Students will demonstrate: A. Dynamics Formative, Structured Product Approved Vocal Music Literature 1. pp through ff Discuss terraced versus MCS Adopted Textbook: 2. Baroque terraced dynamics crescendo/decrescendo Experiencing Choral Music: Teacher 3. Conveying composers intent through dynamic use Resource Kit Ask questions concerning what the difference between the two actually is. Use examples in contemporary music. Create Timeline for development of symbols Students will demonstrate: B. Tempo Performance Event Memphis Symphony Integrated Unit 1. Use of tempo to perform with proper style of Study: Cultural Kaleidoscope Discuss BPM 2. Development of rubato, accelerando, ritardando Discuss the issue of nervous singing 3. Tempo restraints for various music periods, Renaissance through and how lack of breath support can 20th Century affect tempo stability. Terminology worksheet/quiz Discuss internalizing the beat 1. Independently identify and mark stressed words in a score C. Text painting and word/syllable stress Students examine one another’s Pathways of Song (LaForge/Earhart) 2. Discuss the importance of stressing beat 1 score markings. Pub. Warner Brothers Compare to teacher’s Approved Vocal Music Literature Discuss why beat 1 is traditionally stressed the most. The student will: D. Phraseology Performance Event Approved Vocal Music Literature Demonstrate ability to shape a musical phrase Identify phrase markings Language Arts Texts Discriminate between musical and non-musical phrase Respond as a class to phrasing Hymnals Demonstrate the ability to sing recitative gestures from conductor/teacher Compare/contrast how ensembles and soloists relate to phrasing. E.Execute proper articulations consistent with grade 5 literature III. Literacy A. Pitch Notation The students will demonstrate: WTVMEA Small Group Performance Interdisciplinary connections: Rubric 1. Melodic and rhythmic dictation in simple and compound meters Mathematics: Note and rest values 2. Sight read assigned voice part in vocal score Formative, Structured Experience as fractions of a whole 3. Lines and spaces of treble and bass clef, including ledger lines Create your own 8 measure Mathematics: Frequency ratios in 4. More advanced knowledge of piano keyboard exercise using quarter, half, whole the overtone series and eighth notes Mathematics: Sine wave properties
A. Dynamics Students will demonstrate: 1. pp through ff 2. Baroque terraced dynamics 3. Conveying composers intent through dynamic use Formative, Structured Product Discuss terraced versus crescendo/decrescendo Ask questions concerning what the difference between the two actually is. Use examples in contemporary music. Create Timeline for development of symbols Approved Vocal Music Literature MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit B. Tempo Students will demonstrate: 1. Use of tempo to perform with proper style 2. Development of rubato, accelerando, ritardando 3. Tempo restraints for various music periods, Renaissance through 20th Century Performance Event Discuss BPM Discuss the issue of nervous singing and how lack of breath support can affect tempo stability. Terminology worksheet/quiz Discuss internalizing the beat Memphis Symphony Integrated Unit of Study: Cultural Kaleidoscope C. Text painting and word/syllable stress 1. Independently identify and mark stressed words in a score 2. Discuss the importance of stressing beat 1 Students examine one another’s score markings. Compare to teacher’s Discuss why beat 1 is traditionally stressed the most. Pathways of Song (LaForge/Earhart) Pub. Warner Brothers Approved Vocal Music Literature D. Phraseology The student will: Demonstrate ability to shape a musical phrase Discriminate between musical and non-musical phrase Demonstrate the ability to sing recitative E.Execute proper articulations consistent with grade 5 literature Performance Event Identify phrase markings Respond as a class to phrasing gestures from conductor/teacher Compare/contrast how ensembles and soloists relate to phrasing. Approved Vocal Music Literature Language Arts Texts Hymnals III. Literacy A. Pitch Notation The students will demonstrate: 1. Melodic and rhythmic dictation in simple and compound meters 2. Sight read assigned voice part in vocal score 3. Lines and spaces of treble and bass clef, including ledger lines 4. More advanced knowledge of piano keyboard WTVMEA Small Group Performance Rubric Formative, Structured Experience Create your own 8 measure exercise using quarter, half, whole and eighth notes Interdisciplinary connections: Mathematics: Note and rest values as fractions of a whole Mathematics: Frequency ratios in the overtone series Mathematics: Sine wave properties