Choir 6. Content Skills Learning Targets Assessment Resources & Technology A: Rehearsal Skills

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1 St. Michael-Albertville Middle School East Teacher: Tina Lajko Choir 6 September 2014 A: Rehearsal Skills A: Rehearsal Skills CEQ: WHAT ARE THE ESSENTIAL COMPONENTS OF CHORAL MUSIC THAT SHOULD CONSISTENTLY IMPROVE IN SKILL AND UNDERSTANDING OVER THE COURSE OF THE YEAR? UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation A1. Positively contribute to the ensemble by singing as directed, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. A3. Appropriately utilizes choral materials to effectively engage in the choral process. B1. Understand and practice proper vocal breathing techniques. B2. Sing with standard choral vowels B3. Sing with sensitivity to the ensemble sound. C1. Identify note names on the musical staff. C2. Identify basic rhythmic A1. I can positively contribute to my ensemble by singing as directed, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. I can understand and display appropriate choral posture. A3. I can use my choral materials appropriately to make a positive impact on the choral process. B1. I can understand and practice proper vocal breathing techniques. B2. I can sing with tall, open vowel sounds. B3. I can sing in a way that is sensitive to my choir so that my voice matches the sound of others around me. CFA = Instruction and class discussions based on the Rehearsal Skills Rubric CFA = Classroom discussion and written self-assessment based on the Music Theory Elements Checklist CFA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric Instruction based on the Musical Expression Rubric Instruction based on a combination of the Artistic Performance Rubrics 1 of 27

2 theory? values relating to their concert pieces. C1. Note Names C3. Demonstrate a basic understanding of the definition and application of musical symbols. C2. Rhythmic Values C3. Symbols literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? D1. Analyze and demonstrate a basic knowledge of the sight reading process using stepwise motion, limited range and basic rhythmic patterns. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. E. Music Expression E1. Sing with appropriate dynamics E2. Demonstrate appropriate articulation C1. I can identify note names on the musical staff. C2. I can identify basic rhythms that I find in my concert songs such as quarter, eighth, half, and whole notes and rests. C3. I know what basic musical symbols look like and how to use D1. I understand the steps to sight reading and am learning how to apply them. D2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. E. Music Expression E1. I can sing at an appropriate volume level based on what I read in 2 of 27

3 E3. Sing with musical phrasing and line, as guided by the director. F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F1. Rehearse/Perform music from a variety of contexts and styles F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. my music. E2. As I sing, I can show the difference between staccato and legato. E3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. F1. I can rehearse and perform a variety of musical F2. I can assess my own performance and make changes as needed. F3. I can discuss why certain songs were written and how the composer wanted them to be performed. 3 of 27

4 October 2014 UEQ: What are essential A: Rehearsal Skills rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. CFA = Verbal feedback during rehearsals based on the Vocal Production Rubric C. Music Thoery CFA = Classroom discussion and written self-assessment based on the note/rest value portion of the Music Theory Elements Checklist CSA = Written assessment based on the note naming and note/rest value portion of the Music Theory Elements Checklist CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric Instruction based on the Rehearsal Skills Rubric CFA =Vocal Production Rubric CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric CFA = Musical Expression Rubric Instruction based on a combination of the Artistic Performance Rubrics 4 of 27

5 Values C3. Symbols literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and selfreflection. F3. Discuss artistic intent of concert selections. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 5 of 27

6 performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent November 2014 UEQ: What are essential A: Rehearsal Skills A1. Positively contribute to the LT1. I can positively CSA = Instructor assessment CSA =Rehearsal Skills Rubric 6 of 27

7 rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic Values ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so based on the Rehearsal Skills Rubric CSA = Recorded voice test on concert music based on the Vocal Production Rubric C. Music Thoery CFA = Classroom discussion and written self-assessment based on the musical symbol portion of the Music Theory Elements Checklist CSA = Recorded voice test on concert music based on the Musical Expression Rubric CFA = Watching and discussing concert videos CSA =Vocal Production Rubric CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric CSA = Musical Expression Rubric CFA = Discussion based on a combination of the Artistic Performance Rubrics 7 of 27

8 C3. Symbols literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 8 of 27

9 F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent December of 27

10 UEQ: What are essential rehearsal skills? A: Rehearsal Skills A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic Values A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am CFA = Concert performance assessment based on the Artistic Performance - Concert Rubric and Self-Assessment CFA = Verbal feedback based on the Musical Expression Rubric CSA = Concert performance assessment CFA = Watching and discussing concert videos CSA = Concert performance assessment Instruction based on the Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CFA = Artistic Performance - Concert Rubric and Self- Assessment CFA = Feedback and instruction based on the Musical Expression Rubric CSA = Musical Expression Rubric CFA = Discussion based on a combination of the Artistic Performance Rubrics CSA = Artistic Performance Rubrics 10 of 27

11 C3. Symbols literacy? appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate performer and audience etiquette. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate 11 of 27

12 F1. performer and audience etiquette. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert Etiquette January 2015 UEQ: What are essential rehearsal skills? A: Rehearsal Skills A1. Responsive A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, CFA = Instruction and class discussions based on the Rehearsal Skills Rubric CFA = Rehearsal Skills Rubric 12 of 27

13 Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic Values C3. Symbols other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the C. Music Thoery CSA = Written assessment based on the musical symbol portion of the Music Theory Elements Checklist CFA = Sightreading packets Instruction based on the Vocal Production Rubric CSA = Music Theory Elements Checklist CFA = Steps to Harmony Sightreading packets or other supplemental sight-reading practice material Instruction based on the Musical Expression Rubric Instruction based on the Artistic Performance Rubrics 13 of 27

14 literacy? music. D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 14 of 27

15 F2. Performance Revision F3. Artistic Intent February 2015 UEQ: What are essential rehearsal skills? A: Rehearsal Skills A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal CFA = Instruction and class discussions based on the Vocal Production Rubric CFA = Sightreading packets CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric Instruction based on the Rehearsal Skills Rubric CFA =Vocal Production Rubric Instruction based on the Music Theory Elements Checklist 15 of 27

16 production? B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic Values C3. Symbols literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as CFA = Steps to Harmony Sightreading packets or other supplemental sight-reading practice material CFA = Musical Expression Rubric Instruction based on the Artistic Performance Rubrics 16 of 27

17 al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 17 of 27

18 March 2015 UEQ: What are essential A: Rehearsal Skills rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. CSA = Instructor assessment based on the Rehearsal Skills Rubric CSA = Recorded voice test on concert music based on the Vocal Production Rubric CSA = Concert performance assessment CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric CSA = Rehearsal Skills Rubric CSA =Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CSA = Artistic Performance Rubrics CFA = Musical Expression Rubric 18 of 27

19 B3. Intonation theory? C1. Note Names C2. Rhythmic Values C3. Symbols literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. CSA = Concert performance assessment CFA = Watching and discussing concert videos based on the Artistic Performance Rubrics CSA = Concert performance assessment CSA = Artistic Performance Rubrics CSA = Artistic Performance Rubrics CFA = Artistic Performance Rubrics 19 of 27

20 E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert Etiquette F2. Revise performance based on feedback from others and selfreflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate performer and audience etiquette. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate performer and audience etiquette. 20 of 27

21 April 2015 UEQ: What are essential A: Rehearsal Skills rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. CFA = Instruction and class discussions based on the Rehearsal Skills Rubric CFA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric 21 of 27

22 B3. Intonation theory? C1. Note Names C2. Rhythmic Values C3. Symbols literacy? C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. Instruction based on the Musical Expression Rubric Instruction based on a combination of the Artistic Performance Rubrics D1. Sight Reading D2. Score Reading D3. Part Accuracy al expression? E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. 22 of 27

23 E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and selfreflection. F3. Discuss artistic intent of concert selections. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 23 of 27

24 May 2015 UEQ: What are essential A: Rehearsal Skills rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and CSA = Instructor assessment based on the Rehearsal Skills Rubric CSA = Concert performance assessment CSA = Concert performance CSA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist 24 of 27

25 production? assessment B1. Tone B2. Blend B3. Intonation theory? C1. Note Names C2. Rhythmic Values C3. Symbols literacy? D1. Sight Reading D2. Score Reading to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as CSA = Concert performance assessment CSA = Artistic Performance Rubrics CSA = Artistic Performance Rubrics CSA= Artistic Performance Rubrics 25 of 27

26 D3. Part Accuracy al expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and selfreflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate performer and audience etiquette. it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate performer and audience etiquette. 26 of 27

27 Etiquette 27 of 27

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