teacher: core mensensemble year: 2012-2013 course: mens

Teacher: Core MensEnsemble

Year: 2012-2013 Course: Mens Ensemble

A U G U S T

Finding the best placement within the choir

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Where can you sit where you will hear yourself and those around you most effectively?

What you hear versus what the conductor hears

Acoustics and voices that are hard to sing beside

Develop the ability to "hold your own" in your sitting arrangement

Be able to listen to those around you and appropriately fix your mistakes

Be able to feel comfortable speaking with the director if there are problems

Individual Listening by the teacher as students sing as a group 8/31/2010

Demonstration of Good Singing 8/31/2010

Model Sounds after the Conductor

8/31/2010

B.1.5.0 ~ The student sings in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor. B.1.5.1 ~ demonstrates appropriate timbre and dynamics while singing in an ensemble setting. B.2.1.0 ~ The student performs on pitch, and in rhythm, with appropriate dynamics and timbre, and maintains a steady tempo [beat].

Finding your range

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

In what range do you most comfortably sing?

Individual singing ranges

Posture

Breath

Sound

Begin to learn to sing individually in front of others

Be able to stand and sit appropriately while singing

Be able to begin to connect the

Individual assessment of range 8/31/2010

Vocal coach and Singer

8/31/2010

B.1.1.1 ~ independently uses a developmentally appropriate voice to sing diatonic songs of at least an octave while maintaining accurate pitch, correct posture, and precise articulation (Diction).

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breath properly

Be able to begin to focus the vocal sounds

S E P T E M B E R

Combining Breathing Technique with a Focused Sound

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Can you apply the exercises to the literature, making appropriate vocal sounds?

Singing songs in unison to develop quality of sound

Listening to one another sing individually or in small groups and critiquing quality of sound

Be able to begin to identify appropriate and inappropriate vocal technique

Be able to create a good vocal sound

Teacher Assessment of Individuals during Group Singing 9/30/2010

Modeling appropriate Vocal Technique through the

Choral Literature 9/30/2010

I.1.1.0 ~ The student sings accurately and with good breath control throughout her/his singing range, alone and in small and large ensembles. I.1.1.1 ~ sings accurately with a supported tone throughout her/his vocal range while singing alone and in small and large ensembles. I.1.2.0 ~ The student sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory. I.1.3.0 ~ The student sings music representing diverse genres and cultures, with expression appropriate for the work being performed.

First steps toward reading music - sight singing

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Are you ready to learn to actually read the vocal

Solfege versus numbers

Singing numbers

Be able to sing scale numbers 1-7 consecutively and while jumping

Group Sight Singing of Musical Examples

Sight Reading Numbers on the

Board

I.5.2.0 ~ The student reads at sight simple melodies in both the treble and bass clefs.
















score?

only without the score

Adding number to the score in the Key of C

around

Be able to apply singing of scale numbers to a musical score in the Key of C

9/30/2010

9/30/2010

How to apply scale numbers to the musical example in the

Key of C 9/30/2010

I.5.2.1 ~ sight-reads simple melodies in treble and bass clef. I.5.5.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6. I.5.5.1 ~ sight-reads, accurately and expressively, music with a difficulty level of 2.

Musical Notation

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What Musical Terminology do you remember and what is new?

Reading the score: review of staff; barlines; measures; treble and bass clefs; meter or time signature; key signature; composers/regions; note values.

Learning about tempo markings

Learning about repeat signs and D.C. al Fine/D.S. al Segno

Be able to identify parts of the score and define Italian or other language terms used within the music

Written Quiz on Musical Elements of the Score 9/30/2010

Going down the row...answering questions or

passing 9/30/2010

I.5.1.0 ~ The student reads whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 4/4, 6/8, 3/4, 3/8, and alla breve meter signatures. I.5.1.1 ~ reads and notates whole, half, quarter, eighth, sixteenth, and dotted notes and corresponding rests in 2/4, 4/4, 3/4, 6/8, 3/8, and alla breve meter signatures. I.5.3.0 ~ The student identifies and defines standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression [interpretation]. I.5.3.1 ~ identifies and defines standard notation symbols.

O C T

Concert Etiquette

Essential Content

Skills

Assessments

Lessons

Technology

Standards













O B E R

Questions

What is the appropriate behavior as an audience member and as a performer?

Appropriate behavior as an audience member

Stage deportment for performance

Pre and Post Concert Rehearsal Room Etiquette

Be able to act appropriately for all stages of a performance event

Concert Grades 10/31/2010

On Stage Run Throughs

10/31/2010

B.9.5.0 ~ The student demonstrates audience behavior appropriate for the context and style of music performed. B.9.5.1 ~ demonstrates appropriate behavior while attending live musical events. I.7.2.0 ~ The student evaluates the quality and effectiveness of her/his and others’ performances, compositions, arrangements, and improvisations by applying specific criteria.

Concert Repertoire

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Can you sing from memory and independently on your part?

Preparing at least three literature selections from different eras and genres

Knowing and memorizing parts

Performing on a concert the selected literature and self-assessing after the concert

Be able to sing your part independently with a small group

Be able to memorize text and notes effectively

Be able to sing successfully in front of an audience

Be able to listen to the concert DVD and self-assess, as well as critique other groups

Small group testing 10/31/2010

Learning the literature and it's historical

background 10/31/2010

I.1.2.0 ~ The student sings with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory. I.1.3.0 ~ The student sings music representing diverse genres and cultures, with expression appropriate for the work being performed. I.1.3.1 ~ applies appropriate stylistic elements needed to perform authentically the music of various genres and cultures. I.1.4.0 ~ The student sings music written in two and three parts. I.1.4.1 ~ independently sings harmony in songs of two and three parts.










I.1.5.0 ~ The student sings with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory (choral ensemble). I.1.5.1 ~ uses vocal techniques required for expressive performance of vocal literature of level three in a choral ensemble.

Sight Singing Examples in C Major

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Can you now sing with ease simple musical examples in the Key of C Major?

Daily samples for group singing in C Major

Individuals Singing samples in C Major

Be able to sing a given sample with only 2-3 mistakes

Listening to Individuals sing one-on-one in my office 10/31/2010

Daily Group

Singing 10/31/2010

P.5.2.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6.

Understanding Key Signatures

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

How do you figure out other major keys?

Basic rules for discovering major keys with sharps

Basic rules for discovering major keys with flats

Be able to list in writing the steps for discovering major keys in flats or sharps

Be able to apply the scale numbers to the different major keys

Written Work 10/31/2010

Exam on Major Keys 10/31/2010

Applying the Steps to Finding

the Major Key 10/31/2010

I.5.2.0 ~ The student reads at sight simple melodies in both the treble and bass clefs. I.5.2.1 ~ sight-reads simple melodies in treble and bass clef.













Be able to sight read at a beginning level in any major key

N O V E M B E R

New Repertoire--New Information

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

How can we begin this new set of concert literature in a different way?

Review vocal technique

Review elements in the score

Introduce new genres and historical era compositions that include additional musical terminology

Be able to describe how singers must breathe

Be able to express how a singer focuses the sound

Be able to describe the new musical compositons: key, tempo, meter, dynamics, forms, etc.

Be able to describe new musical ideas about the genre of the compositions and/or the composer and historical era

Group Review 11/30/2010

Group Review 11/30/2010

Introducing the New Literature--

Historically 11/30/2010

Introducing the New Literature--

Musically 11/30/2010

P.6.2.0 ~ The student demonstrates extensive knowledge of the technical vocabulary of music. P.6.2.1 ~ demonstrates extensive knowledge of vocabulary unique to appropriate literature. P.6.3.0 ~ The student identifies and explains compositional devices and techniques used to provide unity and variety and tension and release in a musical work and gives examples of other works that make similar uses of these devices and techniques. P.6.3.1 ~ identifies and explains compositional devices and techniques used to provide tension and release in a musical work and gives examples of other pieces that use these devices and techniques. P.6.3.2 ~ identifies and explains compositional devices and techniques used to provide unity and variety in a musical work and gives examples of other works that use these devices and techniques. P.9.1.0 ~ The student classifies, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explains the reasoning behind her/his classification.









P.9.1.1 ~ classifies new examples of music by genre/style, by historical period, and/or culture.

Refining Vocal Technique

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Are you applying what you've learned about vocal technique?

Review basics

Refine individual singer's technique

Applying technique to the new literature

Be able to recognize improvement in your vocal technique

Be able to gain volume and beauty of sound through practice of technique

Teacher Listening to Individual Singing 11/30/2010

Half Group Listens to Other Half 11/30/2010

Focus on Vocal Technique throughout Learning New

Literature 11/30/2010

P.1.1.0 ~ The student sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. P.1.1.1 ~ uses vocal techniques required for the expressive performance of vocal literature of level 4 in a classroom setting. P.1.2.0 ~ The student sings music written in four parts, with and without accompaniment. P.1.2.1 ~ independently sings in a four-part ensemble with or without accompaniment. P.1.3.0 ~ The student demonstrates well-developed ensemble skills. P.1.3.1 ~ demonstrates vocal techniques to enhance ensemble performance.

Self and Group Assessment

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What was good about your

Viewing the Concert -- Men's

Be able to develop aural

View Concert and Critique

What is the appropriate

I.6.1.0 ~ The student describes specific music events in a given aural example,
















October performance and what could improve?

Ensemble

Viewing the Concert -- All Other Groups

skills to hear appropriate singng in tune, correct notes within parts, blend, vocal technique, etc.

Be able to compare and contrast your group with other groups

Be able to refine the ear, give written and verbal critiques that are appropriate for making changes in future concerts

11/30/2010

View Concert and Critique 11/30/2010

terminology used in critiquing a

concert? 11/30/2010

Can you differentiate between saying kind words because they are your friends and actually developing your

aural skills? 11/30/2010

using appropriate terminology. I.6.1.1 ~ describes specific music events in a given aural example, using appropriate terminology. I.7.1.0 ~ The student develops criteria for evaluating the quality and effectiveness of music performances and compositions and applies the criteria in their personal listening and performing. I.7.1.1 ~ develops criteria for evaluating the quality and the effectiveness of music performances and compositions. I.7.1.2 ~ applies quality criteria to personal listening, composing and/or performance. I.7.2.0 ~ The student evaluates the quality and effectiveness of her/his and others’ performances, compositions, arrangements, and improvisations by applying specific criteria. I.7.2.1 ~ uses specific criteria to evaluate her/his and others’ performances, compositions, arrangements and/or improvisations.

Sight Singing in All Major Keys

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

How do you discover the key and can you shift where "one" is?

Daily review of steps for finding Major keys

Begin to discover where "one" is and sing samples

Be able to find the major key

Be able to find "one"

Be able to

Daily Group Singing - Teacher Response 11/30/2010

Explaining new material found in

singing samples 11/30/2010

Reviewing old material found in

P.5.1.0 ~ The student demonstrates the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used. P.5.2.0 ~ The student who participates in a choral or instrumental ensemble or class:























of music in different keys

Describe everything about the musical examples that are being sung

describe all elements in the sample

Be able to sing expressively the musical sample in major keys

singing samples 11/30/2010

sight-reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. P.5.2.1 ~ sight-reads, accurately and expressively, music with a difficulty of 3.

D E C E M B E R

Preparing, Performing, and Assessing the Second Co

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What will we do differently the second time around?

Reviewing concert etiquette and process before, during, and after

Going to the next level of expressiveness

Working on developing critiquing skills

Be able to prepare, perform, and end the concert in the appropriate manner

Be able to engage oneself more expressively by following the conductor

Be able to critique both verbally and in writing your own performance and others

Concert Grade 12/31/2010

Expressiveness Critique 12/31/2010

Performance Assessment 12/31/2010

Semester Exam - Independent Singing on Part 12/31/2010

Semester Exam - Sight Singing 12/31/2010

Semester Exam - Written Notation 12/31/2010

On Stage Run-

throughs 12/31/2010

Review on musical

terminology 12/31/2010

Review of Sight

Singing Material 12/31/2010

P.1.1.0 ~ The student sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 4, on a scale of 1 to 6, including some songs performed from memory. P.1.1.1 ~ uses vocal techniques required for the expressive performance of vocal literature of level 4 in a classroom setting. P.1.2.0 ~ The student sings music written in four parts, with and without accompaniment. P.1.2.1 ~ independently sings in a four-part ensemble with or without accompaniment. P.1.3.0 ~ The student demonstrates well-developed ensemble skills. P.1.3.1 ~ demonstrates vocal techniques to enhance ensemble performance. P.2.2.0 ~ The student performs an appropriate part in an ensemble demonstrating well-developed ensemble skills.





















P.2.2.1 ~ demonstrates well-developed technical and musical skills while performing in an ensemble. P.2.3.0 ~ The student performs in small ensembles with one student on a part. P.2.3.1 ~ performs in a small ensemble with one student on a part. P.5.2.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. P.5.2.1 ~ sight-reads, accurately and expressively, music with a difficulty of 3. P.6.1.0 ~ The student analyzes aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. P.6.1.1 ~ describes and classifies given aural examples of a varied repertoire of music focusing on the use of elements of music and expressive devices. P.6.2.0 ~ The student demonstrates extensive knowledge of the technical vocabulary of music. P.6.2.1 ~ demonstrates extensive knowledge of vocabulary unique to appropriate literature.

J A N

Finding the Relative Minor

Essential Content

Skills

Assessments

Lessons

Technology

Standards

U A R Y

Questions

What is the Relative Minor?

Finding the relative minor

Three kinds of minor

Singing the scales of the three kinds of minor

Figuring out which kind of minor the example presents

Be able to explain how to find the relative minor

Be able to sing scales for the three kinds of minor

Be able to apply knowledge by identifying and discovering what kind of minor the musical example is

Relative Minor Individual Work 1/31/2011

Singing and Written quiz on the kinds of minor 1/31/2011

Understanding harmonic, melodic, and natural minor

1/31/2011

Singing the Scales of Natural, Harmonic, and Melodic Minor

1/31/2011

Evaluating examples of music in the three

kinds of minor 1/31/2011

A.5.5.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6. A.5.5.1 ~ sight-reads accurately and expressively, music with a difficulty level of 4.

New Repertoire in Developing Vocal Technique

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What new musical terminology can we learn from the new literature, and what do we already know?

New forms, composers, historical information

Continuing to evolve in vocal technique

Learning new notes and material...can we sight sight this material?

Be able to develop a greater knowledge of musical terminology and ideas

Be able to continue to grow vocally in quality of focused, well-supported sound

Be able to begin to sight sing the new literature

LIstening for Vocal Development 1/31/2011

Review of Musical Terminology 1/31/2011

Evaluating Sight Singing Ablility 1/31/2011

Introduction of new musical

material 1/31/2011

Reviewing old musical material in the new

literature 1/31/2011

Sight reading the

New Literature 1/31/2011

P.1.1.1 ~ uses vocal techniques required for the expressive performance of vocal literature of level 4 in a classroom setting. P.5.2.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. P.5.2.1 ~ sight-reads, accurately and expressively, music with a difficulty of 3. P.6.2.0 ~ The student demonstrates extensive knowledge of the technical vocabulary of music.


































presented

P.6.2.1 ~ demonstrates extensive knowledge of vocabulary unique to appropriate literature. P.6.3.0 ~ The student identifies and explains compositional devices and techniques used to provide unity and variety and tension and release in a musical work and gives examples of other works that make similar uses of these devices and techniques. P.8.2.0 ~ The student compares characteristics of two or more arts, within a particular historical period or style, and cites examples from various cultures. P.9.1.0 ~ The student classifies, by genre or style and historical period or culture, unfamiliar but representative aural examples of music and explains the reasoning behind her/his classification. P.9.1.1 ~ classifies new examples of music by genre/style, by historical period, and/or culture.

F E B R U A R Y

Developing Sight Singing Skills in both Major and Minor

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

How can you decide if the song is in major or minor?

What to look for

Sometimes you can only sing it to find out

Be able to identify the key--major and minor with type--for any musical sample

Be able to apply sight singing skills and read the

Group singing 2/28/2011

Writing what you know 2/28/2011

Identifying keys 2/28/2011

Daily work on

identifying keys 2/28/2011

Daily work on applying information to

singing 2/28/2011

A.5.5.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6. A.5.5.1 ~ sight-reads accurately and expressively, music with a difficulty level of 4.











musical sample given

Preparing for Contest

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What is the major function of going to Contest?

What we can learn from contest

Adjudication is subjective and objective

Keeping clear head about contest results

Be able to evaluate your own performance on a regular basis

Be able to develop the aural skills necessary to self-evaluate

Be able to improve in vocal technique

Be able to apply sight singing skills and memorize music well

Guest Conductor 2/28/2011

Recording and Playback 2/28/2011

Working details musically and vocally to improve results

2/28/2011

Learning from

others 2/28/2011

Developing aural

skills 2/28/2011


M A R C H

Concert and Contest

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Have we discovered all the macro- and micro-levels of detailed

Micro-level of shaping music How to shape the phrase using

Be able to shape small details as an ensemble

Group Evaluation 3/31/2011

Explaining

musical shape 3/31/2011

A.8.4.0 ~ The student compares the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and















musical expression to create the best shapes?

detail

Macro-level of Shaping Music Overall form and peak of composition

Making aesthetic decisions about expression

Be able to apply knowledge and get a composition to flow toward the overall peak and have recognizable form

Be able to engage in aesthetic group decision making

Applying knowledge about

musical shape 3/31/2011

Playing with different shapes and making community

decisions 3/31/2011

different cultures. A.8.5.0 ~ The student explains how the roles of creators, performer, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts. A.8.5.1 ~ evaluates the effectiveness of the interrelationships between creators, performers, and others involved in a production or presentation of the arts. A.9.4.0 ~ The student identifies and explains the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural content. A.9.4.1 ~ identifies and explains the stylistic features of a given musical work and its relationship to historical and cultural content.

Increasing Difficulty Level of Sight Singing

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Do you like challenges?

More daily samples of greater difficulty level

Be able to sing given daily samples in a group setting, yet act as a leader

Be able to sing 75% of the new material correctly on the first try


New More Advanced Materials from

Ottman 3/31/2011

A.1.4.0 ~ The student sings with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6. A.5.5.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6.














A P R I L

Challenging Vocal Technique with Movement

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

Can you maintain all you've learned about vocal techinque and move at the same time?

Review good technique

Know from memory before adding movement

Be able to sing and dance well simultaneously

Group Participation 4/30/2011

Learning the notes

4/30/2011

Learning the

Steps 4/30/2011


Improvising and Arranging American Music for Lion

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

How do you want to fix the new repertoire for concert?

Searching for collectively appropriate and enjoyable literature

Arranging the new music to fit the needs of the

Be able to collectively agree on American literature for Lion Mania

Be able to apply good vocal technique to this genre

Be able to create ideas that will enhance the


Deciding on the right literature and learning about it's historical significance

4/30/2011

Fixing the

I.3.2.0 ~ The student improvises melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys. I.3.2.1 ~ improvises simple melodic embellishments and variations on a given melody using pentatonic and/or major keys.
















group

Improvising on some of the new literature to make it work better for the group

performance of set literature through either improvisation or arranging

Be able to talk about historical aspects for American contemporarycompositions

literature to have the right fit by arranging and

improvising 4/30/2011

I.3.3.0 ~ The student improvises short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality. I.3.3.1 ~ improvises a short melody within a selected style, meter, and tonality over a given rhythmic accompaniment. I.4.2.0 ~ The student arranges simple pieces for voices or instruments other than those for which the pieces were written. I.4.2.1 ~ arranges a simple piece for voices or instruments other than that for which the piece was written. P.3.1.0 ~ The student improvises stylistically appropriate harmonizing parts. P.3.1.1 ~ improvises a stylistically appropriate harmonizing part. P.3.2.0 ~ The student improvises rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor key. P.3.2.1 ~ improvises simple rhythmic and melodic variations on a given melody using pentatonic, major and minor keys. P.3.3.0 ~ The student improvises original melodies over given chord progressions, each in a consistent style, meter, and tonality. P.3.3.1 ~ improvises original melodies over given chord progressions each in a consistent style, meter, and tonality. P.9.2.0 ~ The student identifies sources of





American music genres, trace the evolution of those genres, and cites well-known musicians associated with them. P.9.2.1 ~ identifies various genres of American music, their historical origins, and associated well-known musicians.

M A Y

Final Performance

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What can you do to make this your individual/group best performance of the year?

Singing and moving simultaneously on stage

Stage deportment and movement

Polishing details

Be able to collectively move and sing simultaneously

Be able to refine details with movement, sound, costumes, etc

Be able to express what you are singing about


Concert Grade 5/31/2011

Working on refining steps and notes

5/31/2011

Adding last

minute details 5/31/2011

Acoustics and Movement on the

Stage 5/31/2011


Final Self-Assessment of Performance

Essential Content

Skills

Assessments

Lessons

Technology

Standards












Questions

Can you compare and contrast your four performances this year?

Best performance of the four concerts

Worst performance of the four concerts

What have you learned

Be able to aurally hear the differences between performances

Using learned knowledge from the year, be able to compare and contrast all concerts using musical terminology

Be able to recognize and feel good about individual and group musical growth

Concert Assessment 5/31/2011

Learning how to Critique 5/31/2011

How to use musical terminology and good aural skills to critique performance

5/31/2011

Continuing to

develop your ear 5/31/2011

P.6.1.0 ~ The student analyzes aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices. P.6.1.1 ~ describes and classifies given aural examples of a varied repertoire of music focusing on the use of elements of music and expressive devices. P.6.2.0 ~ The student demonstrates extensive knowledge of the technical vocabulary of music. P.6.2.1 ~ demonstrates extensive knowledge of vocabulary unique to appropriate literature. P.7.1.0 ~ The student evolves specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and applies the criteria in her/his personal participation in music. P.7.1.1 ~ develops an ever increasingly complex set of criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements and/or improvisations. P.7.1.2 ~ applies an ever increasingly complex set of criteria for making informed critical evaluations regarding personal participation in music. P.7.2.0 ~ The student evaluates a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.













P.7.2.1 ~ uses an ever increasingly complex set of criteria to evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.

Review for Accumulative Final

Essential

Questions

Content

Skills

Assessments

Lessons

Technology

Standards

What have you learned this year?

Review learned musical terminology

Review Sight Singing Skills

Review and Experience One on a part singing

Be able to sight sing musical examples in any key with 75% accuracy

Be able to write about musical terminology and finding keys

Be able to compare and contrast compositions from the year

Individual Sight Singing Final 5/31/2011

Individual Written Final 5/31/2011

Singing Final - One on a part 5/31/2011

Daily Review for all elements of the

final exams 5/31/2011

P.5.2.0 ~ The student who participates in a choral or instrumental ensemble or class: sight-reads, accurately and expressively, music with a level of difficulty of 3, on a scale of 1 to 6. P.5.2.1 ~ sight-reads, accurately and expressively, music with a difficulty of 3. P.6.2.0 ~ The student demonstrates extensive knowledge of the technical vocabulary of music. P.6.2.1 ~ demonstrates extensive knowledge of vocabulary unique to appropriate literature.










teacher: core mensensemble year: 2012-2013 course: mens

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