Junior High Choir Essentials
Teacher: Julie Prechel
Department: Music
Standard #
MN
6.1.1.3.1
2012
Quarter/Semester: First and Second Semester
Subject: Junior High Choir
Grade(s) 7-8
Description
Team Members: Julie Prechel
Example or Rigor
Analyze the elements of music
including melody, rhythm, harmony,
dynamics, tone color, texture, form and
their related concepts
What elements will best
communicate the song’s
meaning to your
audience?
Balanced chords are
produced by listening to
other sections
Prior Skills Needed
Assessment
Intermediate rhythms, Vocabulary
of the terms used, solfege, and the
context of each selection performed
Sight singing in
class & sectionals
When Taught? If
taught.
Throughout the
semester
Warm ups that include chord
building and modulating, good
listening skills
Rehearsals and
section circle-up
Throughout the
semester
MN
6.1.1.3.3.
Describe the characteristics of a variety
of genres and musical styles such as
jazz, opera, musicals, spirituals and folk
songs.
Demonstrate proper
vocal production
Proper breath support & Posture
MN
6.1.2.3.2.
Sing alone and in small and large
groups (multi-part), a variety of music
using characteristic tone, technique and
expression.
Tummy/Pencil
activity, chair
technique
During warm-ups
in rehearsals
Compare and contrast the connections
among works of music, their purposes
and their personal, cultural and
historical contexts, including the
contributions of Minnesota American
Indian tribes and communities.
Rehearse and perform music from a
variety of contexts and styles alone or
with small or large groups
Interpret the poem text
Context of the composition,
historical connection, cultural
background, poet-if applicable
Most songs have a
historical or poetic
background.
Demonstrate your part
with musicality.
Rehearsal focus, dynamics, phrasing,
facial expression, critical listening
Written paragraph
on the text
meaning and/or
reason this song
was written
Concertmemorization of
the song.
Revise performance based on the
feedback of others, self-reflection and
artistic intent.
Write a self evaluation
after listening to
recording of individual
or group
Independent confidence and
knowledge of their part
MN
6.1.3.3.1.
MN
6.3.1.3.1.
MN
6.3.1.3.2.
.
Description—What is the essential standard to be learned? Define in student-friendly vocabulary.
Example or Rigor—What does this look like? Provide an example or sample problem.
Prior Skills Needed—What knowledge or skills must the student already have in order to master this standard?
Changes made to
help with any
refinements
needed
.
In rehearsalsLarge Group.
Near the
performance
event and after
the performance
.
Junior High Choir Essentials
2012
Assessment—How will student mastery be measured?
When Taught—What is the proposed time frame for teaching this standard?
*Adapted from Solution-Tree 2009 Reproducibles