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