and behavior Create your own sight reading example for the class to use Mathematics: Calculation of interval size B. Sight-Singing and Ear-Training The Students will: On-Demand Performance Approved Vocal Music Literature 1. Sing whole and half steps Selected Response (matching, MCS Adopted Textbook: 2. Sing in tune while singing close harmony multiple choice, T/F) Experiencing Choral Music: Teacher 3. Develop tone production and listening skills needed to Resource Kit Perform examples as a class, in produce advanced chordal harmonies small groups and as individual 4. Sing Ionian, Dorian, Phrygian, Lydian, Mixolydian, and volunteer. Aeolian scales Use sight identification and aural 5 Sight-sing, using solfege, moderate to moderately difficult with written exams and listening literature examples. Use flashcards for simple note and symbol identification The students will C. Use of music terminology Short-answer and sentence Memphis Symphony Integrated Unit 1. Define and demonstrate knowledge of the following signs and completion. of Study “Sound Opinions” symbols Selected Response (matching, Experiencing Choral Music a. staff multiple choice, T/F) b. treble and bass staff Students create quizzes for one c. single and double bar lines another. d. da capo e. first and second endings Jeopardy game with music f. repeat signs terminology. 2. Define, identify, and describe basic school vocal Students describe range of color of classifications different vocal parts a. soprano Create methods for identifying which b. alto voice part a beginner should sing. c. tenor d. baritone e. cambiata (changing voice) f. mezzo D. Time Signatures The students will: Self-Assessment Approved Vocal Music Literature 1.Demonstrate, by singing or playing, various time signatures Peer Assessment 2.Understand gestures and conduct duple, triple quadruple and mixed Provide examples of famous or pop meters tunes in 4/4, ¾, 2/4, etc. 3.Top and bottom number usage Connect by discussing conducting patterns for the different time signatures.
Create your own sight reading example for the class to use and behavior Mathematics: Calculation of interval size B. Sight-Singing and Ear-Training The Students will: 1. Sing whole and half steps 2. Sing in tune while singing close harmony 3. Develop tone production and listening skills needed to produce advanced chordal harmonies 4. Sing Ionian, Dorian, Phrygian, Lydian, Mixolydian, and Aeolian scales 5 Sight-sing, using solfege, moderate to moderately difficult literature On-Demand Performance Selected Response (matching, multiple choice, T/F) Perform examples as a class, in small groups and as individual volunteer. Use sight identification and aural with written exams and listening examples. Use flashcards for simple note and symbol identification Approved Vocal Music Literature MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit C. Use of music terminology 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) f. mezzo Short-answer and sentence completion. Selected Response (matching, multiple choice, T/F) Students create quizzes for one another. Jeopardy game with music terminology. Students describe range of color of different vocal parts Create methods for identifying which voice part a beginner should sing. Memphis Symphony Integrated Unit of Study “Sound Opinions” Experiencing Choral Music D. Time Signatures The students will: 1.Demonstrate, by singing or playing, various time signatures 2.Understand gestures and conduct duple, triple quadruple and mixed meters 3.Top and bottom number usage Self-Assessment Peer Assessment Provide examples of famous or pop tunes in 4/4, ¾, 2/4, etc. Connect by discussing conducting patterns for the different time signatures. Approved Vocal Music Literature
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