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