PERFORMING A VARIED REPERTOIREOF MUSIC.IV-(c) perform expressively, from memoryand notation, a varied repertoire of musicrepresenting styles from diverse cultures;lll-(c) perform expressively, from memoryand notation, a varied repertoire of musicrepresenting styles from diverse cultures;


The student will performchoral music from varioushistorical periods and fromWestern and non-Westerncultures.

• The student will identifythe works of numerouscomposers from thesame culture andhistorical period as thework under study.

• The student willrespond to theinterpretive markingsand musical notationrepresented by differentcomposers from bothWestern and non-Western musicalnotational systems.

(2)THE STUDENT SINGS OR PLAYSAND INSTRUMENT, INDIVIDUALLYAND IN GROUPS,PERFORMING A VARIED REPERTOIREOF MUSIC.IV-(d) exhibit, describe, and critique small-and large-ensemble performancetechniques experienced and observedduring formal and informal concerts.lll-(d) exhibit, describe, and critique small-and large-ensemble performancetechniques experienced and observedduring formal and informal concerts.


Objective 3


The student will performand then listen to andcritique performances ofchoral music from variousstyles and historicalperiods. Students willdemonstrate reflectivethinking as they critique:• The tone color of the

performing ensemble• The overall intonation

of the ensemble• The matching of vowel

color and clarity ofconsonant diction

• The appropriatedynamic colors of theensemble




(3) THE STUDENT READS ANDWRITES MUSIC NOTATION.IV-(a) sight-read major, minor, modal, andchromatic melodies;lll-(a) sight-read major, minor, modal, andchromatic melodies;ll-(a) sight-read ensemble parts;

MathObjective 10


Students will focus onmusical literacy skills byengaging in daily practiceof:• The singing of major

scales using sol-fasyllables

• The singing of minorand modal scales usingsol-fa syllables

• The singing ofchromatic scales usingsol-fa syllables

• The combination ofsinging sol-fa syllableswith the kinesthetic useof Kodaly/Curwen handsigns

• The singing of new 8measure antecedent /consequent musicalphrases in both trebleand bass clefs

• The singing of newsingle line melodies inkey signatures rangingto 3 sharps and 3 flats

• The singing of newensemble pieces in keysignatures ranging to 3sharps and 3 flats

(3) THE STUDENT READS ANDWRITES MUSIC NOTATION.IV-(b) read and write music thatincorporates complex rhythmic patterns insimple, compound, and asymmetricmeters;lil-(b) read and write music thatincorporates complex rhythmic patterns insimple, compound, and asymmetricmeters;ll-(b) read and write music thatincorporates rhythmic patterns in simple,compound, and asymmetric meters;

MathematicsObjective 1


The student will performchoral music thatincorporates simple,compound and mixedmeters.

The student will write sightsinging exercises in simple,compound and mixedmeters.

The students will perform atsight the student peer-composed sight-readingexercises.




(3) THE STUDENT READS ANDWRITES MUSIC NOTATION.IV-(c) interpret music symbols and termsreferring to dynamics, tempo, andarticulation when performing.lll-(c) interpret music symbols and termsreferring to dynamics, tempo, andarticulation when performing.ll-(c) interpret music symbols and termsreferring to dynamics, tempo, andarticulation during solo and/or ensembleperformances.


Objective 2


The students will performchoral music. Duringrehearsal and performancethe student willdemonstrate knowledge ofand sensitivity to theaesthetic and expressivemarkings of music. Thesemarkings include:• Dynamic markings• Tempo markings• Phrase length and its

relationship to thebreath. (Breathe wherepunctuation occurs)

• Articulation markingsincluding legato,staccato, marcato.

(4) THE STUDENT CREATES ANDARRANGES MUSIC WITHIN SPECIFIEDGUIDELINES.IV-(a) improvise musical melodies;lll-(a) improvise musical melodies;ll-(a) create simple musical pieces.


Students will demonstrateunderstanding of scalestructure and simple chordstructure by:• Improvising a melody in

a simple vocal jazzcomposition

• The student will writesight singing exercisesutilizing antecedent /consequent musicalphrasing in simple,compound and mixedmeters

(4) THE STUDENT CREATES ANDARRANGES MUSIC WITHIN SPECIFIEDGUIDELINES.IV-(b) compose or arrange vocal orinstrumental pieces (manuscript orcomputer-generated).lll-(b) compose or arrange segments ofvocal or instrumental pieces (manuscriptor computer-generated).ll-(b) arrange simple musical pieces.


Students will demonstratean understanding of simplecompositional forms by:• Arranging for voices a

simple folk song fromWestern or non-Western cultures

• The student will writesight singing exercisesutilizing antecedent/consequent musicalphrasing in simple,compound and mixedmeters




(5) THE STUDENT RELATES MUSIC TOHISTORY, TO SOCIETY, AND TOCULTURE.IV-(a) Classify representative examples ofmusic by style and by historical period orculture, justifying the classifications;lll-(a) Classify by style and by historicalperiod or culture representative examplesof music, justifying the classifications;ll-(a) Classify aurally-presented music bygenre, style, and historical period;

Social StudiesObjectives

3,4, & 5

Historical/cultural heritage

Directors will programmusic throughout the yearrepresenting differentstyles, historical periodsand composers. The choralmusic will be from Westernand non-Western cultures.Students will submit awritten synopsis of theworks under study detailing:• The title and composer• The historical period

represented• The country or culture

represented• The impact that the

work under study hadon other works duringthe time period.

(5) THE STUDENT RELATES MUSIC TOHISTORY, TO SOCIETY, AND TOCULTURE.IV-(b) describe the effects of music onsociety, culture, and technology;lll-(b) identify and describe the effects ofsociety, culture, and technology on music;ll-(b) define the uses of music in societyand culture;

Social StudiesObjectives1 ,2 ,3 ,&4

Historical/cultural heritage

Directors will programmusic throughout the yearrepresenting differentstyles, historical periodsand composers. The choralmusic will be from Westernand non-Western cultures.Students will submit awritten synopsis of theworks under study detailing:• The title and composer• The historical period

represented• The country or culture

represented• The impact that the

work under study hadon other works duringthe time period.

(5) THE STUDENT RELATES MUSIC TOHISTORY, TO SOCIETY, AND TOCULTURE.IV-(c) explain a variety of music andmusic-related career options; andlll-(c) identify and describe music-relatedcareer options including musicalperformance and music teaching; andll-(c) identify music-related vocations and

Students will investigatemusical careers byinterviewing professionalsand masters. They willreport the results andfindings of their interviewsto their peers usingPowerPoint or other multi-media presentation.

High School Choir- Non-Varsity Level PageS



avocations within the community; and(5) THE STUDENT RELATES MUSIC TOHISTORY, TO SOCIETY, AND TOCULTURE.IV-(d) define the relationships betweenthe content, the concepts, and theprocesses of the other fine arts and thoseof music.lll-(d) define the relationships between thecontent, the concepts, and the processesof the other fine arts, other subjects, andthose of music,ll-(d) define the relationships between thecontent, the concepts, and the processesof the other fine arts, other subjects, andthose of music.

Historical/Cultural heritage

The student will performchoral music from variousstyles, historical periods,and composers includingWestern and non-Westerncultures. They will compareand contrast the musicalelements of the work understudy with the elements ofother art forms from thecorresponding culture andtime period.

(6) THE STUDENT RESPONDS TO ANDEVALUATES MUSIC AND MUSICALPERFORMANCES.IV-(a) evaluate musical performances andcompositions by comparing them tosimilar or exemplary models and offeringconstructive suggestions forimprovement;Hl-(a) evaluate musical performances andcompositions by comparing them tosimilar or exemplary models and offeringconstructive suggestions forimprovement;ll-(a) design and apply criteria for makinginformed judgments regarding the qualityand effectiveness of musicalperformances.


Objectives 3 & 6

Response/evaluation

The students will exhibitreflective thinking bykeeping a process folio ofindividual and ensemblerehearsal critique forms.These forms will captureand track over an extendedtime, students evaluationsof self and groupperformances.Students will comment ontheir abilities and their needfor improvement withrespect to:• Ensemble clarity,

sound, tonality, blendand balance.

• Technical skill andfacility

• Musicianship andemotional content

• The currentperformance incomparison withprevious similarperformances.




(6) THE STUDENT RESPONDS TO ANDEVALUATES MUSIC AND MUSICALPERFORMANCES.ll-(b) evaluate musical performances bycomparing them to exemplary models.


Objectives 3 & 6

The student will exhibitreflective thinking bykeeping a process folio ofindividual and ensemblerehearsal critique forms.These forms will captureand track students'evaluations of self andgroup performances.These forms will also beused to compare thestudents' performanceswith exemplary modelsfrom University orprofessional choirs.

(6) THE STUDENT REPONDS TO ANDEVALUATES MUSIC AND MUSICALPERFORMANCE.IV-(b) exhibit concert etiquette during liveperformances in a variety of settings.III-(B) exhibit concert etiquette during liveperformances in a variety of settings.II-(C) exhibit concert etiquette during liveperformances in a variety of settings.

Response/evaluation

The student will perform ina variety of formal, informal& competitive concertsdemonstrating good concertetiquette as a listener andperformer. They will alsoprovide feedback on thequality of the performancein relation to the perceivedetiquette of themselves orthe audience.


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High School Choir- Non-Varsity Levelp4cdn3static.sharpschool.com/UserFiles/Servers/Server_80688/File... · High School Choir- Non-Varsity Level ... ANALYZES MUSICAL SOUND AND