Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
TEMPLE CHRISTIAN SCHOOL
COURSE NAME: High School Choir
GRADE LEVEL: Ninth through Twelfth Grades
COURSE PHILOSOPHY: High School choir is an elective class for students desiring to benefit from group
choral/vocal experience. A full year of high school choir fulfills requirements for one (1) fine arts credit, as
required for graduation in the state of Texas. The curriculum focuses on teaching students correct vocal technique
and a solid understanding of the body and voice as used to produce healthy musical sound. Emphasis is given to
choral blend as well as the development of the individual voice. Students examine and sing a wide variety of styles
of choral music. All music taught also contains opportunities for instruction in basic music theory. Students learn
the rudiments of music theory and apply to the musical literature progressively through the year.
SPIRITUAL EMPHASIS: Students learn that music is a gift from God, to be developed and offered back to Him
as a part of worship. Styles of worship are discussed, with an emphasis on order, beauty, and adherence to
Scripture. Discussion and examination of sacred music styles and their changes is incorporated in music learned
for chapel services, contests, and concerts.
The gift of music is directly addressed in both the Old and New Testaments. Students examine the book of Psalms
and David’s love of music and his understanding of its importance in worship. Students also reference New
Testament passages on worship through song, such as Ephesians 5:19-20. Encouragement is given to participate in
music worship through opportunities at church as well as school.
METHODOLOGY AND MODALITIES:
 Direct instruction , modeling, guided practice, active participation in sight-reading, rehearsal singing and
performance
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
TCS ADOPTED MATERIALS:
 Theory Time for Middle School/High School I
By Karen Wallace and Heather Rathnau
Reproducible theory curriculum
 Sing at First Sight
By Karen Farnum Surmani and Brian Lewis; Alfred Publishing
Sightreading curriculum; enhanced practice with reproducible worksheets, companion CD with aural skills
practice exercises
ENRICHMENT:
 Attend concerts as available during the school year at Bass Hall
 View videos of various styles of vocal performers/groups
 Listen to recordings of vocal performers/groups
 Perform in varied venue styles: Fall Carnival – outdoor casual; Christmas and Spring concerts – formal fullconcert setting; Christmas at the Mall – community outreach and PR; Contests – formal competitions with
high quality literature and the opportunity to hear other choirs through ACSI, TAPPS, and TPSMEA; Chapel
services – support of the student body by leading in music worship in weekly chapels, with the opportunity
to learn the importance of active involvement in corporate worship
EVALUATION:
 Written tests and quizzes over music theory and literature studied in class
 Theory worksheets
 Grades given for each public performance with the choir
 Daily participation in choral rehearsals
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
GRADING SYSTEM:
 Tests: 50% - Each performance earns a test grade.
 Daily: 50% - written work and daily participation
NOTE:
High School Choir curriculum, in part, is comprised of anthems that are selected on an annual basis, with the
abilities, experience, and size of the choir taken into account. It is not possible to list specific pieces in the general
scope and sequence, as these will change annually. The choir’s performance commitments will also vary annually,
based on the opportunities provided for community and/or civic performances, chapel service opportunities, etc.
Care is taken in music selection for the choir so that the basic strands of music theory and vocal technique
instruction will be enhanced by the music that is selected for performance each year.
Due to this, the scope and sequence outline for choir classes is somewhat more generalized than that of other types
of academic classes. The basic knowledge and skills points (c) (1) through (6) are developed in tandem and
repeatedly through the year, again enhanced and further developed by each piece learned and performed.
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
Lesson Plan
1st Quarter
Lessons 1-5
 Vocalization of individual students to
determine correct vocal placement within
section
 Beginning Vocal Techniques: Focus on
posture.
 Early exercises: focus on listening and
accurately matching pitch patterns
 Sing as a group easy, familiar songs (ex.:
All in All, Shout to the Lord, You are
Holy) that require “part singing)
Lessons 6-10
 Introduction of Sight Reading
 Vocal Technique: Examination of the
voice mechanism – anatomical structure of
the voice and singing
 Theory: Quarter Note/Rest; Half Note/Rest
 Singing early/easy SAB and SATB
anthems (ex: Walk By Faith; Jesus Is the
Rock; I Could Sing of Your Love)
Lesson 11-20
 Sightreading –addition of Fa, use of
rhythms learned in earlier lessons
 Vocal Technique: Exercises for legato and
staccato, work on vowel rounding and
blending
 Theory: continued practice with quarters
and halfs; introduction of eighth
notes/rests
 Rehearsal of selected anthems with
reinforcement of theory and vocal
technique principles already learned
Mastery Objectives
The learner will be able to…
TEKS
§117.60. Music, Level 1 (1credit)
1. Identify his/her vocal part and explain why
this is where he or she was placed.
2. Demonstrate correct posture for singing
when seated.
3. Sing simple vocal exercises, matching pitch
correctly.
4. Sing an easy song with parts in vocal
sections.
(c)(2)(A)(C); (c)(2)(B)
1.
Recognize and identify: 4/4 Time; Quarter
Note; Half Note; Whole NoteQuarter Rest;
Half Rest; Whole Rest; Do, Re, Mi.
Identify the vocal folds (larynx), vocal
tract, soft and hard palates, nasal passages.
Identify, draw, chant and tap rhythms for
quarter and half notes/rests.
Begin developing good rehearsal skills
while learning appropriate difficulty-level
pieces.
(c)(1)(B); (c)(3)(B); (c)(1)(A); (c)(3)(A)
Sightread exercises using quarter, half and
whole notes and rests; melodies with do up
through fa.
Sing vocal exercises demonstrating correct
physical and vocal technique for legato
and staccato and vowel production.
Correctly identify rhythms, complete
rhythmic patterns with correct elements,
chant and tap rhythmic patterns.
Continue developing vocal and rehearsal
skills through the musical selections being
learned.
(c)(1)(A)(B); (c)(2)(A); (c)(1)(A)(B); (c)(3)(A);
(c)(2)(B)
2.
3.
4.
1.
2.
3.
4.
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
Lessons 20-30
 Sightreading – Addition of eighth
notes/rests, introduction of Sol, La, Ti, and
high Do
 Vocal technique – work on increased
abilities of breath control and support.
 Theory – use of time signatures 2/4 and
3/4. Rhythm patterns with all previously
learned rhythms.
 Rehearsal and performance of prepared
and memorized anthem(s)
 Critique of own performance
Lessons 31-40

Sightreading – Introduction of musical
directional terms – repeat, 1st and 2nd
endings. Keys of C, F, and G Major.
 Vocal technique – introduction of
harmonic chordal exercises, using solfege
syllables learned in sightreading.
 Theory – rhythmic drills with time
signatures, note values and patterns
previously learned.
 Rehearsal and performance of prepared
and memorized anthems
 Cultural and historic background of
rehearsal anthems
 Critique of own performance
Lessons 41-45
 Sightreading – Introduction of dynamic
symbols – pp, p, mp, mf, f, ff; Crescendo
and decrescendo, singing in 3/4 and 2/4
time
 Vocal technique – continued exercises for
vowel blending as a choir.
 Theory – review of all rhythm information
 Quartet tests – singers will perform in
SATB quartets from learned literature
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
1.
2.
3.
4.
Sightread patterns using Sol, La, Ti, and
high Do, in addition to notes previously
learned. Notate melodic and rhythmic
patterns from aural CD source.
Sing phrases of longer length with greater
vocal control.
Identify time signatures and correctly
perform rhythmic patterns for each.
Refine, memorize and perform selected
anthem(s).
Critique performance, noting the positives
and the elements needing improvement.
(c)(1)(A)(B)(C); (c)(2)(A)(B)(C); (c)(3)(B);
(c)(6)(A)(C)
Follow directional signs in music for
repeats. Sing with solfege syllables in the
keys of C, F, and G major.
Sing chord progressions in 4-part
harmony, using solfege syllables.
Correctly complete written rhythmic
patterns and chant or tap them.
Refine, memorize and perform selected
anthems.
Explain the style and cultural information
for learned pieces, along with their typical
use in musical society
Critique performance, noting the positives
and the elements needing improvement.
(c)(1)((A)(B); (c)(2)(A)(B)(C); (c)(3)(A)(B)(C);
(c)(5)(A)(B); (c)(6)(A)(C)
Sightread examples with correct
dynamics.Sing from different time
signatures.
Sing vowel exercises and critique the
vowel quality of the group.
Complete rhythm examples using 2/4, 3/4,
4/4 time with all rhythms learned.
Sing in a soprano, alto, tenor, bass quartet,
accurately singing own individual part.
(c)(1)(A)(B)(C); (c)(2)(A)(B); (c)(3)(A)(B)(C);
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
2nd Quarter
Lessons 45-60
 Sightreading –octaves, D Major, intervals
of 4ths and 5ths
 Vocal Technique – vowel blending and
articulation exercises – tongue twisters
 Theory – Continued guided practice of
lines and spaces in treble and bass clefs
 Rehearsal and performance of selected
pieces for Fall Carnival (estimated time
frame for this – annual dates set)
 Discussion of background and historical
information for the above pieces. Listen to
other examples of similar literature.
(Note: will usually contain at least one
patriotic and one spiritual piece for this
event.)
Lessons 61-80 (leading up to Christmas Concert)
 Sightreading – Solfege reading of
melodies to reinforce all principles
covered previously.
 Vocal Technique – continued exercises
designed to refine the blend of the choir.
Dynamic shading exercises for control.
 Theory – reinforcement of names of lines
and spaces in treble and bass clefs through
guided practice on worksheets, puzzles,
flashcards, and oral practice.
 Sightreading and rehearsal of songs for
Christmas Concert. Sightreading and
theory skills reinforced with each
individual piece.
 Discussion of background of each piece,
related to historical context, cultural
practices of Christmas through the ages
around the world, etc.
 Performance in chapel of songs prepared
and memorized.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
6.
Sing octave jumps accurately. Identify
and sing intervals of 2nds through 5ths.
Demonstrate continued improvement in
vowel roundness and clear diction.
More quickly identify names of notes in
treble and bass clefs.
Perform selected pieces for Fall Carnival
at TCS.
Critique and evaluate the performances.
(c)(1)(A)(B); (c)(2)(A)(B)(C); (c)(3)(C);
(c)(6)(A)(B)(C)
Sing short sightreading melodic lines with
solfege syllables and identify intervals
within.
Continue refining the choral blend and
individual vocal strength and control.
Become more easily proficient in
identifying the notes of the Grand Staff.
Discuss musical and other areas of
traditional practices associated with
Christmas.
Identify the cultural context of each
Christmas selection being learned.
Perform in chapel with music learned and
memorized.
(c)(2)(A); (c)(3)(A)(B); (c)(5)(A)(B)(D);
(c)(A)(C)
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
Lessons 81-85
 Vocal Technique – harmonic chord
progression exercises with solfege
syllables, side focus on dynamics and
blend.
 Rehearsal and memorization of all songs
for Christmas concerts. Discussion of
what to improve and how.
 Christmas concerts – evening concert at
school, chapel concert, community concert
at the mall
Lessons 86-90
 Quartet Tests – singers will perform in
SATB quartets from Christmas literature
 Solo/Ensemble Selection – students will
listen to and select from art songs of
different periods and languages for solo
choices for TAPPS, TPSMEA, and ACSI
solo/ensemble festivals in the 2nd semester.
Third Quarter
Lessons 91-100
 Sightreading – introduction of bass clef;
directional symbols – da capo, dal segno,
coda; keys of A and E major.
 Vocalization – tongue twister exercises for
clarity of articulation.
 Theory – intervals – recognition of written
2nds through 8ths.
 Rehearsal – introduction of contest
literature (3 pieces – one must be a
cappella; one must be foreign language.
Classical pieces from various periods are
heavily utilized as contest literature.)
Lessons 101-120
 Sightreading – Sixteenth notes, sixteenth
note patterns
 Vocalization – general exercises for
1.
2.
3.
4.
1.
2.
1.
2.
3.
4.
1.
2.
Sing chord progressions on solfege with
dynamic shading and vowel blending.
Sing from memory all Christmas pieces.
Perform several concerts with all
Christmas literature.
Critique performances for positives and
areas needing improvement.
(c)(1)(B); (c)(2)(A)(B)(C); (c)(3)(C); (c)(6)(A)(C)
Sing his/her part independently within a
quartet setting, from memory.
Identify styles, genres and periods of art
songs listened to, and select a solo that
appeals.
(c)(2)(A)(B); (c)(1)(B); (5)(A)(B)
Identify da capo, segno, and coda and
explain how they work in musical
examples. Sightread in the keys of A and
E.
Enunciate with clarity on tongue twisters
at various speeds.
Calculate intervals on written examples.
Begin rehearsals on 3 contest pieces, using
sightreading skills in first rehearsals of
each.
(c)(2)(A); (c)(3)(A)(B); (c)(1)(A)(B)
Identify sixteenth notes, their value, and
patterns using them.
Sing with increased fluid, legato line, as
well as correct technique for staccato.
( c)(1)(A); (c)(2)(A); (c)(3)(A)(B)
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
flexibility of legato and staccato
Theory – focus on 2nds and 3rds, in
written, aural, and sung forms
 Rehearsal – digging into parts on the three
contest pieces
Lessons 121-135
 Sightreading – Dotted eighth note, dotted
eighth-sixteenth patterns, triplets
 Vocal Technique – exercises focusing on
foreign language vowels as needed for
contest literature
 Theory – focus on 4ths and 5ths, in
written, aural, and sung forms
 Rehearsal – further work on contest pieces
to polish and memorize, leading up to
contest
 Discussion of historical and cultural
aspects of contest pieces.
 Perform at contest (TAPPS), before spring
break, for opportunity to advance to state
Fourth Quarter
Lessons 136-140
 Week of ACSI Choral Festival – hosted
here at TCS
 Review of anthems for contest; polish after
Spring Break
 Discuss contest and concert etiquette, with
many schools visiting for the festival
 Perform in choral festival.
 Listen to and observe visiting choirs.
 Critique and own and other performances
after festival
Lessons 140-155
 Sightreading – tempo markings and terms
(ex: largo, adagio, allegro, presto); Cut
time, 6/8 time, 9/8 time
 Vocalization – harmonic chord patterns
on solfege, with focus on extreme dynamic
3.

4.
Identify in written form 2nds and 3rds,
recognize them when heard, and sing
them.
Sing correctly within separate voice parts
on segmented sections of contest pieces.
1.
Identify written and aural examples of
dotted eighth, eighth-sixteenth and triplet
patterns.
2. Sing correct vowels, according to the
language needed (Latin, Italian, Spanish,
French).
3. Identify in written form 2nds and 3rds,
recognize when heard, and sing them.
4. Sing with great accuracy the parts on the
3 contest pieces, memorized.
5. Discuss the history and cultural background of contest pieces.
6. Sing at contest, applying all progress from
rehearsals for final product.
(c)(1)(A)(B); (c)(2)(A)(B); (c)(3)(A)(B)(C);
(c)(5)(A)(B)(D); (c)(6)(A)(B)(C)
1.
Sing contest pieces accurately, after
reviewing upon return from Spring Break.
Explain correct audience behavior while
observing visiting choirs.
Perform in festival.
Critique own performance, with focus on
positives and areas needing improvement.
Constructively discuss performances of
other groups, including historic, cultural
and genre information.
(c)(1)(B); (c)(2)(A)(B)(C); (c)(3)(C); (5)(A)(B);
(c)(6)(A)(B)(C)
Identify tempo markings and their speeds.
Sing and tap rhythmic patterns in 6/8 and
9/8 time signatures.
Sing with greater dynamic range.
Identify in written form 6th and 7ths,
(c)(1)(A); (c)(2)(A)(B)(C); (3)(B)(C); (c)(5)(A)(D);
(c)(6)(A)(B)(C)
2.
3.
4.
5.
1.
2.
3.
Temple Christian School ~ Curriculum Guide
Mastery Objectives for: High School Choir
contrast and control
Theory - focus on 6ths and 7ths, in written,
aural, and sung forms
 Rehearsal – work on details from 3 judges
at ACSI Festival, in preparation for
TAPPS State Festival
 Discussion of judges’ critiques and their
validity
 Perform at TAPPS State Festival.
Lessons 156-170
 Sightreading – General singing of
sightreading examples with
comprehensive information from the year
 Vocalization – comprehensive overview of
exercises sung throughout the year
 Theory – Compilation of all concepts
learned during the year – in written and
aural forms
 Rehearsal – preparation for Spring
Concert, final chapel, and High School
Graduation
Lessons 171-175
 Vocalization – general exercises review
 Rehearsal – final rehearsals for Spring
Concert, Chapel and High School
Graduation
 Spring Concert, Chapel
 High School Graduation
Lessons 176-180
 Student creation of short melodic pieces,
using theory skills learned during year.
 Discussion of music major options in
college and music-related jobs.

4.
5.
6.
1.
2.
3.
4.
1.
2.
3.
1.
2.
recognize when heard, and sing them.
Sing with greater excellence the 3 contest
pieces, based on judges’ critiques.
Discuss judges’ remarks and evaluate
against own perceptions.
Perform at TAPPS State Choral Festival.
Sing a variety of types of sightreading
short pieces, incorporating skills worked
on through the year.
Sing accurately on wide variety of vocal
exercises.
Complete theory overview test with all
skills learned during year.
Sing accurately music from contest,
chapels, and graduation.
(c)(1)(A); (c)(2)(A)(B); (3)(B)(C);
Sing with expertise various exercises.
Sing from memory and with great
accuracy all contest and other spring
literature.
Perform in Spring Concert, Chapel, and
High School Graduation.
(c)(2)(A)(B)(C); (c)(3)(C); (c)(5)(A)(D);
(c)(6)(A)(B)(C)
Create his own short melody and play or
sing it.
Discuss music-related fields and
possibilities of career choices.
(c)(4)(A)(B); (c)(5)(B)(C)