The student will: A. Dynamics Ensemble Performance Event MCS Adopted Textbook: 1. Properly employ a wide range of dynamics and dynamic Experiencing Choral Music: Teacher changes to effectively communicate the text of assigned literature Resource Kit Formative, Structured Product 2. Demonstrate understanding of appropriate dynamic levels for each historical period: Discuss how gesture relates to a. Layering of voices (terraced dynamics) for Renaissance, dynamics – follow as a class. Baroque literature Exam on Baroque/Classical vs. b. Controlled use of crescendo, decrescendo for Classic Romantic – dynamic literature Identify examples of composers and c. Use of ppp and fff and dramatic crescendos and compositions decrescendo for Romantic, Twentieth Century literature The student will: B. Tempo Performance Event MCS Adopted Textbook: 1. Demonstrate competency and effectiveness in tone Experiencing Choral Music: Teacher Teacher Observation production and expression while singing at various tempi, largo Resource Kit through presto 2. Discuss and demonstrate the use of tempo and tempo changes as a compositional device The student will: C. Text painting and word/syllable stress Peer Evaluation Approved Vocal Music Literature 1. Determine appropriate or inappropriate word stress Self-Evlauation 2. Sing with appropriate syllabic stress Observe markings in music mad by students D. Phraseology The student will Teacher Observation Approved Vocal Music Literature 1. sing phrases demonstrating the three basic articulations--legato, On Demand Performance staccato, marcato Discuss and identify conducting 2. Demonstrate ability to sing long sustained phrases with pitch gestures that effect phrasing accuracy 3. Demonstrate effective use of staggered breathing III. Literacy A. Pitch Notation The student will: Written Assessments MCS Adopted Textbook: 1. Identify ALL Major key signatures Experiencing Choral Music: Sequential Formative Assessment Intermediate and Proficient Students create their own quiz for 2. Construct ALL major scales and minor scales Singing key signatures 3. Develop intonation awareness through study of chromatic scale B. Sight-Singing and Ear-Training The student will: Rubric MCS Adopted Textbook: Properly identify and sing augmented and diminished intervals Experiencing Choral Music: On-demand Performances using solfege Intermediate and Proficient Sequential Formative Assessments Properly execute enharmonic intervals
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 Formative, Structured Product Discuss how gesture relates to dynamics – follow as a class. Exam on Baroque/Classical vs. Romantic – dynamic Identify examples of composers and compositions MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit 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 Performance Event Teacher Observation MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit C. Text painting and word/syllable stress The student will: 1. Determine appropriate or inappropriate word stress 2. Sing with appropriate syllabic stress Peer Evaluation Self-Evlauation Observe markings in music mad by students Approved Vocal Music Literature D. Phraseology The student will 1. sing phrases demonstrating the three basic articulations--legato, staccato, marcato 2. Demonstrate ability to sing long sustained phrases with pitch accuracy 3. Demonstrate effective use of staggered breathing Teacher Observation On Demand Performance Discuss and identify conducting gestures that effect phrasing Approved Vocal Music Literature III. Literacy A. Pitch Notation The student will: 1. Identify ALL Major key signatures 2. Construct ALL major scales and minor scales 3. Develop intonation awareness through study of chromatic scale Written Assessments Sequential Formative Assessment Students create their own quiz for key signatures MCS Adopted Textbook: Experiencing Choral Music: Intermediate and Proficient B. Sight-Singing and Ear-Training The student will: Properly identify and sing augmented and diminished intervals using solfege Properly execute enharmonic intervals Rubric On-demand Performances Sequential Formative Assessments MCS Adopted Textbook: Experiencing Choral Music: Intermediate and Proficient Singing
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