PerformancePLUS - Maps · Concert etiquette Essential ... Unison, 2-part, sheet music of various genres and composers ... evaluation skills to improve my performance?

Teacher: ElementaryChorus, CORE Course: ElementaryChorus Year: 2012-13

Units:

Essential

QuestionsStandards Content Skills Vocabulary

Learning

Targets/FeedbackResources/Strategies

Model

Lessons

Summative

Assessments

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform

with proper behavior

and stage presence?

1.b - sing with

*expression and

*technical accuracy a

repertoire of vocal

literature with a *level

of difficulty of 2, on a

scale of 1 to 6,

including some songs

performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage

conduct, watching the

conductor

I will use rehearsal time wisely

and will behave on stage.

Varied repertoire of music from

sources including (but not limited to):

Unison, 2-part, sheet music of various

genres and composers

Professional video recordings and past

concert videos for critiquing

Trips to see musicals and concerts in

other venues

Listening examples from various

composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my

evaluation skills to

improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and

explain the stylistic

features of a given

musical work that

serve to define its

aesthetic tradition

and its historical or

cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,

diction, rhythm, pitch,

timbre

Harmony

Melody

Dynamics

Blend and balance

I will complete a written or oral

evaluation of my performance.

I will learn from my mistakes to

improve the quality of my next

performance.

I will watch or listen to our

performance on a recording or

DVD.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?

1.a - sing accurately

and with good breath

control throughout

their singing ranges,

alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,

dynamics, tempo, and

expression markings

I will look and follow the

expression markings in the

rehearsal music.

I will follow the director's cues

for dynamics, cut-offs, and

phrasing.








other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,

rhythm and rehearsal

technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music

representing diverse

*genres and cultures,

with expression

appropriate for the

Listen to

quality recordings

Developing the

ability to listen to

the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -

posture, chest voice,

head voice, vocal

strain, jaw relaxation,

vowel formation,

diction

Pitch/Intonation -

breathing, Solfege, jaw

relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings

I will listen to myself and

others around me to blend with

tone, pitch,and rhythm.

I will rehearse the concert music

to improve my vocal technique on

each selection.








other venues


composers

PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...

1 of 12 5/6/2014 8:40 AM

work being performed

1.d - sing music

written in two and

three parts Students

who participate in a

choral ensemble

Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.

Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing

with accurate pitch?

How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard

notation symbols for

pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,

pitch, solfege, staff,

clefs, note values

I will sing correct rhythm

patterns in our concert music.I will

sing on pitch to the best of my

ability.

I will sing warm-ups with correct

solfege syllable and pitch.

I will follow my part in the music.








other venues


composers

Grand Staff

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers

Breath control

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,



control throughout


alone and in small

Listen to

quality recordings

Developing the


The

student will

sing alone,

with others, on

Tone

Production/Timbre -


head voice, vocal









2 of 12 5/6/2014 8:40 AM


technique.

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

pitch, in

rhythm, with

appropriate

posture and

breath control.


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings



each selection.




other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal


Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


3 of 12 5/6/2014 8:40 AM


scale of 1 to 6,


performed from

memory

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Soprano Alto

evaluation (D)


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Concert

behavior (R)


4 of 12 5/6/2014 8:40 AM

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert

Evaluation


5 of 12 5/6/2014 8:40 AM

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers


6 of 12 5/6/2014 8:40 AM

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments


7 of 12 5/6/2014 8:40 AM

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

rounds

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the



control throughout


alone and in small

and large ensembles

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

Understanding

vocabulary

terms, musical

markings,

conductor's

Phrasing,


expression markings



rehearsal music.










8 of 12 5/6/2014 8:40 AM

music?

How can I interpret

the composer's

feelings?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

piece ques

Breathing,

diction

phrasing. Trips to see musicals and concerts in

other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Balance (D)

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers


9 of 12 5/6/2014 8:40 AM

written in two and



choral ensemble

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert

Evaulation (R)

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

rehearsals.

posture,

acknowledgement of

applause, stage


conductor










other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction






each selection.









10 of 12 5/6/2014 8:40 AM

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

posture and

breath control.

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings

other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Critique/Reflect

Essential


Learning


Model

Lessons

Summative

Assessments

How do I

evaluate a choral

performance?

How do I use my


improve my

performance?

How do I use

listening skills to

critique a concert

performance?

9.d - identify and


features of a given

musical work that

serve to define its

aesthetic tradition


cultural context

Listening and

viewing quality

recordings of like

groups

Evaluate

self-performance

by viewing and

listening to

performance

video

The

student will:

Critique music

performances

using

appropriate

musical

terminology

Devise criteria

for evaluating

performances

Tone

Production/Timbre -

breathing, posture,


timbre

Harmony

Melody

Dynamics

Blend and balance





performance.



DVD.








other venues


composers

Concert etiquette

Essential


Learning


Model

Lessons

Summative

Assessments

How do I perform


and stage presence?

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


discussion in

class about

proper concert

behavior,

demonstration of

proper stage

presence

The

student will

demonstrate

proper concert

etiquette

during concert

dress

posture,

acknowledgement of

applause, stage


conductor











11 of 12 5/6/2014 8:40 AM

performed from

memory

rehearsals. other venues


composers

Listening/Analyzing

Essential


Learning


Model

Lessons

Summative

Assessments

How do I use

listening skills to

improve my tone

production, pitch,


technique.



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

1.c - sing music



with expression

appropriate for the


1.d - sing music

written in two and



choral ensemble

Listen to

quality recordings

Developing the


the placement of

your voice within

the context of a

group

Develop a skill set

of rhythmic, pitch,

dynamic abilities

The

student will

sing alone,

with others, on

pitch, in

rhythm, with

appropriate

posture and

breath control.

Tone

Production/Timbre -


head voice, vocal


vowel formation,

diction

Pitch/Intonation -


relaxation

Rhythm - phrase,

meter

Harmony/Texture -

balance, chord,

consonance,

dissonance

Dynamics - basic

markings






each selection.








other venues


composers

Expression/Phrasing

Essential


Learning


Model

Lessons

Summative

Assessments

How can I make

the music more

meaningful?

How can I express

the emotion of the

music?

How can I interpret

the composer's

feelings?



control throughout


alone and in small

and large ensembles

1.b - sing with

*expression and


repertoire of vocal



scale of 1 to 6,


performed from

memory

Look at the

dynamics of the

piece, follow

conductor's cues,

discuss the

background of the

piece

Understanding

vocabulary

terms, musical

markings,

conductor's

ques

Breathing,

diction

Phrasing,


expression markings



rehearsal music.



phrasing.








other venues


composers


Essential


Learning


Model

Lessons

Summative

Assessments

How do I sing

accurate rhythmic

patterns?

How do I sing


How do I sing

with solfege?

How do I read a

two or three part

vocal score?

1.d - sing music

written in two and



choral ensemble

5.b - read at sight

simple melodies in

both the treble and

bass clefs

5.c - identify and

define standard


pitch, rhythm,

dynamics, tempo,

articulation, and

expression

The student

will sing with

appropriate

rhythm and pitch.

The student will

sing in 2 or 3

parts.

Students

will:

Read common

notes and

rests

Read treble

and bass clef

Recognize

basic tempo

and dymamic

markings.

Be able to

follow part on

the vocal

score.

Melodic

dictation and

composition

Rhythm, beat,


clefs, note values




ability.











other venues


composers

Essential


Learning


Model

Lessons

Summative

Assessments


12 of 12 5/6/2014 8:40 AM

Documents

PerformancePLUS - Maps · Concert etiquette Essential ... Unison, 2-part, sheet music of various genres and composers ... evaluation skills to improve my performance?