ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: VOCAL MUSIC: Ambassador Choir
GRADE LEVEL: High School
CREATION DATE: November, 2003
Essential Question, Concept or Theme: I. Performing: All students perform independently and within an
ensemble using various textures and styles within the voicing of a well-balanced mixed SSAATB choir.
PA Standards: PA 9.1; NS 1
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
 Routinely provide a taped
Materials
I.
Performing
recording of him or herself in the
The student will:
 Essential Musicianship (A
performance of vocal music from
 Explore, describe and refine the
Comprehensive Choral Method)
three to six minutes in length. The
individual singing voice through
Books 1, 2, 3 By Emily Crocker
student is asked to use a rubric to
recording and listening the
and John Leavitt: Hal Leonard
identify characteristics for quality
performance in terms of musical
themselves on tape. (1/9.1)
Corporation, 1995.
accuracy, vocal quality and
 Develop pure vowel placement.
 Teacher generated materials:
expressiveness.
Identify by sight and sound.
rubrics, worksheets, quizzes,
 Identify by sound and be able to
critiques
 Integrate diaphragmatic breathing
employ International Phonetic
Alphabet
symbols
for
the
pure
and extend the vocal range in an
 Mirrored wall in classroom
vowels.
appropriate manner.
 Individual hand-held mirrors (100)
 Perform with good breath control
Resources
 Sing, with accuracy, in small
throughout the course of the year.
ensembles with one person on a
 Visiting Artists
 Perform in a quartet of mixed
part. (1/9)
 Exchange concerts with other
voice parts with one person on a
part, twice a year for assessment
 Demonstrate well-developed
choirs
purposes.
ensemble skills. (1/9.1)
 Field Trips
 Understand definitions and
 Sing with expression and
 Choir Tours
descriptions, and be able to
technical accuracy a large and
Technology
identify aural samples of a variety
varied repertoire of vocal
of tone qualities. Graph changes in  Pianistic/Sequencing Keyboard
personal tone quality as an ongoing  Multi Track Tape Player
literature with a level difficulty of
process throughout the year.
4 to 5, on a scale of 1 to 6,
 Microphones with directional

Participate routinely in rotating
including some songs performed
pickup (6)
sectional rehearsals.
from memory. (1/9.1)
 Participate in 4 annual mandatory
 CD Burner
 Sing music written in 3, 4, 5 and 6
concerts:
 Blank Compact Disks (3 per
1. Winter Concert
parts, with and without
student)
2. December In-School Concert
accompaniments. (1/9.1)
3. December Concert for Visiting  Tape recorders (a minimum of 25)
Elementary Students
 Blank cassette tapes (2 per student)
4. Spring Concert
 Audio/Visual Tapes

The Ambassador Choir – High School
Approx. Time Allotment:
Instructional Strategies







Participate routinely in
group sightsinging
exercises.
Sightsing as part of a
formal assessment a
minimum of twice a year.
Complete notation
worksheets and quizzes.
Musically notate his/her
composed warm-up
exercise.
Analyze a selection of
twentieth-century music,
identifying and describing
the notation symbols used.
Participate routinely in
rotating sectional
rehearsals.
Use a rubric with peer
critiques to identify
characteristics for a quality
performance in terms of
State Presentation.
Participate in
School/Public/Community
concerts, in Choral Festivals,
Page 1
-1-
November, 2003
Essential Question, Concept or Theme: I. Performing: All students perform independently and within an
ensemble using various textures and styles within the voicing of a well-balanced mixed SSAATB choir.
PA Standards: PA 9.1; NS 1
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
Adjudications, and Master Classes
as scheduled.
The Ambassador Choir – High School
Page 2
-2-
November, 2003
Essential Question, Concept or Theme: I. Performing: All students perform independently and within an
ensemble using various textures and styles within the voicing of a well-balanced mixed SSAATB choir.
PA Standards:
Adaptations/Inclusion Techniques





One on One vocal sectional
Recorded voice parts for repertoire
Adapted rubrics/worksheets/quizzes
Teacher Aide
Private lessons
The Ambassador Choir – High School
Enrichment Strategies










Sectional Rehearsals
Visiting artists
Festivals
Community performances
Concert tours
Field trips
Choir Tours
Adjudications
Private lessons
Technology/Electronic
resources
Page 3
Remediation Strategies






One on One vocal sectional
Recorded voice parts for
repertoire
Adapted
rubrics/worksheets/quizzes
Teacher Aide
Private lessons
Peer Coaching
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Authentic repertoire from
multicultural composers
 Visiting Artists
 Students with diverse
backgrounds
 Audio/Visual tapes
 Interdisciplinary Strands:
Foreign Language, Language
Arts, Social Studies,
Mathematics, Physics
-3-
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: All students critically assess music
performances that reflect a wide diversity of peoples, styles and times. The student will apply data from these
Approx. Time Allotment:
assessments to their personal and ensemble performance of vocal/choral music.
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
 Identify and explain
II.
Listening/Responding
Materials
 Vocally imitate various genres,
compositional devices and
The student will:
styles and cultures of
 Essential Musicianship (A
techniques used to provide unity
 Demonstrate the ability to perceive and
Comprehensive Choral
choral/vocal music through the
and variety and tension and
remember music events by describing in
Method)
Books
1,
2,
3
By
use of clinicians, in-house
release in a choral/vocal work
detail significant events occurring in a given
Emily Crocker and John
teachers and CDs
currently being prepared and
aural example. (6/9.3, 9.4)
give examples of other works
Leavitt: Hal Leonard
 Demonstrate the usage of
 Demonstrate extensive knowledge of the
that make similar uses of these
Corporation,
1995.
music terminology contained
technical vocabulary of music. (6/9.3/9.4)
devices and techniques. `The
in the repertoire.

Teacher
generated
student will be asked to
 Identify and explain compositional devices
materials: rubrics,
 Listen to professional
construct a rubric illustrating
and techniques used to provide unity and
these
devices/techniques
and
the
worksheets,
quizzes,
recordings of vocal music of
variety and tension and release in a
repertoire’s
relation
to
the
critiques
various genres, styles and
choral/vocal work and give examples of other
compositional devices.
works that make similar uses of these devices
cultures.
 Mirrored wall in
 Identify music terminology by
and techniques. (6/9.3/9.4)
classroom
 Routinely view/listen to a
sight, by listening and by
 Develop specific criteria for making
 Individual hand-held
video of the ensemble’s
demonstrating vocally.
informed, critical evaluations of the quality
 Identify and explain
mirrors (100)
performance using a rubric to
and effectiveness of choral/vocal
compositional devices and
Resources
evaluate the quality of
performances, compositions, arrangements,
techniques used to provide unity
musicianship and stage
 Visiting Artists
and improvisations and apply the criteria in
and variety and tension and
performance.
 Exchange concerts with
release in a choral/vocal work
their personal participation in music. (7/9.3,
 Attend concerts, professional
currently being prepared and
other choirs
9.4)
give
examples
of
other
works
and non-professional,
 Field Trips
 Evaluate a choral/vocal performance,
that make similar uses of these
comparing and contrasting the
composition, arrangement, or improvisation
 Choir Tours
devices and techniques. `The
by comparing it to similar or exemplary
quality of the school’s
Technology
student will be asked to
models. (7/9.3, 9.4)
ensemble and the individual’s
construct a rubric illustrating
 Pianistic/Sequencing
 Evaluate a given choral/vocal work in terms
vocal technique through the
these devices/techniques and the
Keyboard
of its aesthetic qualities and explain the
repertoire’s relation to the
use of a rubric.
 Multi Track Tape Player
musical means it uses to make it unique,
compositional devices.

Routinely critique the
 Provide a taped recording of him  Microphones with
interesting and expressive. (7/9.3, 9.4)
ensemble’s performance using
directional pickup (6)
or herself in the performance of
 Analyze aural examples of a varied repertoire
a rubric to evaluate the quality
vocal music from three to six
 CD Burner
of choral/vocal music, representing diverse
of musicianship and stage
minutes in length. The student is
genres and cultures, by describing the uses of
 Blank Compact Disks (3
asked to listen to the recording,
performance.
elements of music and expressive devices.
per student)
and write an evaluation on the
The Ambassador Choir – High School
Page 4
-4-
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: All students critically assess music
performances that reflect a wide diversity of peoples, styles and times. The student will apply data from these
Approx. Time Allotment:
assessments to their personal and ensemble performance of vocal/choral music.
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
performance on the basis of its
(6/9.3/9.4)
 Tape recorders (a
 Listen to professional
(1) technical accuracy, (2)
 Compare characteristics of the choral/vocal
minimum of 25)
recordings of vocal music of
expressive or musical qualities,
arts with other arts within a particular
various genres, styles and
 Blank cassette tapes (2 per
and (3) overall effectiveness.
historical period or style and cite examples
cultures.
student)
(The assessment is based not on
from various cultures. (8/9.2)
the quality of the performance
 Audio/Visual Tapes
 Categorize the current
 Explain ways in which the principles and
but rather on the student’s ability
repertoire of choral selections
subject matter of various disciplines outside
to evaluate the performance.)
based on historical period,
the arts are interrelated with those of
 Evaluate a school choral
composer, style, genre and
choral/vocal music. (8/9.2)
performance of a selection,
form.
comparing the performance to a
 Classify by genre or style and by historical
recorded
or
live
PMEA
Choral
 Compare and contrast
period or culture unfamiliar but
Festival or college performance
choral/vocal masterworks to
representative aural examples of choral/vocal
of the same or similar selection.
music and explain the reasoning behind their
other forms of art.
 Evaluate a school choral
classifications. (9/9.2)
 Participate in Master Classes
performance based on the
 Identify and describe music genres or styles
conducted by artists of various
quality of musicianship and
that show influence of two or more cultural
stage performance.
genres, styles and cultures.
traditions, identify the cultural source of each  Describe musical
 Compare and contrast
influence, and trace the historical conditions
characteristics/elements of music
choral/vocal masterworks to
that produced the synthesis of influences.
and expressive devices that
other forms of art.
make certain songs appropriate
(9/9.2)


The Ambassador Choir – High School
for specific situations.
Critique choral/vocal
performances of varying genres
based on a rubric and a set of
open-ended questions.
Analyze works in two or more
arts based on the same event or
phenomenon. In groups, the
students will present aurally how
the elements of the various arts
are used to convey the same
specific meanings or feelings
and cite two examples in each
work. Attention should also be
given to the creators, performers,
Page 5
-5-
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: All students critically assess music
performances that reflect a wide diversity of peoples, styles and times. The student will apply data from these
assessments to their personal and ensemble performance of vocal/choral music.
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology


The Ambassador Choir – High School
Approx. Time Allotment:
Instructional Strategies
and other professionals involved
in the production and
presentation of these arts,
comparing and contrasting their
roles. This is most effective
when the choral literature being
currently taught can be used as
one of the examples.
Evaluate, through the use of a
rubric, the historical period,
genre and style of each musical
selection being taught that
semester.
Analyze representative works
that show the influence of two or
more cultural traditions, identify
the cultural source of each
influence and trace the historical
conditions that produced the
synthesis of influences. Use
current or very similar
repertoire. The analysis can be
presented aurally or through the
use of a written paper or a
poster/flow chart.
Page 6
-6-
November, 2003
Essential Question, Concept or Theme: II. Listening/Responding: All students critically assess music
performances that reflect a wide diversity of peoples, styles and times. The student will apply data from these
assessments to their personal and ensemble performance of vocal/choral music.
PA Standards:
PA 9.2, 9.3, 9.4; NS 6, 7, 8, 9
Adaptations/Inclusion Techniques





One on One vocal sectional
Recorded voice parts for repertoire
Adapted rubrics/worksheets/quizzes
Teacher Aide
Private lessons
The Ambassador Choir – High School
Enrichment Strategies










Sectional Rehearsals
Visiting artists
Festivals
Community performances
Concert tours
Field trips
Choir Tours
Adjudications
Private lessons
Technology/Electronic
resources
Page 7
Remediation Strategies





One on One vocal
sectional
Recorded voice parts
for repertoire
Adapted
rubrics/worksheets/qu
izzes
Teacher Aide
Private lessons
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Authentic repertoire from
multicultural composers
 Visiting Artists
 Students with diverse
backgrounds
 Audio/Visual tapes
 Interdisciplinary Strands:
Foreign Language, Language
Arts, Social Studies,
Mathematics, Physics
-7-
November, 2003
Essential Question, Concept or Theme: III. Creating: Students manipulate music entities to compose
Approx. Time Allotment:
original music ideas. These ideas are developed and realized through personal and ensemble performance.
PA Standards: PA 9.1, NS 3, 4
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
Materials
 Compose a vocal warm Teach the choir/choir
III.
Creating
up that directly enhances
 Essential Musicianship (A
section the original warm-up
The students will:
an area of work within a
Comprehensive Choral Method)
composed for the selected
 Compose an original vocal warmselected piece of the
Books 1, 2, 3 By Emily Crocker and
piece of repertoire.
up that enhances a technique
current repertoire.
John Leavitt: Hal Leonard
 Listen to songs that use
required in one selection of the
Corporation,
1995.
improvisation.
 Improvise vocally over a
current repertoire. (4/9.1)
short familiar melody with  Teacher generated materials:
 Practice improvising within
 Improvise stylistically appropriate
clearly implied chords.
rubrics, worksheets, quizzes,
the choir setting over a
harmonizing parts in a variety of
The student is given one
critiques
pentatonic or major/minor
styles. (4/9.1)
minute to prepare, but
scale progression.
 Mirrored wall in classroom
 Improvise rhythmic and melodic
 Identify the twelve-bar blues
may not sing aloud.
 Individual hand-held mirrors (100)
variations on given pentatonic
progression by sight and sound
 Improvise a rhythm or
Resources
melodies and melodies in major
and produce an improvisation
melody over a pentatonic

Visiting
Artists
within the choir setting for a
and minor keys. (3/9.1)
or major/minor chord

Exchange
concerts
with
other
choirs
twelve-bar blues progression.
 Improvise original melodies in a
progression. The student
 Field Trips
variety of styles, over given chord
is given one minute to
 Choir Tours
progressions, each in a consistent
prepare, but may not sing Technology
style, meter, and tonality. (3/9.1)
aloud.
 Pianistic/Sequencing Keyboard
 Improvise a melody to a
 Multi Track Tape Player
twelve-bar blues or
 Microphones with directional pickup
another given progression.
(6)
The student is given one
 CD Burner
minute to prepare, but
 Blank Compact Disks (3 per
may not sing aloud.
student)
 Tape recorders (a minimum of 25)
 Blank cassette tapes (2 per student)
 Audio/Visual Tapes
The Ambassador Choir – High School
Page 8
-8-
November, 2003
Essential Question, Concept or Theme: III. Creating: Students manipulate music entities to compose
original music ideas. These ideas are developed and realized through personal and ensemble performance.
PA Standards: PA 9.1, NS 3, 4PA 9.1, NS 3, 4
Adaptations/Inclusion Techniques





One on One vocal sectional
Recorded voice parts for repertoire
Adapted rubrics/worksheets/quizzes
Teacher Aide
Private lessons
The Ambassador Choir – High School
Enrichment Strategies










Sectional Rehearsals
Visiting artists
Festivals
Community performances
Concert tours
Field trips
Choir Tours
Adjudications
Private lessons
Technology/Electronic
resources
Page 9
Remediation Strategies





One on One vocal sectional
Recorded voice parts for
repertoire
Adapted
rubrics/worksheets/quizzes
Teacher Aide
Private lessons
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Authentic repertoire from
multicultural composers
 Visiting Artists
 Students with diverse
backgrounds
 Audio/Visual tapes
 Interdisciplinary Strands:
Foreign Language, Language
Arts, Social Studies,
Mathematics, Physics
-9-
November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students combine music reading
Approx. Time Allotment:
and writing skills and competencies in their performance medium, alone and within an ensemble.
PA Standards: PA 9.1, 9.3, 9.4; NS 1, 4, 5, 6
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
 Participate routinely in group Materials
 Sing selected repertoire,
 Demonstrate the ability to read a
sightsinging exercises.
 Essential Musicianship (A
identifying all notation and
vocal score of up to 8 staves by
Comprehensive Choral Method)
elements of music used.
 Sightsing as part of a formal
describing how the elements of
Books
1,
2,
3
By
Emily
Crocker
assessment a minimum of
 Routinely sightsing standard
music are used and explaining all
and John Leavitt: Hal Leonard
twice a year.
repertoire with accuracy.
transpositions and clefs.
Corporation,
1995.
 Complete notation
 Articulate the definition of
(1/9.1,5/9.1)
 Teacher generated materials:
worksheets and quizzes.
the technical vocabulary for
 Sight-read accurately and
rubrics,
worksheets,
quizzes,
all music in the current
expressively music with a level of  Musically notate his/her
critiques
repertoire identifying all
composed
warm-up
exercise.
difficulty of 4, on a scale of 1 to
notation and elements of
 Mirrored wall in classroom
 Analyze a selection of
6. (5/9.1)
music used.
twentieth-century music,
 Individual hand-held mirrors (100)
 Demonstrate extensive knowledge
identifying and describing
Resources
 Teach the composed warmof the technical vocabulary of
the notation symbols used.
up.

Visiting
Artists
music. (6/9.3, 9.4)
 Using a selection of
 Exchange concerts with other
 Write an original vocal warm-up.
contemporary repertoire,
choirs
(5/9.1)
write 4-8 bars of
 Field Trips
 Interpret nonstandard notation
nonstandard contemporary
 Choir Tours
symbols used by twentiethnotation and be able to
Technology
century composers.
explain its meaning.
 Pianistic/Sequencing Keyboard
 Multi Track Tape Player
 Microphones with directional
pickup (6)
 CD Burner
 Blank Compact Disks (3 per
student)
 Tape recorders (a minimum of 25)
 Blank cassette tapes (2 per
student)
 Audio/Visual Tapes
The Ambassador Choir – High School
Page 10
- 10 -
November, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students combine music reading and
writing skills and competencies in their performance medium, alone and within an ensemble.
PA Standards: PA 9.1, 9.3, 9.4; NS 1, 4, 5, 6
Adaptations/Inclusion Techniques





One on One vocal sectional
Recorded voice parts for repertoire
Adapted rubrics/worksheets/quizzes
Teacher Aide
Private lessons
The Ambassador Choir – High School
Enrichment Strategies










Sectional Rehearsals
Visiting artists
Festivals
Community performances
Concert tours
Field trips
Choir Tours
Adjudications
Private lessons
Technology/Electronic
resources
Page 11
Remediation Strategies





One on One vocal sectional
Recorded voice parts for
repertoire
Adapted
rubrics/worksheets/quizzes
Teacher Aide
Private lessons
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
 Authentic repertoire from
multicultural composers
 Visiting Artists
 Students with diverse
backgrounds
 Audio/Visual tapes
 Interdisciplinary Strands:
Foreign Language, Language
Arts, Social Studies,
Mathematics, Physics
- 11 -
November, 2003
The Ambassador Choir – High School
Page 12
- 12 -
November, 2003