Knowledge and Skills Outcomes Assessments Instructional Menu Second Nine Weeks Perform: Play, Sing, Read, and Move I.Tone Production A. Posture The students will continue to demonstrate proper sitting and standing Embedded Assessments MCS Adopted Textbook: posture Posture rubrics Experiencing Choral Music Self/Peer assessments Teacher Resource Kit Mirroring/partners Teacher observation B. Phonation and Resonation The student will: Rubric/Checklist MCS Adopted Textbook: 1. Sing independently, demonstrating accurate intonation, Concept Mapping Experiencing Choral Music proper tone production, and good resonance using moderately difficult Mirroring “The Structure of Singing” by to difficult literature Exercises executed as individuals Richard Miller 2. Exhibit, describe, and critique tone production technique and as a class experienced during rehearsal and performances Written and oral identification tests 3. Dark v. light sounds Identification Homework assignments Discuss dark vs. light and other descriptors for tone Use listening examples Give feedback to live performances and recorded C. Breathing The student will: Teacher Observation Use partners MCS Adopted Textbook: 1. Understand the function of the diaphragm in breathing to demonstrate, mirror, and critique Experiencing Choral Music: Teacher 2. Correlate breath flow with pitch production Resource Kit Discuss inhale and exhale control
Knowledge and Skills Outcomes Assessments Instructional Menu Second Nine Weeks Perform: Play, Sing, Read, and Move I.Tone Production A. Posture The students will continue to demonstrate proper sitting and standing posture Embedded Assessments Posture rubrics Self/Peer assessments Mirroring/partners Teacher observation MCS Adopted Textbook: Experiencing Choral Music Teacher Resource Kit B. Phonation and Resonation The student will: 1. Sing independently, demonstrating accurate intonation, proper tone production, and good resonance using moderately difficult to difficult literature 2. Exhibit, describe, and critique tone production technique experienced during rehearsal and performances 3. Dark v. light sounds Rubric/Checklist Concept Mapping Mirroring Exercises executed as individuals and as a class Written and oral identification tests Identification Homework assignments Discuss dark vs. light and other descriptors for tone Use listening examples Give feedback to live performances and recorded MCS Adopted Textbook: Experiencing Choral Music “The Structure of Singing” by Richard Miller C. Breathing The student will: 1. Understand the function of the diaphragm in breathing 2. Correlate breath flow with pitch production Teacher Observation Use partners to demonstrate, mirror, and critique Discuss inhale and exhale control MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit
Vocal%20Music-%20HS%20Opera%202015.docx