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Instructional Map Advanced Choir (Middle School III)

Knowledge and Skills Outcomes Assessments Instructional Menu

First Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture Students will

1. Demonstrate proper seated body alignment: a. Back away from chair b. Both feet flat on floor c. Chest held high, chin level--not forward d. Head level and high, far away from shoulders2. Demonstrate proper standing body alignment: a. Feet shoulder-width apart b. Knees slightly bent c. One foot slightly forward d. Chest held high, chin level e. Both arms at sides

Singing Posture RubricPerformance Assessment RubricsEmbedded Assessments

Posture rubricsSelf/Peer assessments

MCS Adopted Textbook:Experiencing Choral MusicTeacher Resource Kit

B. Phonation and Resonation Students will1. Identify and demonstrate proper use of the following parts of the vocal anatomy while singing a. lungs b. diaphragm c. larynx d. vocal folds e. mouth/tongue2. Demonstrate how to properly begin the tone3. Demonstrate knowledge of the vocal folds a. location and operation of b. describe use of in vocalization c. describe and demonstrate vibration of4. Demonstrate awareness of the full body as the vocal instrument: a. proper posture resulting in energized tone b. body activation from head to toe c. alert facial expression, raised eyebrows d. expanded abdominal area--front, sides, and back e. free, unrestrained vocal tone

Performance Assessment Rubrics

Teacher observationOn-demand demonstrations

Interdisciplinary connections:Physical Science: Physical and acoustical properties of sound and musical tonesPhysical Science: Tone production methods on various instruments, including the human voice and synthesized soundPhysical Science: Wave frequency and amplitude

C. Breathing Students will 1. demonstrate expanded abdomen on inhalation, relaxed abdomen on exhalation

Diaphragmatic Breathing RubricPerformance Assessment Rubrics

MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit

1 of 19Memphis City Schools


Knowledge and Skills Outcomes Assessments Instructional Menu 2. understand relationship between breath support and pitch accuracy 3. consistently apply proper breathing techniques on each phrase 4. demonstrate raised chest and lowered diaphragm upon inhalation 5. demonstrate use of abdominal muscles in controlling breath

Teacher observationOn-demand demonstrationsRubric

D. Diction

Students will 1. demonstrate basic vowel placements--ee, eh, ah, oh, oo 2. show proper use of the articulators--lips, teeth, tongue, soft and hard palate 3. develop placement of initial and final consonants 4. sing with rounded, fluted lips to focus vowels

Performance Assessment RubricsFormative, Structured Experience

Resource: Pronunciation Guide for Choral Literature (MENC Publication)

II. Expression The students will: 1. consistently perform with a sense of ensemble 2. perform while paying attention to vocal blend and ensemble balance 3. develop skill at listening to entire ensemble while singing

Performance Assessment RubricsEnsemble Performance Event

A. Dynamics The students will: 1. define and execute the following dynamic markings: pp, p, mp, mf, f, ff 2. accurately demonstrate the following dynamic changes a. crescendo b. decrescendo c. mesa di voce 3. demonstrate awareness and understanding of relative dynamics 4. explore proper use of extreme dynamics - ppp and fff

Performance Assessment RubricsFormative, Structured Product


B. Tempo

Students will correctly perform various tempo marking for assigned vocal pieces including: 1. allegro 2. andante 3. largo

Performance Assessment RubricsPerformance EventTeacher Observation


C. Text painting and word/syllable stress Students will 1. accurately perform word stress when text painting occurs in assigned vocal literature 2. consistently place stress on important syllables of text and less stress on unimportant syllables

Performance Assessment RubricsSelf-EvaluationPeer Evaluation

Approved Vocal Music Literature



Knowledge and Skills Outcomes Assessments Instructional MenuD. Phraseology

Students will: 1. properly manage breath to sustain an entire phrase 2. demonstrate awareness of "phrase shape" 3. define and demonstrate phrase arsis and thesis

Performance Assessment RubricsOn Demand Performances


III. LiteracyA. Pitch Notation Students will:

1. Identify names of lines and spaces on treble and bass clefs 2. Identify, define, and write sharp, flat, and natural 3. Construct major scales form 0 to 3 sharps and flats 4. Write and explain key signatures for 0 to 3 sharps and flats

Ear Training with NotationWritten Assessment

MCS Adopted Textbook: Experiencing Choral Music: Beginner and Intermediate Sight-Singing

B. Sight-Singing and Ear-Training Students will: 1. Identify and define harmonic intervals 2. Identify and define melodic intervals 3. Identify and notate half and whole steps 4. Identify, upon hearing, half and whole steps 5. Sing and/or play whole, half, quarter notes and rests 6. Demonstrate understanding of sight-reading technique in unison, two, and three parts in the key of G major 7. Echo sing in the key of G major 8. Sing assigned intervals correctly on neutral vowel and lyrics

Ear Training with NotationMusic Reaading RubricOn-demand PerformancesSequential Formative Assessments


C. Use of music terminology

The students will: 1. Accurately follow a choral score, responding appropriately to the following symbols: a. staff b. bar line c. double bar line d. repeat sign e. grand staff f. page, system, measure numbers 2. Use appropriate terminology and vocabulary to describe music and performances 3. Locate all vocal parts in a choral score 4. Accurately number the measures in a choral score

Written Assessment MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit

D. Time Signatures

Students will 1. Sing, clap, chant in duple, triple, and quadruple meters 2. Interpret meaning of the top and bottom x/4 and x/8 tine signatures 3. Respond to and perform conducting patterns of the above time signatures

Self-AssessmentClass Performance




Knowledge and Skills Outcomes Assessments Instructional MenuE. Rhythm Students will

1. Clap, chant, and sing whole, half, quarter, eighth notes and rests 2. Describe, define, and identify upon seeing, whole, half, quarter, eighth notes and rests 3. Identify parts of each note and its significance

Music Reading RubricSequential Formative Assessment


IV. Performance Literature and Practices

Students will: 1. Attend all required rehearsals, including before and after regular school hours 2. Attend all required performances 3. Develop awareness/understanding of the following topics in vocal care a. lubricating the vocal mechanism b. causes of and how to avoid hoarseness c. laryngitis, common cold d. proper use of medication e. pharyngitis 4. Proficiently perform two and three part music at a difficulty level of at least 2 on a scale of 1-6 on the Texas UIL List 5. Identify, define, and sing an ostinato 6. Demonstrate proficiency with WTVMEA All-West choral literature

Attendance ChecklistWTVMEA Rating List/InventoryField TripsSchool Performances

Teaching Music Through Performance in Choir Vols. 1 and 2-- GIA Publications

WTVMEA All-West Literature

Respond: Listen

Evaluate

The students will:1. Listen to recording or attend performances of various choral ensembles including, elementary, middle, high school choirs, treble chorus, boy choir, gospel choir2. Critique performances of choral ensembles using rubrics and adjudication instruments from various choral festivals

Concert EvaluationOral CritiqueWritten Critique

Music Technology via Pocketrak Audio Recording

Create: Arrange

ComposeImprovise

Notate

The students will 1. Improvise short melodic and rhythmic patterns in response to aural prompts 2. Use technology and multimedia applications to create original music 3. Notate several measures of rhythmic and melodic dictation in 2/4, 3/4, and 4/4 meter

Class DemonstrationsAudio Portfolio

Music Technology via Pocketrak Audio Recording



Knowledge and Skills Outcomes Assessments Instructional Menu 4. Create vocal harmony to a given melody 5. Compose a descant or partner song to a given melody

Connect: RelateApply

1. Identify, sing, and describe canons 2. Accurately hold voice part in imitative and non-imitative canons3. Compare and contrast the use of vocal/choral music in various cultures4. Research careers in music

In Class PerformancesTeacher ObservationWritten/Oral Critique

MCS Adopted General Music Textbook: Spotlight on Music

Summative Assessment: Memphis Middle School Choir 1st 9-week Benchmark


Second Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture The students will continue to demonstrate proper sitting and standing

postureSinging Posture RubricEmbedded AssessmentsPosture rubricsSelf/Peer assessments


B. Phonation and Resonation The students will 1. Demonstrate proper placement of the five basic vowel

Performance Assessment Rubrics

Resource: Innocent Sounds-Books 1 and 2-Marie Stultz-Cokesbury



Knowledge and Skills Outcomes Assessments Instructional Menusounds: a. Dark--oo, oh b. Neutral--ah c. Bright-- ee, eh 2. Show proper embouchure for producing tall, rounded vowels 3. Apply basic vowel placements to languages (Latin, Italian, French, Spanish, German) 4. Demonstrate focus in the tone a. rounded, fluted lips b. focused, narrow stream of air from the lips while singing

Teacher observationOn-demand demonstrations

Publishers


C. Breathing The students will 1. Compare and contrast diaphragmatic and clavicular breathing 2. Show expansion in front, on sides, and back of abdominal area 3. Display consistent proficiency in managing breath 4. Display proper breath technique using chest voice

Diaphragmatic Breathing RubricPerformance Assessment RubricsTeacher observationOn-demand demonstrationsRubric


D. Diction

The students will 1. Demonstrate proper embouchure and placement for all vowels 2. Demonstrate effective use of the schwa (neutral) vowel 3. Demonstrate basic understanding of Latin vowels and consonants 4. Sing with crisp, accurate placement of all initial and final consonants 5. Demonstrate proficiency of vowel placement in at least one foreign language

Performance Assessment RubricsFormative, Structured Experience

Resource: Pronunciation Guide for Choral Literature (MENC Publication)

MCS Adopted Textbook:Experiencing Choral Music

II. Expression

A. Dynamics The students will 1. Develop subito piano and subito forte 2. Develop soforzando 3. Properly sing choral accents

Performance Assessment RubricsEnsemble Performance Event

Formative, Structured Product


B. Tempo

The student will 1. correctly perform various tempo marking for assigned vocal pieces 2. demonstrate sense of ensemble as it relates to tempo

Performance Assessment RubricsPerformance Event




Knowledge and Skills Outcomes Assessments Instructional Menuchanges, including accelerando, and ritardando 3. demonstrate rubato in appropriate literature 4. define the following tempo markings: a. allegretto b. lento c. larghetto d. largo

Teacher Observation

C. Text painting and word/syllable stress The student will 1. demonstrate proper use of agogic accents in all literature, including foreign languages pieces 2. demonstrate proper treatment of notes lasting beyond one beat 3. demonstrate proper execution of the slur

Performance Assessment RubricsPeer Evaluation


D. Phraseology

The student will demonstrate how to musically perform repeated phrases, text, or sections of a piece

Performance Assessment RubricsTeacher Observation


III. LiteracyA. Pitch Notation The student will:

1. Demonstrate basic knowledge of the piano keyboard a. Pitch direction (up-right, down-left) b. Identify, sing, and notate half and whole steps c. Show sharps and flats on the keyboard d. Define enharmonic tones 2. Construct a major scale

Ear Training with NotationWritten AssessmentsSequential Formative Assessment


B. Sight-Singing and Ear-Training Students will 1. Sing the following intervals using solfege--major second, major third, perfect fourth, perfect fifth, major sixth 2. Recognize and sing the above intervals in sight-singing and assigned literature. 3. Sing a major triad (D-M-S) in various keys, melodically and harmonically 4. Sing assigned sight-reading material unaccompanied 5. Identify and sing skips, step, and repeats in exercises

Music Reading RubricEar Training with NotationRubricOn-demand PerformancesSequential Formative Assessments



The students will define, recognize, and use the following in a choral score: 1. fine 2. da capo 3. d. c. al fine 4. dal segno

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)




Knowledge and Skills Outcomes Assessments Instructional Menu 5. coda

D. Time Signatures

The student will: 1. Demonstrate by singing or playing, various time signatures 2. Respond to and demonstrate basic conducting gesture for music in duple, triple, quadruple meters 3. Demonstrate understanding of the bottom number in x/4, x/2, and x/8 time

Self-AssessmentPeer Assessment


E. Rhythm The student will: 1. Define downbeat 2. Define anacrusis (pick-up note) 3. Define, recognize, and understand the incomplete measure 4. Identify and define the use of the dot 5. Identify and correctly execute sixteenth notes and rests

Music Reading RubricSelf-AssessmentPeer Assessment



The students will: 1. Perform an assigned vocal part in unison , 2, and 3 part harmony 2. Sing at least four of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing literature in three/four part harmony. 4. Sing literature with and without instrumental accompaniment. 5. Sing at least two pieces, Grade 3 or higher, from the Texas UIL List 6. Study and perform literature representing diverse historical periods, styles, and cultures 7. Attend all required performances 8. Attend all required rehearsals, including before and after regular school hours 9. Maintain the voice in proper singing condition

Performance EventField Trips

Teaching Music Through Performance in Choir Vols. 1 and 2-- GIA Publication

Texas UIL List atwww.uil.utexas.edu/music/pml.html

Rock N Soul Museum Musical Guide for Educators

Respond: Listen

Evaluate

1. Use movement to illustrate contrasting styles of music.2. Use body percussion and classroom instruments to practice and perform rhythms.3. Identify the following: a. strophic form b. through-composed c. ABA

Concert EvaluationOral CritiqueWritten CritiqueStudent-Developed Rubric

MCS Adopted General Music Text: Spotlight on Music



Knowledge and Skills Outcomes Assessments Instructional Menu d. unity and contrast4. Design a individual and group performance rubrics based on knowledge of technique and musicianship5. Listen to recordings of school performances and rehearsals and various other choral ensembles, and accurately critique tone, intonation, diction, and overall vocal technique

Create: Arrange

ComposeImprovise

Notate

1. Using voice, percussions, or keyboard, compose melodies, harmonies, and rhythms to complement assigned literature2. Given a four measure chord patterns, students will improvise with voice, rhythms, or keyboards3. Compose, record, notate music using Yamaha Pocket Tracks digital recorder, Sibelius and Finale notation software, and improvise or harmonize using SmartMusic software


World Music Drumming--A Cross- Cultural Curriculum by Will Schmid (Hal Leonard Publishing)


1. Identify distinguishing characteristics Baroque music and art.2. Demonstrate knowledge of the Singing Schools3. Identify, describe, and demonstrate monophonic, homophonic and polyphonic textures4. Investigate the relationship of music to other fine arts and disciplines outside the arts.5. Further research careers in music

Individual/Group ProjectWritten/Oral Reports


Guest Speakers from Local Arts Community

Summative Assessment: Memphis Middle School Choir Assessment




Third Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture Students will consistently demonstrate proper sitting/standing posture

for singingEmbedded Assessment MCS Adopted Textbook:

Experiencing Choral Music: Teacher Resource Kit

B. Phonation and Resonation The student will: 1. Demonstrate proper mouth space while singing each vowel 2. Demonstrate a lifted soft palate 3. Define and demonstrate resonance and the resonating chambers--sinuses, mouth, throat, chest 4. Demonstrate singing "in the mask" 5. Compare and contrast mouth embouchure with bell of a horn

Rubric/Checklist Resource: Innocent Sounds-Books 1 and 2-Marie Stultz-Cokesbury Publishers


C. Breathing The student will: 1. Develop proficiency in breath/phrase management 2. Employ breath and engage articulators to cleanly execute all consonants

Teacher ObservationOn Demand Demonstrations




Knowledge and Skills Outcomes Assessments Instructional Menu 3. Demonstrate proficiency in diaphragmatic breathing while singing: 4. Develop staggered breathing for long phrases

D. Diction

The student will: 1. Define, describe, and demonstrate the following diphthongs a. an-ee b. eh-ee c. aw-ee d. oh-oo e. ee-oo f. oo-ah 2. Accurately place the nucleus and off-glides of the above diphthongs 3. Demonstrate voiced vs. voiceless consonants a. t vs. d b. p vs. b c. f vs. v 4. Develop proficiency in with German/French vowels

Vocal Exam Rubric Resource: Pronunciation Guide for Choral Literature (MENC Publication)


II. Expression

The student will: 1. Vary style of singing to fit genre of song 2. Display advanced stage/performance presence

Performance Event Approved Vocal Music Literature


A. Dynamics The student will: 1. Properly employ a wide range of dynamics and dynamic changes to effectively communicate the text of assigned literature 2. Demonstrate understanding of appropriate dynamic levels for each historical period: a. Layering of voices (terraced dynamics) for Renaissance, Baroque literature b. Controlled use of crescendo, decrescendo for Classic literature c. Use of ppp and fff and dramatic crescendos and decrescendo for Romantic, Twentieth Century literature

Ensemble Performance Event



B. Tempo

The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto

Performance EventTeacher Observation




Knowledge and Skills Outcomes Assessments Instructional Menu 2. Discuss and demonstrate the use of tempo and tempo changes as a compositional device

C. Text painting and word/syllable stress The student will: 1. The student will consistently recognize opportunities for better expressive effectiveness in literature using text painting 2. Effectively sing short to moderate melismatic passages

Peer EvaluationSelf-Evaluation


D. Phraseology

The student will1. Properly execute legato, staccato, and marcato articulations2. Employ proper breath/singing technique for Baroque melismatic phrases

Teacher ObservationOn Demand Performance



1. Construct a C, G, and F major scale on paper 2. Identify, define, describe a triad 3. Identify, define, describe the tonic chord 4. Describe key signature for C, G, and F major and their relative minors

Written AssessmentsSequential Formative Assessment


B. Sight-Singing and Ear-Training The students will 1. Sing and recognize tonic and dominant chords in the keys of F, G, D, and C 2. Sing dotted half notes in sight singing exercises 3. Properly sing eighth notes and rests

RubricOn-demand PerformancesSequential Formative Assessments



The student will: 1. Identify, describe, and respond to first and second endings 2. Identify, describe, and respond to repeat signs 3. Effectively navigate the following: code, da capo, dal segno, al fine, d.c. al fine

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)


D. Time Signatures

The students will: 1. Sing literature with mixed meters 2. Respond to mixed meter conducting gestures 2. Count, chant, and/or sing in time signatures with 2 and 8 as the bottom number

Self-AssessmentPeer AssessmentIn Class Demonstrations


E. Rhythm The student will: 1. Describe and demonstrate the effect of the dot on quarter and whole notes 2. Identify, define, and sing sixteenth notes and rests

Self-AssessmentPeer AssessmentWritten Assessments


IV. Performance Literature and The students will: 1. Sing literature in three/four part harmony, with and without

WTVMEA Solo & Ensemble Rubric Resources-Pathways of Song (LaForge/Earhart) Pub. Hal leonard



Knowledge and Skills Outcomes Assessments Instructional MenuPractices

accompaniment 2. Sing at least three of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing at least two pieces, Grade 3 or higher, from the Texas UIL List 4. Study and perform literature representing diverse historical periods, styles, and cultures 6. Attend all required performances 7. Attend all required rehearsals, including before and after regular school hours 8. Maintain the voice in proper singing condition a. avoiding and treating hoarseness b. avoiding and treating sinusitis/laryngitis c. proper technique for singing 'through" illness d. how to treat laryngitis and other vocal problems 9. Demonstrate proficiency in solo or small ensemble literature at WTVMEA Solo/Ensemble Festival

Vocal Exam RubricAttendance Checklist

The Singing Road (Ward) Pub. Carl FischerThe Young Singer (Row) Pub. R. D. Row Music


Respond: Listen

Evaluate

1. Attend performance of another school choral ensemble2. Attend performance of an area professional choral ensemble (symphony chorus or community choir, university choir)3. Discuss and describe the vocal technique, tone, intonation, and diction heard at above performances5. Critique performance of recording of the choral ensemble

WTVMEA or other Adjudication Rating FormVocal Exam Rubric

Create: Arrange

ComposeImprovise

Notate

1. Create and notate rhythm composition in mixed meters2. Create and notate vocal warm-ups focusing on diphthongs and initial and final consonants3. Given I, IV, V harmonic background, improvise on keyboard using black keys only4. Create twelve-bar blues song

PortfolioAudio PortfolioIn Class Performances

TMA or Piano LabMusic Technology via Pocketrak Audio Recording


The students will:1. Describe the following: a. African American spirituals b. American spirituals c. Lowell Mason and the singing schools d. Shape-note notation2. Compare and contrast holiday celebrations of domestic and

Performance EventField TripsWritten/Oral Critique




Knowledge and Skills Outcomes Assessments Instructional Menuinternational regions, cultures, and countries and sing representative literature of each3. Research the evolution of contemporary American music from the roots of African American spirituals4. Research the influence of other countries/cultures on the development of American music5. Discuss/explore poetry and other literary works of lyricists of current choral repertoire


Fourth Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture The student will demonstrate proper sitting and standing posture at all

rehearsals and performances.Embedded Assessment MCS Adopted Textbook:

Experiencing Choral Music: Teacher Resource Kit

B. Phonation and Resonation The student will: 1. Demonstrate proficiency in vocal production 2. Demonstrate understanding of air vibration against hard surface of facial bones to produce resonance 3. Demonstrate and negotiate the passagio from head to chest voice 4. Sing assigned literature with strengthened, resonating head voice tones and light, non-forced chest tones as appropriate 5. Sing with a raised soft palate at all times

Rubric/Checklist Resource: Innocent Sounds-Books 1 and 2-(Stultz) Cokesbury Publishers


C. Breathing The student will: 1. Understand the function of the diaphragm in breathing 2. Correlate breath flow with pitch production 3. Locate, describe and demonstrate use of the following in breathing a. the diaphragm b. abdominal muscles c. intercostal muscles d. rib cage/sternum 4. Correctly use the above-listed body parts to maintain intonation

Teacher ObservationOn Demand Demonstrations


Interdisciplinary Connection:Physiology of Human Voice/Nasal Passages



Knowledge and Skills Outcomes Assessments Instructional Menu 5. Compare and contrast mouth inhalation and nose inhalation during singing

D. Diction

The student will: 1. Demonstrate correct articulation with the consonant r (omit, flip, trill) 2. Use articulators to properly produce the following initial and final consonants a. both lips--m, p b. bottom lip and top teeth--v, f c. teeth and tongue--t, d, l , n 3. Properly produce the following vowels while singing: a. bright--ee, eh b. dark--oh, oo c. neutral--ah d. schwa 4. Display effective use of the articulators (lips, teeth, tongue, palate) in proper diction

Vocal Exam Rubric Resource: Pronunciation Guide for Choral Literature (MENC Publication)


II. Expression

A. Dynamics The student will properly execute sweeping dynamic changes in last Classic, Romantic, and Twentieth Century vocal literature

Ensemble Performance Event



B. Tempo

The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto 2. Discuss and demonstrate the use of tempo and tempo changes as a compositional device 3. Explore/evaluate proper tempo for each assigned choral piece

Performance EventTeacher Observation


C. Text painting and word/syllable stress The student will: 1. Demonstrate proper execution of the slur over one or several notes 2. Employ appropriate crescendos/decrescendos on lengthy notes 3. Sing Renaissance or other non-metered music, using text and text stress to unify the song

On Demand PerformancesPeer EvaluationSelf Evaluation


D. Phraseology

The student will consistently sing musical phrases 1. Arsis and thesis of each phrase 2. Legato, marcato, or staccato singing as needed 3. Take breaths ONLY at appropriate places before or after the

Teacher ObservationOn Demand Performance




Knowledge and Skills Outcomes Assessments Instructional Menuphrase 4. Develop advanced staggered breathing technique to avoid interruption of lengthy phrases where appropriate


1. Identify lines and spaces of treble and bass staffs 2. Identify, define, sing, and construct a major scale 3. Construct chords and triads on the staff 4. Define and describe use of sharp, flat, natural 5. Define, identify all key signatures 6. Define and sing the following a. tonic b. dominant c. sub-dominant 7. Construct scales in Ionian, Dorian, and Phrygian modes

Written AssessmentsSequential Formative Assessment


B. Sight-Singing and Ear-Training The student will: 1. Identify the tonic and dominant notes and chords upon hearing and seeing 2. Recognize upon hearing and seeing the following intervals a. Perfect octaves, fourths, and fifths b. Major seconds, thirds, sixths c. Whole step (major second) and half step (minor second) 3. Define, identify, and sing the above listed intervals melodically and harmonically 4. Sing triads (do-mi-so)

RubricOn-demand PerformancesSequential Formative Assessments



The students will 1. Define and demonstrate knowledge of the following signs and symbols a. staff b. treble and bass staff c. single and double bar lines d. da capo e. first and second endings f. repeat signs 2. Define, identify, and describe basic school vocal classifications a. soprano b. alto c. tenor d. baritone e. cambiata (changing voice)

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)Written Assessments




Knowledge and Skills Outcomes Assessments Instructional Menu f. divisi

D. Time Signatures

The student will: 1. Identify constant and changing meter 2. Demonstrate understanding of x/4, x/8, and x/2 time signatures 3. Count, sing, or tap several measures of music in the above time signatures

Self-AssessmentPeer AssessmentIn Class Demonstrations


E. Rhythm The student will: 1. Define and demonstrate downbeat and anacrusis 2. Display while performing, the significance of the downbeat 3. Compare and contrast rhythm and meter 4. Define and demonstrate downbeat and anacrusis 5. Define, identify, and demonstrate the following notes/rests a. whole b. half c. quarter d. eighth e. dotted half and quarter 6. Sing and execute patterns in simple and compound rhythms 7. Sing music in asymmetric meters 8. Conduct and respond to asymmetric conducting patterns

On Demand DemonstrationsSelf AssessmentsPeer Assessments



The students will: 1. Sing literature in three/four part harmony, with and without accompaniment 2. Sing at least three of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing at least two pieces, Grade 3 or higher, from the Texas UIL List 4. Study and perform literature representing diverse historical periods, styles, and cultures 6. Attend all required performances 7. Attend all required rehearsals, including before and after regular school hours 8. Maintain the voice in proper singing condition 9. Demonstrate proficiency in ensemble literature at WTVMEA Choral Festival/Assessment

WTVMEA Solo & Ensemble RubricVocal Exam RubricAttendance Checklist


Texas UIL List atwww.uil.utexas.edu/music/pml.html

Respond: Listen

Evaluate

1. Attend performance of another school choral ensemble2. Attend performance of an area professional choral ensemble

Oral CritiqueWritten Critique

MCS Adopted General Music Text: Spotlight on Music



Knowledge and Skills Outcomes Assessments Instructional Menu(symphony chorus or community choir)3. Discuss and describe the vocal technique, tone, intonation, and diction heard at above performances4. Analyze a recording or performance of literature with which the ensemble is working and describe musical events using appropriate terminology5. Use appropriate terminology to describe recording of the student's own performance(s)

Student-Developed Rubric

Create: Arrange

ComposeImprovise

Notate

1. Compose and notate rhythmic, melodic, and accompaniment exercises within specified guidelines2. Create musical compositions demonstrating various vocal styles3. Create compositions with contrasting sections4. Create and notate descant, ostinato, or other melodic and rhythmic accompaniments to enhance assigned literature5. Compose music using computer-generated or other sound sources 6. Improvise while singing traditional American music (jazz, gospel, folk, etc.)


World Music Drumming--A Cross- Cultural Curriculum by Will Schmid (Hal Leonard Publishing)


The student will: 1. Recognize, describe Renaissance music 2. Research, listen to, and sing celebratory music of various cultures 3. Combine history, drama, art, and music in an in-class or school-wide presentation 4. Describe ways in which subject matter of others disciplines taught in the school are interrelated with music a. lyrics of well-known poets set to music b. anatomy of the voice c. awareness of social, economic, political climates and their effect on the arts during historic period of assigned choral literature (Renaissance, Baroque, Classic, Romantic, Twentieth Century, Contemporary) d. Use of mathematical operations to calculate duration of notes in various time signatures e. Explore sound waves as it relates to vocal production--

Individual/Group ProjectWritten/Oral Reports


Guest Speakers from Local Arts Community

Interdisciplinary Connections:Social Studies: Cultural CelebrationsDrama: Broadway Musicals/TheaterAnatomy/Physiology: The Human VoiceWorld/Art History: Renaissance to presentMathematics: Fractions



Knowledge and Skills Outcomes Assessments Instructional Menucomparison of sound waves produced from sopranos with that produced from basses, etc. f. Study vibration and its relationship to vocal production


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