river dell regional school district visual and performing ... music...experiences 9.1.12.c.4 ......

River Dell Regional School District

Visual and Performing Arts

Curriculum Music

2015

Grades 7-12

Mr. Patrick Fletcher

Superintendent River Dell Regional Schools

Ms. Lorraine Brooks Mr. Richard Freedman Principal Principal River Dell High School River Dell Middle School

Mr. William Feldman Assistant Superintendent

Curriculum and Instruction

Curriculum Committee

Kathryn Zintel Michael Giorgio


Visual and Performing Arts Curriculum – Music

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MUSIC

Table of Contents

Chorus 7 Page 3

Chorus 8 Page 19

High School Chorus Page 35

7-12 Resources Page 45



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BY THE END OF SEVENTH GRADE CHORUS 7

STATE STANDARDS 1.1.8.B.1 Analyze the application of the elements of music in diverse Western and non-

Western musical works from different historical eras using active listening and by reading and interpreting written scores.

1.1.8.B.2 Compare and contrast the use of structural forms and the manipulation of the elements of music in diverse styles and genres of musical compositions.

1.2.8.A.1 Map historical innovations in dance, music, theatre, and visual art that were caused by the creation of new technologies

1.2.8.A.2 Differentiate past and contemporary works of dance, music, theatre, and visual art that represent important ideas, issues, and events that are chronicled in the histories of diverse cultures.

1.2.8.A.3 Analyze the social, historical, and political impact of artists on culture and the impact of culture on the arts.

1.3.8.B.1 Perform instrumental or vocal compositions using complex standard and non-standard Western, non-Western, and avant-garde notation.

1.3.8.B.2 Perform independently and in groups with expressive qualities appropriately aligned with the stylistic characteristics of the genre.

1.3.8.B.3 Apply theoretical understanding of expressive and dynamic music terminology to the performance of written scores in the grand staff.

1.3.8.B.4 Improvise music in a selected genre or style, using the elements of music that are consistent with basic playing and/or singing techniques in that genre or style.

1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art.

1.4.8.A.2 Identify works of dance, music, theatre, and visual art that are used for utilitarian and non-utilitarian purposes.

1.4.8.A.3 Distinguish among artistic styles, trends, and movements in dance, music, theatre, and visual art within diverse cultures and historical eras.

1.4.8.A.4 Compare and contrast changes in the accepted meanings of known artworks over time, given shifts in societal norms, beliefs, or values.

1.4.8.A.5 Interpret symbolism and metaphors embedded in works of dance, music, theatre, and visual art.

1.4.8.A.6 Differentiate between “traditional” works of art and those that do not use conventional elements of style to express new ideas.

1.4.8.A.7 Analyze the form, function, craftsmanship, and originality of representative works of dance, music, theatre, and visual art.

1.4.8.B.1 Evaluate the effectiveness of a work of art by differentiating between the artist’s technical proficiency and the work’s content or form.

1.4.8.B.2 Differentiate among basic formal structures and technical proficiency of artists in works of dance, music, theatre, and visual art.

http://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.htmlhttp://www.state.nj.us/education/cccs/def/1/VPAhe.htmlhttp://www.state.nj.us/education/cccs/def/1/VPAeleofmusic.html



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1.4.8.B.3 Compare and contrast examples of archetypal subject matter in works of art from diverse cultural contexts and historical eras by writing critical essays.

8.1 Use digital tools to access, manage, evaluate, and synthesize information in order to solve problems and communicate knowledge

9.1.8.A.2 Implement problem- solving strategies to solve a problem in school or the community

9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects

9.1.8.D.3 Use effective communication skills face to face and online interactions with peers and adults from home and from diverse cultures

9.1.8.E.2 Analyze the role of digital media in sales and marketing and in delivering cultural, political, and other societal methods

9.1.8.F.1 Demonstrate how productivity and accountability contribute to realizing individual or group goals within or outside the classroom


9.1.12.A.1 Apply critical thinking and problem solving strategies during structured learning experiences

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online communities and structured learning experiences

9.1.12.D.1 Interpret spoken and written communication within the appropriate cultural context

9.1.12.E.1 Create messages for different purposes and audiences with sensitivity to cultural, gender, and age diversity, using various digital media outlets

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences

BIG IDEAS/COMMON THREADS Through the continuous absorption of musical elements and skills and the acquired understanding of musical aesthetics, students develop a lifelong appreciation of music through active participation in a variety of musical experiences.

ENDURING UNDERSTANDINGS - Music Theory and Ear Training Tempo and dynamic contrast affect perception. Pitch patterns can be used to create melody. Rhythm is the foundation of a musical piece and contributes to the expression of a song. Reading an individual part within a vocal score ignites the process of independently interpreting music. Sight reading skills produce independent readers of music. Listening and analyzing music helps to develop an appreciation of how music relates to a person’s environment and culture. The ability to understand written music through notation, symbols, and terminology independently enables a musician to accurately communicate with other ensemble participants. Internalization of pitch discretion and melody can improve vocal intonation. The sequential development of musical skills provides opportunities for cognitive and aesthetic growth, social interaction, emotional and personal expression, and discriminating judgments.



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ASSESSMENT Participation in daily choral classes

Attentiveness

Written assessments

Identification of musical components in the vocal score.

Demonstration of accurately following the musical score during sight reading and rehearsing.

Group and individual performance

Class participation

Written activities

Group or individual aural assessments

Vocal production of dynamic and tempo changes to demonstrate expressive performance

ESSENTIAL QUESTIONS PRIMARY: Why is music literacy necessary for choral singing? How can aural skills improve pitch discretion and ultimately vocal production? How does music literacy allow for independence and communication in music? Why is the development of music-reading skills necessary to the performance of choral literature? SECONDARY: How are patterns used in music? Why is it important to be able to interpret music symbols in a piece of music? How do changes in tempo and dynamics affect the mood of music? What kinds of pitch intervals are used to contribute to a melody? How does a rhythm provide the foundation for a song?

LESSON OBJECTIVES Students will be able to…

identify and understand basic rhythmic symbols and patterns.

develop a basic understanding of the musical alphabet and how it is applied to note symbols.

acquire facility at reading, learning, and interpreting musical notation and symbols.

identify all the parts of the vocal score.

interpret and follow their individual vocal part in the musical score.

demonstrate the ability to interpret musical notation through solfege exercises and choral literature.

recognize and vocally imitate simple melodic patterns and intervals.

recognize and understand the applications of tempo and dynamic symbols and terminology.

develop a more comprehensive understanding of a variety of choral literature through the application of music theory skills.

develop sight reading skills as they are guided through simple sections of new choral literature.



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LESSON SKILLS Students will be able to…

follow the vocal score by performing their individual vocal line in ensemble rehearsals.

identify and apply vocal score terminology: system, piano accompaniment, voice parts, time signature, clef, key signature, first and second ending, da capo, del segno, coda, and repeat.

identify and apply the following rhythmic note and rest durations: whole, half, quarter, and eighth.

understand, recognize and apply the following time signatures: 2/4, 3/4, 4/4, and 6/8.

accurately sing and recognize rhythmic patterns as they appear and possibly prevail in choral literature being studied.

recognize note names on the treble and bass clef staves and apply them to basic melodic contours as found in the studied literature.

practice ear training by utilizing solfege syllables in melodic patterns that can be transferred to choral literature being studied.

are skilled in recognizing and singing the following intervals: perfect fifth, perfect fourth, major and minor thirds.

recognize and apply the following tempo symbols and terms: a tempo, ritardando, allegro, moderato, andante, and others as they appear in literature being studied.

recognize and apply the following dynamic symbols and terms: crescendo, diminuendo/decrescendo, subito piano or forte, forte, piano, and others as they appear in literature being studied.

sight read simple sections in music being studied.

develop expertise through research about a problem and make a claim to support a

solution

work as a contributing member of a team to achieve specific outcomes

show respect for divergent points of view by acknowledging them

recognize how digital media impacts a person’s perspective

show the self-discipline to do your best, reach a goal or perform an assigned task

with good work quality

apply technology to enhance meaning, communication and productivity

RESOURCES Page 45



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BY THE END OF EIGHTH GRADE CHORUS 7











1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art.













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ENDURING UNDERSTANDINGS - Vocal Technique Experiencing music through singing is a source of personal enrichment and joy. Using the correct techniques and elements will help to improve vocal skill necessary to create aesthetics in music. Expression of a song is demonstrated through the use of acquired tone quality and changes in dynamics by way of breath support. The discipline required to excel as a singer can help build self- esteem and confidence. The voice is a musical instrument that is capable of communicating thoughts and emotions. Becoming a skilled musician (singer) is a lifelong process. Persistence and practice are necessary to becoming a skilled vocalist.


Attentiveness

Observable attention to pitch, self-correction, diction, and tone quality

Participation in the process of learning vocal technique through inquiries or suggestions



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Observable demonstration of acquired vocal technique – breathing, posture, mouth positioning, vowel formation, facial expressions

Following of the conductor’s gestures and verbal directions

Reading assignments – articles or text on vocal technique or vocal abuse

Peer assessment, self-assessment

ESSENTIAL QUESTIONS PRIMARY: How does proper vocal technique facilitate a quality vocal performance? SECONDARY: Why is proper breath control and support crucial to vocal success? How does breathing affect the sound of the voice? What is diction and why is it important? What does mouth positioning and vowel formation mean? What is phrasing and how does it affect the performance of a song? How does placement of sound and opening the throat affect the vocal sound? What impact does posture have on breathing and the vocal sound?


demonstrate improved vocal tone quality and a “free” sound.

demonstrate abilities of pitch and tonal discrimination.

understand the importance of breath support and will begin to achieve physical success in breathing for vocal production.

appreciate the importance of good diction and will apply its basic principles to singing.

master the proper mouth positioning for good vocal production.

understand modified vowel formations and their applications to choral literature.

have an understanding of phrasing and will apply it to music as instructed.

apply techniques for opening the throat and proper placement of the sound.

demonstrate good posture for singing.

understand the importance of a relaxed body to apply vocal techniques.

apply developed vocal technique towards achieving quality tone production.

be cognizant of the importance of protecting the body from vocal abuse and will strive to achieve healthy vocal production.

acquire an affection for performing vocal music as both a discipline and a life-long pleasure.


apply breathing techniques to singing vocal literature.

practice diction principles to singing warm-ups and choral literature.

demonstrate the appropriate vertically opened mouth positioning for singing.

practice and apply a good throat opening utilizing a “cold air sip” and understand its value to healthy singing.

apply the “look of surprise” to achieve proper placement of sound.

apply their knowledge of vowel formations and modifications to choral literature.



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demonstrate how phrasing affects the expressive elements of singing and apply this concept to simple melodies and choral literature.

apply vocal techniques to continually improve tone quality always striving for a “free”, not “pushed” sound.

develop and practice good posture.

hold their own vocal part independently through the singing of three-part music while applying proper vocal technique.

discern pitch through self-critique understanding that pitch can be affected by improper vocal placement.

apply vocal technique as evidenced by proper body alignment, basic breath support and control, mouth positioning, and diction using a variety of choral literature.

develop expertise through research about a problem and make a claim to support a solution

work as a contributing member of a team to achieve specific outcomes

show respect for divergent points of view by acknowledging them


show the self-discipline to do your best, reach a goal or perform an assigned task with good work quality


RESOURCES Page 45



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1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre, and visual art













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ENDURING UNDERSTANDINGS - Music Appreciation, History, and Culture Performance expectations are culturally derived and vary according to musical styles and environments. Music is an essential component of every culture and historical time period and has a major impact on how we view our world. Musical expression and cultural interpretation utilize past, present and future relationships in society. Understanding music in its historical and cultural context that includes conflict and change can help to respect various styles of music. Singing in other languages can help broaden perceptions and cultivate multicultural respect. Evaluation and self-evaluation is a critical component for improving and appreciating the aesthetics of a musical performance. Participating in and observing music and its performance is enriching spiritually, emotionally, and cognitively. Experiencing music through vocal performance is a source of personal enrichment and joy. The voice is a musical instrument that is capable of communicating thoughts and emotions. The musical interpretation of written choral literature is open to individual expression. Technology is a tool that can be used in music, but also should be used appropriately and ethically.

ASSESSMENT

Participation in chorus class



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Demonstration of audience responsiveness while attending other performances.

Written evaluations of discussed music.

Participation in class discussions regarding cultural/historical connections

Written assessments

Written activities

Class critiques regarding music being studied

ESSENTIAL QUESTIONS PRIMARY: How does music influence society and the media? SECONDARY: How are songs across cultures similar though their languages may be different? What skills/language are necessary to the participation of active listening to music? How does self-evaluation improve one’s own performance?


make musical connections to other times, places, and cultures through the variety of choral literature being studied.

understand how to examine music as to its relevance and significance to the past, present, and future.

become knowledgeable in the discussion of music as to its style and connections to societal issues of a given period in history.

become responsive audience members through the development of active listening skills.

develop a sense of musical emotion, personal expression, and listening skills as they interpret music collaboratively in preparation for performance.

apply cultural connections in the music to their performance interpretation and expression.

distinguish between clear examples of music from different periods and cultures.

give a clearly based and musically-literate evaluation of and response to musical selections.

demonstrate sensitivity to the aesthetic qualities of music performed or heard.

value music as a means of expressing a variety of feelings.

develop an appreciation for music from time periods other than their own.


experience and understand a variety of musical styles both interpretively and vocally.

apply music literacy skills to the analysis of music from other times and cultures.

apply their musical knowledge when listening to other performers.

recognize different musical styles through the performance of choral literature.

analyze choral literature for opportunities to sing with appropriate expression.

exercise critical thinking skills during group discussions of literature and its musical and emotional meanings.



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work as a contributing member of a team to achieve specific outcomes show respect for divergent points of view by acknowledging them




RESOURCES Page 45



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ENDURING UNDERSTANDINGS - Performance Experiencing music through vocal performance is a source of personal enrichment and joy. Demonstrating respect for a performance, from both on and off the stage, can foster a deep appreciation for other performers. Performance expectations are culturally derived and vary according to musical styles and environments. The participation in a choir and the utilization of gained knowledge of musical skills and elements in a vocal performance can help build self- esteem and confidence. Movement to music can be expressed in a variety of ways and based on the mood of the music. The voice is a musical instrument that is capable of communicating thoughts and emotions. Becoming a skilled performer is a lifelong process. Engaging in a choral ensemble requires one to be both a performer and a listener with the ability to problem solve. Performance requires collaborative thinking and the ability to excel toward a common musical goal.

ASSESSMENT Participation in full choral ensemble rehearsals

Attentiveness

Preparation – memorization and knowledge of vocal part



APPROVED July 2015

17


Participation in the overall music making process through inquiries or suggestions

Observable execution of acquired vocal technique – breathing, posture, mouth positioning


Participation in public performances

Physical demonstration of appropriate performance etiquette.

Display of enthusiastic vocal body language.

Demonstration of movement as it relates to the music being performed.

Concentrated contact with the conductor.

Demonstration of learned stage presence.


ESSENTIAL QUESTIONS PRIMARY: How does the ability to listen and critique in a musical ensemble setting activate problem-solving, collaboration, and higher ordered thinking skills? SECONDARY: How does performing make you feel? Why does being a performer help you to become a better audience member? How does music affect movement? Why is it important for an audience to respond a certain way during a performance? What life skills are gained through performance?

LESSON OBJECTIVES: Students will be able to…

develop performance techniques and etiquette.

develop concentration skills, confidence and a sense of professionalism through public performances.

develop a sense of musical emotion, personal expression, and listening skills as they interpret music collaboratively in rehearsals to prepare for performance.

become sensitive listeners as they work with their conductor to solve musical problems or inaccuracies.

apply developed vocal technique towards achieving quality performances.

understand the musical language as used verbally by the conductor to diagnose and improve performance and musical interpretation.

demonstrate proper performance etiquette and mannerisms.

understand patterns and gestures used by a conductor and will develop the ability to sing musically through such language.

become disciplined in producing quality performances through intense rehearsals in order to realize their full musical and intellectual potential.

become responsive audience members through the development of active listening skills.

apply basic movements to vocal performance when applicable.

acquire an affection for performing vocal music as both a discipline and a life-long pleasure.



APPROVED July 2015

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apply vocal technique as evidenced by proper body alignment, basic breath support and control, mouth positioning, and diction using a variety of choral literature.

master the ability to hold their own vocal part independently through the singing of three-part music.

discern pitch through self-critique and the evaluation of other sections within the ensemble.

follow the conductor’s direction regarding tempo, dynamics, phrasing, attacks, releases, articulation, and overall musical expression.

sing with expression while exhibiting their ability to blend and balance their individual vocal part.

experience and understand a variety of musical styles both interpretively and vocally.

apply and demonstrate the components of performance etiquette and mannerisms regarding posture, focal point, behavior, body language, facial expression, gratitude toward audience, and display enthusiasm.

practice and perform moving their bodies with the tempo and rhythmic feel of the music being rehearsed and ultimately performed.

apply their understanding of appropriate audience responsiveness (hearty applause, intent listening, appropriate time for leaving seat, and active/critical mental assessment) to the performances of others.






RESOURCES Page 45



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ENDURING UNDERSTANDINGS - Music Appreciation, History, and Culture Performance expectations are culturally derived and vary according to musical styles and environments. Music is an essential component of every culture and historical time period and has a major impact on how we view our world. Musical expression and cultural interpretation utilize past, present and future relationships in society. Understanding music in its historical and cultural context that includes conflict and change can help to respect various styles of music. Singing in other languages can help broaden perceptions and cultivate multicultural respect. Evaluation and self-evaluation is a critical component for improving and appreciating the aesthetics of a musical performance. Participating in and observing music and its performance is enriching spiritually, emotionally, and cognitively. Experiencing music through vocal performance is a source of personal enrichment and joy. The voice is a musical instrument that is capable of communicating



APPROVED July 2015

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thoughts and emotions. The musical interpretation of written choral literature is open to individual expression. Technology is a tool that can be used in music, but also should be used appropriately and ethically.

ASSESSMENT Participation in chorus class


Written evaluations of discussed music.

Participation in class discussions regarding cultural/historical connections

Written assessments

Written activities

Class critiques regarding music being studied.

ESSENTIAL QUESTIONS PRIMARY: How does music influence society and the media? SECONDARY: How are songs across cultures similar though their languages may be different? What skills/language are necessary to the participation of active listening to music? How does self-evaluation improve one’s own performance?


continue to make musical connections to other times, places, and cultures through the variety of choral literature being studied.

understand how to examine music as to its relevance and significance to the past present and future.

become more knowledgeable in the discussion of music as to its style and connections to societal issues of a given period in history.

continue to become responsive audience members through the continued practice of active listening skills.

develop greater musical emotion, personal expression, and listening skills as they interpret music collaboratively in preparation for performance.

apply cultural connections in the music to their performance interpretation and expression.

continue to be able to distinguish between clear examples of music from different periods and cultures.

be able to give a more comprehensive and musically-literate evaluation of and response to musical selections.

demonstrate greater sensitivity to the aesthetic qualities of music performed or heard.

continue to value music as a means of expressing a variety of feelings.

develop a greater appreciation for music from time periods other than their own.



APPROVED July 2015

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experience and understand a greater variety of musical styles both interpretively and vocally.

apply more advanced music literacy skills to the analysis of music from other times and cultures.

apply their more comprehensive musical knowledge when listening to other performers.

recognize different musical styles through the performance of more varied and difficult choral literature.

analyze choral literature at a more advanced level for opportunities to sing with appropriate expression.

continue to exercise critical thinking skills during group discussions of literature and its musical and emotional meanings.






RESOURCES Page 45



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ENDURING UNDERSTANDINGS - Music Theory and Ear Training Tempo and dynamic contrast affect perception. Pitch patterns can be used to create melody. Rhythm is the foundation of a musical piece and contributes to the expression of a song. Reading an individual part within a vocal score ignites the process of independently interpreting music. Sight reading skills produce independent readers of music. Listening and analyzing music helps to develop an appreciation of how music relates to a person’s environment and culture. The ability to understand written music through notation, symbols, and terminology independently enables a musician to accurately communicate with other ensemble participants. Internalization of pitch discretion and melody can improve vocal intonation. The sequential development of musical skills provides opportunities for cognitive and aesthetic growth, social interaction, emotional and personal expression, and discriminating judgments.



APPROVED July 2015

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Attentiveness

Written assessments

Identification of musical components in the vocal score.

Demonstration of accurately following the musical score during sight reading and rehearsing.

Group and individual performance

Class participation

Written activities

Group or individual aural assessments

Vocal production of dynamic and tempo changes to demonstrate expressive performance.

ESSENTIAL QUESTIONS PRIMARY: Why is music literacy necessary for choral singing? How can aural skills improve pitch discretion and ultimately vocal production? How does music literacy allow for independence and communication in music? Why is the development of music-reading skills necessary to the performance of choral literature? SECONDARY: How are patterns used in music? Why is it important to be able to interpret music symbols in a piece of music? How do changes in tempo and dynamics affect the mood of music? What kinds of pitch intervals are used to contribute to a melody? How does a rhythm provide the foundation for a song?


identify and understand additional and more advanced rhythmic symbols and patterns.

develop a clear understanding of note symbols and their meanings.

acquire facility at reading, learning, and interpreting musical notation and symbols at a more advanced level than in Chorus Seven.

continue to identify all the parts of the vocal score.

comfortably interpret and follow their individual vocal part in the musical score.

demonstrate the ability to interpret musical notation through solfege exercises and choral literature at a more advanced level than in Chorus Seven.

recognize and vocally imitate more advanced melodic patterns and intervals.

continue to recognize and understand the applications of tempo and dynamic symbols and terminology.

develop a more comprehensive understanding of a variety of choral literature through the application of music theory skills.

continue to develop sight reading skills as they are guided through moderately advanced sections of new choral literature.



APPROVED July 2015

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continue to follow the vocal score by performing their individual vocal line in ensemble rehearsals.

identify and apply vocal score terminology: system, piano accompaniment, voice parts, time signatures, clef, key signatures, first and second ending, da capo, del segno, coda, repeat, meter changes, key changes, and descant.

identify and apply the following rhythmic note and rest durations: whole, half, quarter, eighth, sixteenth, dotted rhythms, and dotted rhythm combinations.

understand, recognize and apply the following time signatures: 2/4, 3/4, 4/4, 6/8, 9/8, 12/8, 3/2, 6/4, and irregular meter.

accurately sing and recognize more complicated rhythmic patterns as they appear and possibly prevail in choral literature being studied.

continue to recognize note names on the treble and bass clef staves and apply them to basic melodic contours as found in the studied literature.

practice ear training by utilizing solfege syllables in more advanced melodic patterns that can be transferred to choral literature being studied.

are skilled in recognizing and singing the following intervals: perfect fifth, perfect fourth, major & minor thirds, major &minor sixths, and major & minor sevenths.

recognize and apply the following tempo symbols and terms: a tempo, ritardando, allegro, moderato, andante, presto, vivace, lento, largo, allegretto, accelerando, rubato, and others as they appear in literature being studied.

recognize and apply the following dynamic symbols and terms: crescendo, diminuendo/decrescendo, subito piano or forte, forte, piano, mezzo piano, mezzo forte, pianissimo, fortissimo, and others as they appear in literature being studied.

sight read moderately difficult sections in music being studied.

master singing a cappella diatonic and chromatic scales.






RESOURCES Page 45



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ENDURING UNDERSTANDINGS - Performance Experiencing music through vocal performance is a source of personal enrichment and joy. Demonstrating respect for a performance, from both on and off the stage, can foster a deep appreciation for other performers. Performance expectations are culturally derived and vary according to musical styles and environments. The participation in a choir and the utilization of gained knowledge of musical skills and elements in a vocal performance can help build self- esteem and confidence. Movement to music can be expressed in a variety of ways and based on the mood of the music. The voice is a musical instrument that is capable of communicating thoughts and emotions. Becoming a skilled performer is a lifelong process. Engaging in a choral ensemble requires one to be both a performer and a listener with the ability to problem solve. Performance requires collaborative thinking and the ability to excel toward a common musical goal.

ASSESSMENT

Participation in full choral ensemble rehearsals

Attentiveness

Preparation – memorization and knowledge of vocal part



APPROVED July 2015

29


Participation in the overall music making process through inquiries or suggestions

Observable execution of acquired vocal technique – breathing, posture, mouth positioning


Participation in public performances

Physical demonstration of appropriate performance etiquette.

Display of enthusiastic vocal body language.

Demonstration of movement as it relates to the music being performed.

Concentrated contact with the conductor.

Demonstration of learned stage presence.


ESSENTIAL QUESTIONS PRIMARY: How does the ability to listen and critique in a musical ensemble setting activate problem-solving, collaboration, and higher ordered thinking skills? SECONDARY: How does performing make you feel? Why does being a performer help you to become a better audience member? How does music affect movement? Why is it important for an audience to respond a certain way during a performance? What life skills are gained through performance?


regularly practice developed performance techniques and etiquette.

continue to practice and develop concentration skills, confidence and a sense of professionalism through public performances.

possess a sense of musical emotion, personal expression, and listening skills as they interpret music collaboratively in rehearsals to prepare for performance.

continue to become sensitive listeners as they work more collaboratively with their conductor to solve musical problems or inaccuracies.

apply improved vocal technique towards achieving quality performances.

clearly understand the musical language as used verbally by the conductor to diagnose and improve performance and musical interpretation.

continue to demonstrate proper performance etiquette and mannerisms.

fully comprehend patterns and gestures used by a conductor and will sing more musically through such language.

become more disciplined in producing quality performances through intense rehearsals in order to realize their full musical and intellectual potential.

be more responsive audience members through the development of active listening skills.

continue to apply basic movements to vocal performance when applicable.

value performing vocal music as both a discipline and a life-long pleasure.



APPROVED July 2015

30


continue to apply vocal technique as evidenced by more relaxed and proper body alignment, more controlled breath support, consistent accurate mouth positioning, and diction using a variety of more advanced choral literature.

continue to master the ability to hold their own vocal part independently through the singing of more complicated three-part music.

continue to discern pitch through self-critique and the evaluation of other sections within the ensemble.

continue to follow with greater understanding the conductor’s direction regarding tempo, dynamics, phrasing, attacks, releases, articulation, and overall musical expression.

sing with greater expression as they exhibit their ability to value and execute blend and balance of their individual vocal part.

continue to experience and understand a variety of musical styles both interpretively and vocally.

continue to improve upon and demonstrate the components of performance etiquette and mannerisms regarding posture, focal point, behavior, body language, facial expression, gratitude toward audience, and display enthusiasm.

more comfortably perform moving their bodies with the tempo and rhythmic feel of the music being rehearsed and ultimately performed.

continue to apply their greater understanding of appropriate audience responsiveness (hearty applause, intent listening, appropriate time for leaving seat, and active/critical mental assessment) to the performances of others.






RESOURCES Page 45



APPROVED July 2015

31












1.4.8.A.1 Generate observational and emotional responses to diverse culturally and historically specific works of dance, music, theatre and visual art.












APPROVED July 2015

32














ENDURING UNDERSTANDINGS - Vocal Technique Experiencing music through singing is a source of personal enrichment and joy. Using the correct techniques and elements will help to improve vocal skill necessary to create aesthetics in music. Expression of a song is demonstrated through the use of acquired tone quality and changes in dynamics by way of breath support. The discipline required to excel as a singer can help build self- esteem and confidence. The voice is a musical instrument that is capable of communicating thoughts and emotions. Becoming a skilled musician (singer) is a lifelong process. Persistence and practice are necessary to becoming a skilled vocalist.


Attentiveness




APPROVED July 2015

33

Participation in the process of learning vocal technique through inquiries or suggestions

Observable demonstration of acquired vocal technique – breathing, posture, mouth positioning, vowel formation, facial expressions


Reading assignments – articles or text on vocal technique or vocal abuse

Peer assessment, self-assessment

ESSENTIAL QUESTIONS PRIMARY: How does proper vocal technique facilitate a quality vocal performance? SECONDARY: Why is proper breath control and support crucial to vocal success? How does breathing affect the sound of the voice? What is diction and why is it important? What does mouth positioning and vowel formation mean? What is phrasing and how does it affect the performance of a song? How does placement of sound and opening the throat affect the vocal sound? What impact does posture have on breathing and the vocal sound?


demonstrate continually improved vocal tone quality and a “free” sound.

demonstrate more accurate pitch and tonal discrimination.

continue to understand the importance of breath support and will master physical breathing for vocal production.

appreciate the importance of good diction and will more accurately apply its basic principles to singing.

master the proper mouth positioning for good vocal production on a consistent basis.

confidently demonstrate modified vowel formations and their applications to choral literature.

have a greater understanding of phrasing and will independently apply it to music as instructed.

demonstrate opening of the throat and proper placement of the vocal sound.

consistently demonstrate good posture for singing and will value its role in good vocal production.

value the importance of a relaxed body to apply vocal techniques.

apply more advanced vocal technique towards achieving improved tone production.

continue to be cognizant of the importance of protecting the body from vocal abuse and will remain vigilant in achieving healthy vocal production.

genuinely value performing vocal music as both a discipline and a life-long pleasure.


apply more advanced and accurate breathing techniques to singing vocal literature.

master diction principles and consistently apply them to singing warm-ups and choral literature.



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consistently demonstrate the appropriate vertically opened mouth positioning for singing.

continue to practice and apply a good throat opening utilizing a “cold air sip” and understand its value to healthy singing.

regularly apply the “look of surprise” to achieve proper placement of sound.

independently apply their knowledge of vowel formations and modifications to choral literature.

demonstrate a greater understanding of how phrasing affects the expressive elements of singing and regularly apply this concept to sight reading melodies and choral literature.

continue to apply vocal techniques to continually improve tone quality always striving for a “free”, not “pushed” sound.

consistently demonstrate good posture.

hold their own vocal part independently through the singing of three-part music while applying proper vocal technique.

continue to discern pitch through self critique understanding that pitch can be affected by improper vocal placement.

continue to apply vocal technique as evidenced by proper body alignment, basic breath support and control, mouth positioning, and diction using a variety of choral literature.

practice vocal and breathing techniques through more advanced warm-up exercises than those used in Chorus 7.






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BY THE END OF TWELFTH GRADE HIGH SCHOOL CHORUS

STATE STANDARDS 1.1.12.B.1 Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic

progressions are organized and manipulated to establish unity and variety in genres of musical compositions.

1.1.12.B.2 Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.

1.2.12.A.1 Determine how dance, music, theatre, and visual art have influenced world cultures throughout history.

1.2.12.A.2 Justify the impact of innovations in the arts (e.g., the availability of music online) on societal norms and habits of mind in various historical eras.

1.3.12.B.1 Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy, appropriate musicality, and the relevant stylistic nuance.

1.3.12.B.2 An

river dell regional school district visual and performing ... music...experiences 9.1.12.c.4 ......

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