Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE"

Transcription

1 Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Soprano/Soprano/Alto Chorus (SSA) Course Number: A5693 Department: Music Grade(s): 9-12 Level(s): Academic Credit:.5 Course Description: Soprano/Soprano/Alto Chorus is designed for students who are interested in furthering their knowledge of and skills in performing choral music for treble voices. Various styles of music are studied and performed. Students are also introduced to sight-reading, musical notation, and will explore the historical and cultural contexts of the music. The SSA performs in concerts, in the community and may also participate in music festivals. Students will be required to attend after school rehearsals and scheduled performances. Required Instructional Materials Performances selections Choral folders Piano, stereo equipment, TV/DVD/VCR player Completion/Revision Date Approved by Board of Education on January 23, Mission Statement of the Curriculum Management Team The mission of the Art and Music Curriculum Management Team is to ensure that the K-12 curriculum provide educational experiences that foster creative expression, develop the full range of students abilities in music and the visual arts, and develop in students the ability to make informed aesthetic choices. The Wallingford graduate will possess an appreciation of the importance of the arts in relation to history, cultures, and our society. Enduring Understandings for the Course Music is a universal language that expresses human experiences and values. Music is organized sound. Music is a personal experience. The aesthetics of music is created by the blending of music elements. All music has value. Correct vocal technique improves vocal sound. Use of correct vocal production enhances the message of music. Ear training and sight singing are skills that can improve musicianship. Music in written form contains recognizable patterns within a tonal system. Individuals within a performing group use common techniques to reach the desired performance goal. The main idea of most musical compositions is expressed through the melody. Layering two or more simultaneous sounds creates harmony. Expressive elements drive the artistry in music. Each music performance is unique. Participating in performance is enriching spiritually, emotionally and cognitively. Participation in a performing group develops ones ability to work with others, problem solve, and analyze. Soprano/Soprano/Alto Chorus Page 1 of 7

2 1.0 Vocal Production Correct vocal technique improves vocal sound. Use of correct vocal production enhances the message of music. 1.1 Exhibit correct singing posture. 1.2 Sing using proper diaphragmatic support and phrasing. 1.3 Distinguish between head voice and chest voice. 1.4 Sing using proper tone placement. 1.5 Exhibit accurate intonation while using appropriate breath support. 1.6 Demonstrate the use of correct diction and articulation. 1.7 Sing with clear vowel sounds and articulated consonants. 1.8 Employ appropriate techniques for warming up his/her voice. What criteria do we use to evaluate vocal production? How can I improve the quality of my singing voice? Why does each voice and instrument have its own timbre? How does the manipulation of pitch and vowel formation affect intonation? SUGGESTED INSTRUCTIONAL SUPPORT MATERIALS Mirror Straws Slinky Hand weights Anatomically correct model or poster of the larynx. Film: Tuning the Choir by Eph Ehly, Warm-ups by the Dozen, Russell Robinson Video/Book/Cards: Group Vocal Technique, Haasemanm/Jordan Modeling and demonstration of technique Have students look at themselves in the mirror while singing Use straws to demonstrate diaphragmatic breathing Use Slinky to demonstrate correct breathing, posture, phrasing, diction, and vocal color. Use weights to teach correct breathing and posture. Demonstrations of high quality performances both live and recorded. Student-led warm-ups. Use of anatomical model and film to demonstrate mechanics of vocal production. Peer evaluation SUGGESTED ASSESSMENT METHODS Peer evaluation Self evaluation using mirror Teacher rubric/observation Individual student assessment Soprano/Soprano/Alto Chorus Page 2 of 7

3 2.0 Music Literacy Music is a universal language that expresses human experiences and values. Music is organized sound. All music has value. Combinations of musical elements create aesthetics in music. LEARNING OBJECTIVES The students will: 2.1 Interpret symbols and traditional terms referring to rhythm, pitch, dynamics, tempo, articulation, and expression. 2.2 Demonstrate the ability to read an instrumental and vocal score of up to four staves. 2.3 Explain how the symbols and markings of the composer help communicate his/her intent to the performer. 2.4 Use knowledge of music terminology when describing, evaluating and performing musical pieces. 2.5 Demonstrate knowledge of form in repertoire. 2.6 Examine the historical or cultural significance of specific pieces of music. 2.7 Describe the relationship of text to musical elements within a choral composition. 2.8 Identify the application of music skills and knowledge related to a variety of careers. How do terms and symbols translate into music? How are sounds and ideas organized into music? In what ways have people used music to express their values and describe their experiences? How does the structure of a musical piece create its order and clarity? How is melody created? Why should we respect music if we don t like the way it sounds? How does music communicate? How do music and history influence each other? How can you indicate and demonstrate expressive elements in music? Vocal octavos Video Series: o Bernstein Young People s Concerts o Marsalis Series Have students mark music Use neutral syllables for rhythmic and melodic clarification. Solfege Analyze octavos Class discussion Alumni/outside speaker with expertise in choral vocation SUGGESTED ASSESSMENT METHODS Individual student performances Aural assessment by teacher Class discussion Written assessment Soprano/Soprano/Alto Chorus Page 3 of 7

4 3.0 Ear Training and Sight Singing Music is organized sound. Ear training and sight singing are skills that can improve musicianship. Music in written form contains recognizable patterns within a tonal system. 3.1 Identify intervals visually and aurally. 3.2 Vocally match a given pitch within his/her range. 3.3 Sing intervals accurately. 3.4 Sight read rhythms. 3.5 Sight read music using a tonal system. 3.6 Sing major and chromatic scales. How is sound organized to make music? How is melody created? Can you have rhythm without beat? How can music notation show melodic direction? A large scale version of a Sol-Fa chart Interval charts for students Music for Sight Singing, Robert W. Ottman The Book of Tunes for Beginning Sight Reading, John M Feierabend Group Vocal Technique, Haasemanm/Jordan Sing at First Sight, Back/Sumani/Louis Audiation Tonal memory/pitch drills Clapping rhythms Keyboard demonstration Scale construction SUGGESTED ASSESSMENTS Aural evaluation by teacher Written or performance assessment Soprano/Soprano/Alto Chorus Page 4 of 7

5 4.0 Ensemble Skills Individuals within a performing group use common techniques to reach the desired performance goal. The main idea of most musical compositions is expressed through the melody. Layering two or more simultaneous sounds creates harmony. 4.1 Recognize the melody in an ensemble piece. 4.2 Accurately sing their individual parts within a composition. 4.3 Demonstrate how to blend with other voices in the ensemble (balance and blend). 4.4 Sing while maintaining accurate tempo. 4.5 Respond to the standard gestures and direction employed by the conductor. 4.6 Sing with uniform diction using clear vowel sounds and articulated consonants. What does harmony add to music? Is there good harmony and bad harmony? How do groups stay together in a How does the manipulation of pitch and vowel formation affect intonation in an ensemble? How do harmonies support melodies? Metronome Choral Techniques, Gordon Lamb Group Vocal Technique, Frauke Haasemann & James Jordan (New York State School Music Association Manual) (Music Educators National Conference) (Connecticut Music Educators Association) (American Choral Directors Association) (Connecticut American Choral Director Association) International Phonetic Alphabet (IPA) Guest conductor Student conductor Students singing in small groups Sectional rehearsals Foreign language teacher/language coach Peer Evaluation Critique taped and video recordings of performances SUGGESTED ASSESSMENTS Participation in adjudication festivals Concert performances Individual performances Small group assessments Soprano/Soprano/Alto Chorus Page 5 of 7

6 5.0 Performance Practices Expressive elements drive the artistry in music. Music is a product and reflection of the lives and experiences of peoples. Participating in performance is enriching spiritually, emotionally and cognitively. Participation in a performing group develops ones ability to work with others, problem solve, and analyze. Music is a personal experience. Each music performance is unique. 5.1 Sing with appropriate diction and articulation. 5.2 Sing expressively. 5.3 Maintain appropriate deportment throughout performance Use body language, facial expressions, posture and bearing in music performance. 5.5 Develop criteria for making critical evaluations of the quality and effectiveness of performances. 5.6 Evaluate their personal performance 5.7 Perform selections from various cultures and historical periods. How does music elicit emotion? What inspires someone to create a piece of music? How does understanding this help prepare the performer? What criteria do we use to evaluate a What makes a significant and meaningful How does music communicate? How do groups stay together in a Model of the larynx Mirror Adjudication sheets Recording of performances International Phonetic Alphabet (IPA) Various choral octavos A cappella and accompanied selections Choral Techniques, Gordon Lamb Group Vocal Technique, Frauke Haasemann & James Jordan Things They Never Taught You in Choral Methods, Nancy Smirl Jorgensen & Catherine Pfeiler Riser Choreography, John Jacobsen The Enjoyment of Music, Joseph Machlis An Annotated Inventory of the Distinctive Choral Literature for Performance at the High School Level, ACDA Guideline for Performances of School Music Groups, MENC (New York State School Music Association Manual) (Music Educators National Conference) (Connecticut Music Educators Association) (American Choral Directors Association) (Connecticut American Choral Director Association) (J W Pepper Choral Music Catalogue) o Editors Choice Recorded Choral Series Soprano/Soprano/Alto Chorus Page 6 of 7

7 Play professional recordings of pieces that are to be performed Warm-up activities Pass around a tape recorder and have kids sing into as they sing. Videotape students singing SUGGESTED ASSESSMENTS Participation in adjudication festivals Concert performances Individual performances Small group assessments Soprano/Soprano/Alto Chorus Page 7 of 7

Choir 5. September 2014

Choir 5. September 2014 St. Michael-Albertville Middle School East Teacher: Tina Lajko Choir 5 September 2014 Content Skills Learning Targets Assessment Resources & Technology CEQ: WHAT ARE THE ESSENTIAL COMPONENTS OF CHORAL

More information

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

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

More information

Hingham Middle School Curriculum Summary. Grade 6 Band

Hingham Middle School Curriculum Summary. Grade 6 Band Grade 6 Band This elective course is open to all students in grade six that have completed one previous year of band instruction, or can demonstrate an equivalency at the discretion of the director. The

More information

2012 Music Standards GRADES K-1-2

2012 Music Standards GRADES K-1-2 Students will: Personal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through A. Demonstrate how musical elements communicate meaning

More information

Music Standards FINAL. Approved on May 5, 2000. Copyright 2003 Texas State Board for Educator Certification

Music Standards FINAL. Approved on May 5, 2000. Copyright 2003 Texas State Board for Educator Certification Music Standards FINAL Approved on May 5, 2000 Copyright 2003 Texas State Board for Educator Certification MUSIC STANDARDS Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. Standard

More information

Music. Madison Public Schools Madison, Connecticut

Music. Madison Public Schools Madison, Connecticut Music Madison Public Schools Madison, Connecticut Dear Interested Reader: The following document is the Madison Public Schools Music Curriculum Guide. If you plan to use the whole or any parts of this

More information

Unit Overview Template. Learning Targets

Unit Overview Template. Learning Targets ENGAGING STUDENTS FOSTERING ACHIEVEMENT CULTIVATING 21 ST CENTURY GLOBAL SKILLS Content Area: Orchestra Unit Title: Music Literacy / History Comprehension Target Course/Grade Level: 3 & 4 Unit Overview

More information

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite

Demonstrate technical proficiency on instrument or voice at a level appropriate for the corequisite MUS 101 MUS 111 MUS 121 MUS 122 MUS 135 MUS 137 MUS 152-1 MUS 152-2 MUS 161 MUS 180-1 MUS 180-2 Music History and Literature Identify and write basic music notation for pitch and Identify and write key

More information

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV

HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV HOWARD COUNTY PUBLIC SCHOOLS GUITAR I, II, and III / IV GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and

More information

National Standards for Music Education

National Standards for Music Education National Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

FINE ARTS To earn the Academic Honors Diploma, the student must receive 2 credits from choral music, instrumental music, and/or visual arts courses

FINE ARTS To earn the Academic Honors Diploma, the student must receive 2 credits from choral music, instrumental music, and/or visual arts courses FINE ARTS To earn the Academic Honors Diploma, the student must receive 2 credits from choral music, instrumental music, and/or visual arts courses. MUSIC (Instrumental) Students taking instrumental music

More information

Musical Literacy. Clarifying Objectives. Musical Response

Musical Literacy. Clarifying Objectives. Musical Response North Carolina s Kindergarten Music Note on Numbering/Strands: ML Musical Literacy, MR Musical Response, CR Contextual Relevancy Musical Literacy K.ML.1 Apply the elements of music and musical techniques

More information

Greenwich Public Schools Chorus Curriculum 4-12

Greenwich Public Schools Chorus Curriculum 4-12 Greenwich Public Schools Chorus Curriculum 4-12 Overview Chorus is an elective music course that is offered to Greenwich Public School students beginning in grade 4 and continuing through grade 12. The

More information

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program)

Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) Music: A guide for Strategic Planning Grade Level: K-2 3-5 Learn By Doing (Note: all programs will differ due to resources & if instruments are available to the program) The study of music contributes

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees First Draft, These draft proposed revisions

More information

Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION

Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION Arlington Public Schools Secondary Vocal/Choral Music Curriculum INTRODUCTION The Secondary Vocal/Choral Curriculum is designed for the vocal development of the choral musician and sets sequential standards

More information

Briefly review music theory units

Briefly review music theory units Framework for Lesson Plans It is important that students are always being presented with new concepts or elements while simultaneously practicing known concepts in each lesson. In your introductory lecture,

More information

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music

DRAFT Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Proposed Revisions Texas Essential Knowledge and Skills (TEKS) Fine Arts, High School Music Prepared by the State Board of Education (SBOE) TEKS Review Committees Final Recommendations, These draft proposed

More information

Arts Grades 5-8 Music Grade 6 Choir

Arts Grades 5-8 Music Grade 6 Choir Standard 1: Students create, perform/exhibit, and respond in the Arts. 1. Create a work from their own ideas and images based on themes, symbols, events and personal experiences. Introduce basic music

More information

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 14-15 Analyze/Plan-Presentation to CCC 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation

More information

Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS. Piano. (Elementary and Grades 6-12)

Georgia Department of Education FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS. Piano. (Elementary and Grades 6-12) FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Piano (Elementary and Grades 6-12) September 16, 2010 Page 1 of 21 Piano Georgia Performance Standards Section Page I. Acknowledgements 3 Music Advisory

More information

Oakland Homeschool Music, Inc. P.O. Box 300652, Waterford, MI 48330 Phone: (248) 760-7864 Email: info@ohmimusic.com Website: www.ohmimusic.

Oakland Homeschool Music, Inc. P.O. Box 300652, Waterford, MI 48330 Phone: (248) 760-7864 Email: info@ohmimusic.com Website: www.ohmimusic. Syllabus for Middle School Chorus Week 1 - Class introductions, class expectations, pass out folders and music.music theory evaluation test. Demonstrate good singing posture, sing major scale based warm-ups.

More information

MUSIC 11 AND 12 Choral Music Instrumental Music. Integrated Resource Package 2002 IRP 118. Ministry of Education

MUSIC 11 AND 12 Choral Music Instrumental Music. Integrated Resource Package 2002 IRP 118. Ministry of Education MUSIC 11 AND 12 Choral Music Instrumental Music Integrated Resource Package 2002 Ministry of Education IRP 118 Copyright 2002 Ministry of Education, Province of British Columbia. Copyright Notice No part

More information

High School Concert Band

High School Concert Band Summit Public Schools Summit, New Jersey High School Concert Band Revised by Steven Rapp 2012 Summit High School Concert Band: Grade Level 9 th -12 th Content Area: Performing Arts Length of Course: Full

More information

Music Literacy for All

Music Literacy for All Music Literacy for All Developing Musically Literate Individuals in Performance-Based Ensembles J. Steven Moore, DMA Research Data How Many Public Performances Does the Average H.S. Band Present Annually?

More information

Arizona Music Standards

Arizona Music Standards Introduction Music is a subject with its own unique skills and knowledge, a respected repertoire of quality literature, an advanced system of notation and literacy, and a challenging form of cognition.

More information

Florida Performing Fine Arts Assessment Item Specifications _Jazz_Ensemble_1_Responding

Florida Performing Fine Arts Assessment Item Specifications _Jazz_Ensemble_1_Responding Florida Performing Fine Arts Assessment Item Specifications 1302500_Jazz_Ensemble_1_Responding FRONT MATTER - SECONDARY Stimulus Attributes Response Attributes Written questions should be at grade level

More information

Indiana Academic Standards for Music August, 2010

Indiana Academic Standards for Music August, 2010 Indiana Academic Standards for Music August, 2010 Courtney Cabrera Fine Arts Specialist Curriculum and Instruction Indiana Department of Education 151 West Ohio Street Indianapolis, IN 46204 Phone (317)

More information

K-12 Music Unpacked Content

K-12 Music Unpacked Content This document is designed to help North Carolina educators teach the Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers.

More information

New Jersey2014 Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION

New Jersey2014 Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION New Jersey2014 Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Content Area Standard Strand By the end of grade 2 5 Visual and Performing Arts 1.1 The Creative Process: All

More information

Music Standards of Learning

Music Standards of Learning Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board

More information

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19

MUSIC. Syllabus for Primary Schools. Curriculum Department, Floriana Year 3 19 MUSIC Syllabus for Primary Schools Curriculum Department, Floriana Year 3 19 YEAR 3 Curriculum Department, Floriana Year 3 20 LEARNING OUTCOMES for YEAR 3 Curriculum Department, Floriana Year 3 21 3.1

More information

Music Curriculum Guidelines Diocese of Arlington 2011-2012

Music Curriculum Guidelines Diocese of Arlington 2011-2012 Music Curriculum Guidelines Diocese of Arlington 2011-2012 Philosophy, Methodology and Usage Philosophy Music instruction continues to be cited as a profoundly positive element of educating young students.

More information

Standard 1: Skills and Techniques 1

Standard 1: Skills and Techniques 1 1 Standard 1: Skills and Techniques 1 CB.1.1 Instrument Knowledge Skills CB.1.1.1 Instrument in good playing condition- including proper assembly, reed care, and cleaning. CB.1.2 Playing Posture Skills

More information

Programme of Study and Success Criteria for Key Stage 3 - MUSIC

Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programme of Study and Success Criteria for Key Stage 3 - MUSIC Programmes of Study Year 7 Unit 1 Understanding the elements of music Learn about each element of and how it works in a piece of music Develop

More information

NATIONAL STANDARDS for MUSIC EDUCATION

NATIONAL STANDARDS for MUSIC EDUCATION NATIONAL STANDARDS for MUSIC EDUCATION 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter E. Middle School, Adopted 2013 Middle School, Adopted 2013 117.E. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter E. Middle School, Adopted 2013 Statutory Authority: The provisions of this Subchapter E issued

More information

DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE

DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE DANCE, MUSIC, VISUAL ARTS, THEATRE ARTS DANCE CREATION AND PERFORMANCE 1. Use choreographic principles, structures, and processes to create dances that communicate ideas, experiences, feelings, and images.

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY MUSIC: INSTRUMENTAL Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator

More information

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks

Identify curriculum MUSIC DEPARTMENT. KLA(s): ARTS - Music Strand. Unit title: HIT IT. Year level(s): 8. Duration of unit: 10 weeks School Name: AVIATION HIGH Unit title: HIT IT KLA(s): ARTS - Music Strand Year level(s): 8 Duration of unit: 10 weeks Ways of working Duration, beat, time values and metre are used to create rhythm e.g.

More information

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007)

Music. Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) Music Programme of study for key stage 3 and attainment target (This is an extract from The National Curriculum 2007) www.qca.org.uk/curriculum Crown copyright 2007 Qualifications and Curriculum Authority

More information

Music Policy & Curriculum 2015

Music Policy & Curriculum 2015 Music Policy & Curriculum 2015 Overview This policy reflects the requirements of the national curriculum framework; the Areas of Learning and Early Learning Goals within the Foundation Stage Curriculum

More information

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand)

RESEARCH IN MUSIC EDUCATION AND SOUND ARTS (Completed in, and/or about New Zealand) Te Puna Puoru National Centre for Research in Music Education and Sound Arts (MERC) invites you to contribute to the national database of research in music education and sound arts. Fill in the template

More information

ART. SCORE No Idea Statement attached (-2) Final Score. Rating. Originality Consider: Exhibits creativity

ART. SCORE No Idea Statement attached (-2) Final Score. Rating. Originality Consider: Exhibits creativity ART Entry Name Originality Consider: Exhibits creativity Craftsmanship Consider: Artist s skill in the use of material Elements of Art Consider: Line, color, space, form, media, texture Composition Consider:

More information

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12)

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12) FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Music Appreciation (Grades 6-12) September 16, 2010 Page 1 of 7 Music Appreciation (grades 9-12) Georgia Performance Standards Section Page I. Acknowledgements

More information

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE Course Title: Advanced Placement Art Studio Course Number: 5342: Drawing Portfolio 5343: 2-D Design Portfolio 5344: 3-D Design Portfolio Department:

More information

Music in schools: promoting good practice

Music in schools: promoting good practice Guidance from HMI for teachers, headteachers, and music hub leaders when observing musical teaching and learning Schools, all other funded providers of music education, and providers of Continuing Professional

More information

Review pulse, rhythm of melody accent, metric grouping and meter Recognize and utilize syncopation

Review pulse, rhythm of melody accent, metric grouping and meter Recognize and utilize syncopation MP 1 Sing more difficult tunes as the past years work continues on going Extend the techniques of singing to a higher art form Continue to increase permanent repertoire, recordings, 1.2 Responding to Expand

More information

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts.

MUSIC GLOSSARY. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. MUSIC GLOSSARY A cappella: Unaccompanied vocal music. Accompaniment: A vocal or instrumental part that supports or is background for a principal part or parts. Alla breve: A tempo marking indicating a

More information

MUSIC. MU 100 Fundamentals of Music Theory (4) MU 101 Listen to the Music (4) MU 102 Music Appreciation (4) MU 109 Class Voice (2)

MUSIC. MU 100 Fundamentals of Music Theory (4) MU 101 Listen to the Music (4) MU 102 Music Appreciation (4) MU 109 Class Voice (2) MUSIC MU 100 Fundamentals of Music Theory (4) An introduction to notation, including a study of intervals, scales, modes, meters, basic triads and seventh chords. Intended for non-majors or students with

More information

Solo Singing Assessment Grade 2

Solo Singing Assessment Grade 2 Solo Singing Assessment Grade 2 8/31/10 Connecticut Common Arts Assessment Initiative Connecticut State Department of Education Contacts Scott C. Shuler, Ph.D. Richard Wells Arts Education Specialist Music

More information

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks)

Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) Curriculum Mapping Electronic Music (L) 4202 1-Semester class (18 weeks) Week Standard Skills Resources Vocabulary Assessments Students sing using computer-assisted instruction and assessment software.

More information

The University of Alabama in Huntsville is an accredited institutional member of the National Association of Schools of Music.

The University of Alabama in Huntsville is an accredited institutional member of the National Association of Schools of Music. The University of Alabama in Huntsville 1 Music B102 Roberts Hall Telephone: 256.824.6436 Email: music@email.uah.edu The University of Alabama in Huntsville is an accredited institutional member of the

More information

CREATING. Imagine Generate musical ideas for various purposes and contexts. Pre K K 1 2 3 4 5 6 7 8. MU:Cr1.1.4b Generate musical

CREATING. Imagine Generate musical ideas for various purposes and contexts. Pre K K 1 2 3 4 5 6 7 8. MU:Cr1.1.4b Generate musical CREATING Imagine Generate musical ideas for various purposes and contexts. Common Anchor #1 Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians work emerge from

More information

Sample Entrance Test for CR125-129 (BA in Popular Music)

Sample Entrance Test for CR125-129 (BA in Popular Music) Sample Entrance Test for CR125-129 (BA in Popular Music) A very exciting future awaits everybody who is or will be part of the Cork School of Music BA in Popular Music CR125 CR126 CR127 CR128 CR129 Electric

More information

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC

CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC CHESHIRE PUBLIC SCHOOLS SUBJECT AREA SUMMARY SHEETS MUSIC Curriculum Review Cycle Schedule 15-16 Implement I 16-17 Implement II 17-18 Implement III 18-19 Evaluation Subcommittee is Formed 19-20 Analyze/Plan-Presentation

More information

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY

KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY KODÁLY METHOD AND ITS INFLUENCE ON TEACHING WIND INSTRUMENTS IN HUNGARY Jozsef Csikota Midwest Clinic Chicago, Illinois U.S.A. 15th December 2004 KODÁLY METHOD IN HUNGARIAN SCHOOLS In Hungary, every student

More information

DEPARTMENT OF MUSIC Bachelor of Music in Music Education

DEPARTMENT OF MUSIC Bachelor of Music in Music Education PROGRAM OVERVIEW DEPARTMENT OF MUSIC Bachelor of Music in Music Education The Program of study in Music Education consists of four curricular components: freshman seminar and general education, the specialty

More information

Music, Grade 11, University/College Preparation (AMU3M)

Music, Grade 11, University/College Preparation (AMU3M) Music, Grade 11, University/College Preparation (AMU3M) This course emphasizes the appreciation, analysis, and performance of various kinds of music, including baroque and classical music, popular music,

More information

8 th grade concert choir scope and sequence. 1 st quarter

8 th grade concert choir scope and sequence. 1 st quarter 8 th grade concert choir scope and sequence 1 st quarter MU STH- SCALES #18 Students will understand the concept of scale degree. HARMONY # 25. Students will sing melodies in parallel harmony. HARMONY

More information

THE DYNAMICS OF VOCAL CHAMBER MUSIC

THE DYNAMICS OF VOCAL CHAMBER MUSIC THE DYNAMICS OF VOCAL CHAMBER MUSIC International Congress of Voice Teachers VIII Brisbane, Australia July 10-14, 2013 Emily Romney emilyromney1@verizon.net emilyromney.com Vocal Chamber Music What is

More information

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Guitar (Grades 6-12)

FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Guitar (Grades 6-12) FINE ARTS EDUCATION GEORGIA PERFORMANCE STANDARDS Guitar (Grades 6-12) September 16, 2010 Page 1 of 22 Guitar Georgia Performance Standards Section Page I. Acknowledgements 3 Music Advisory Committee Guitar

More information

GCSE Music Unit 3 (42703) Guidance

GCSE Music Unit 3 (42703) Guidance GCSE Music Unit 3 (42703) Guidance Performance This unit accounts for 40% of the final assessment for GCSE. Each student is required to perform two separate pieces of music, one demonstrating solo/it skills,

More information

WisconsinÕs Model Academic Standards for Music

WisconsinÕs Model Academic Standards for Music WisconsinÕs Model Academic Standards for Music Pauli Nikolay Assistant State Superintendent Division for Learning Support: Instructional Services Susan Grady Director School Improvement Team Thomas Stefonek

More information

THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools

THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools THE MUSIC ACADEMY AT CCTS Audition Requirements For Vocalists applying for acceptance into The Music Academy at Camden County Technical Schools www.ccts.org MUSIC ACADEMY AUDITION DATE AND TIME The Music

More information

Minnesota Academic Standards

Minnesota Academic Standards Minnesota Academic Standards K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative

More information

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds)

Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Handale Primary School Music Curriculum Year EYFS ( 4-5 year olds) Music at EYFS stage reflects the different ways in which children learn and engage with other people. Many examples of stories, songs

More information

Montgomery Blair HS Choral Music Syllabus and Handbook 2015-2016

Montgomery Blair HS Choral Music Syllabus and Handbook 2015-2016 Montgomery Blair HS Choral Music Syllabus and Handbook 2015-2016 Isabel Hernández-Catá, Choral Director isabel_hernandez-cata@mcpsmd.org 301-649-2839 Important Web Sites: EDLINE at Blair: Accessible via

More information

KINGSWAY REGIONAL SCHOOL DISTRICT

KINGSWAY REGIONAL SCHOOL DISTRICT KINGSWAY REGIONAL SCHOOL DISTRICT TITLE OF COURSE: Concert Band CORE CONTENT: Visual and Performing Arts DATE ADOPTED: GRADE: 9-10 DATE REVISED: 08/12 I. COURSE ORGANIZATION Length: One Year Credits: 5

More information

Music Learning Activity Types 1, 2

Music Learning Activity Types 1, 2 Music Learning Activity Types 1, 2 Technology has greatly influenced today s world of music, including the means by which people produce, consume, and share it. Teachers have many options for utilizing

More information

General Music K-2 Primary Elementary Grades

General Music K-2 Primary Elementary Grades The following General K-8 alignment with Iowa Core was developed to provide guidance with the 21 st Century Universal Constructs: Critical Thinking, Effective Communication, Creativity, Collaboration,

More information

Deal Parochial CE Primary School Music Policy

Deal Parochial CE Primary School Music Policy Deal Parochial CE Primary School Music Policy Values Statement At Deal Parochial Primary School the curriculum is firmly rooted in its Christian foundation: enabling every child to grow spiritually and

More information

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY

HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY HOWARD COUNTY PUBLIC SCHOOLS MUSIC TECHNOLOGY GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive, perform, and respond

More information

Minnesota Academic Standards

Minnesota Academic Standards Minnesota Academic Standards Arts K-12 2008 The proposed revised standards in this document were drafted during the 2007-2008 school year. These standards are currently proceeding through the administrative

More information

Judge Instructions Packet

Judge Instructions Packet Judge Instructions Packet Judges instructions should be reviewed in advance of contest by each adjudicator. This packet can be copied and mailed to your judges at least ten days prior to your contest or

More information

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY

BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY BUCKINGHAM PRIMARY SCHOOL MUSIC POLICY 1. Introduction Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression and can also play an important

More information

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4

LINCOLN PUBLIC SCHOOLS Music Learning Expectations: Grade 4 Singing Singing is a fundamental and universal form of expression that requires active listening skills. sing, alone and with others, a varied repertoire of music. demonstrate an understanding that singing

More information

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts

Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts Professional learning paper: Significant Aspects of Learning Assessing progress and achievement in the Expressive Arts The work in progress on Significant Aspects of Learning was reviewed in June and July

More information

Department of Music Assessment Plan (September, 2004)

Department of Music Assessment Plan (September, 2004) Department of Music Assessment Plan (September, 2004) 1. Learning Objectives: I.1. Demonstrate an intellectual and aural understanding of the basic structural elements of music through the use of the basic

More information

Depth-of-Knowledge in the Fine Arts

Depth-of-Knowledge in the Fine Arts MUSIC DOK 1 Students at DOK 1 are able to recall facts, terms, musical symbols, and basic musical concepts, and to identify specific information contained in music (e.g., pitch names, rhythmic duration,

More information

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013

Chapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter D. Elementary, Adopted 2013 Elementary, Adopted 2013 117.D. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter D. Elementary, Adopted 2013 Statutory Authority: The provisions of this Subchapter D issued under

More information

Musicianship training

Musicianship training Musicianship training The emphasis in Maoin Cheoil is firmly set upon the provision of a complete musical education for all students. The separate but vital skills of Aural Training and Theoretical knowledge

More information

Baltimore County Public Schools Office of Music. Course of Study

Baltimore County Public Schools Office of Music. Course of Study Baltimore County Public Schools Office of Music Course of Study July 2009 ACKNOWLEDGEMENTS The Office of Music gratefully acknowledges the cooperation and assistance received from many individuals and

More information

Greenwich Public Schools Electronic Music Curriculum 9-12

Greenwich Public Schools Electronic Music Curriculum 9-12 Greenwich Public Schools Electronic Music Curriculum 9-12 Overview Electronic Music courses at the high school are elective music courses. The Electronic Music Units of Instruction include four strands

More information

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP

MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP MONROE TOWNSHIP PUBLIC SCHOOLS CURRICULUM MAP Grade 5 Music 2010-2011 School Year New Jersey Core Curriculum Content Standards for Arts Education in the 21 st Century INTRODUCTION Creativity is a driving

More information

Portsmouth High School. Music Department

Portsmouth High School. Music Department Portsmouth High School Music Department What Courses Are Available as a Freshman? Piano I Guitar I Introduction to Music AP Music Theory Music Production & Engineering (Music Technology) Jazz Ensemble

More information

Music Standards of Learning

Music Standards of Learning Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board

More information

Admission Requirements to the Music Program

Admission Requirements to the Music Program Department of Humanities and Fine Arts / 111 THE BACHELOR OF ARTS DEGREE IN MUSIC (MUSI, MUAP, MUEN) The Music Program plays a vital role in the life of the University and the community. The training environment

More information

HOWARD COUNTY PUBLIC SCHOOLS PIANO I, II, and III / IV Honors

HOWARD COUNTY PUBLIC SCHOOLS PIANO I, II, and III / IV Honors HOWARD COUNTY PUBLIC SCHOOLS PIANO I, II, and III / IV Honors COMPETENCIES GOALS AND OBJECTIVES GOAL I: PERCEIVING, PERFORMING, AND RESPONDING: AESTHETICS The student will demonstrate the ability to perceive,

More information

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION

EIRE CURRICULUM LINKS The Lion King EXPERIENCE: KIDS EDITION The Lion King Experience: KIDS Edition is a theatre education programme which additionally offers primary schools cross curricular support for teaching and learning in English, Drama, Music, Social Personal

More information

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory

I ve Got The Blues! Grade 7 Music. Contents. Purpose of Unit. How to Use this Resource. Curriculum. Instructional Trajectory I ve Got The Blues! Grade 7 Music Contents Purpose of Unit How to Use this Resource Curriculum Instructional Trajectory Summary of Literacy Strategies I ve Got The Blues! Grade 7 Music Purpose of the Unit

More information

Standard 1. MUSIC LITERACY.

Standard 1. MUSIC LITERACY. 2014 FCPS Music POS Revision GUITAR -- DRAFT Standard 1. MUSIC LITERACY. The student will develop and demonstrate the ability to read & notate music. MS & HS Guitar 3 MS & HS Guitar 3 MS & HS Guitar 2

More information

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts

Music Music: Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts Expressive Singing Independent Singing : Grade 4 Product Performance GLE 1: Develop and apply singing skills to perform and communicate through the arts : knowledge of process and techniques for the production,

More information

Music. Adams Chair of Music and Worship, Professor M. Shasberger Professors G. Brothers, S. Butler (chair), S. Hodson Assistant Professor HS.

Music. Adams Chair of Music and Worship, Professor M. Shasberger Professors G. Brothers, S. Butler (chair), S. Hodson Assistant Professor HS. Music Adams Chair of Music and Worship, Professor M. Shasberger Professors G. Brothers, S. Butler (chair), S. Hodson Assistant Professor HS. Kim Mission Statement. The Music Department equips students

More information

SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC

SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC SLO REQUIRED PRIOR TO ADMISSION TO ALL DEGREE PROGRAMS IN MUSIC GENERAL SLO (Knowledge and Skill) The prospective music major will demonstrate the ability to relate musical sound to notation and terminology

More information

Medical Laboratory Technology Music

Medical Laboratory Technology Music Medical Laboratory Technology Music MLT-2990 Advanced MLT Applications 06 Semester Credits Manual laboratory skills related to clinical chemistry, hematology, coagulation, body fluids, microbiology, parasitology,

More information

P E R F O R M I N G A R T S. Art establishes the basic human truths, which must serve as the touchstone of our judgment.

P E R F O R M I N G A R T S. Art establishes the basic human truths, which must serve as the touchstone of our judgment. P E R F O R M I N G A R T S Art establishes the basic human truths, which must serve as the touchstone of our judgment. - John F. Kennedy The arts provide one of the essential and basic languages that

More information

MUSIC 8 TO 10. Integrated Resource Package 1995 IRP 018. Province of British Columbia Ministry of Education

MUSIC 8 TO 10. Integrated Resource Package 1995 IRP 018. Province of British Columbia Ministry of Education MUSIC 8 TO 10 Integrated Resource Package 1995 Province of British Columbia Ministry of Education IRP 018 TABLE OF CONTENTS PREFACE: USING THIS INTEGRATED RESOURCE PACKAGE Preface................................................................

More information

Cosmopolitan Music Society Performance Standards for Ensemble Members

Cosmopolitan Music Society Performance Standards for Ensemble Members Cosmopolitan Music Society Performance Standards for Ensemble Members Auditions are held annually for all NEW members wishing to join the Cosmopolitan Music Society. The audition process is designed to

More information

Silver Burdett Making Music

Silver Burdett Making Music A Correlation of Silver Burdett Making Music Model Content Standards for Music INTRODUCTION This document shows how meets the Model Content Standards for Music. Page references are Teacher s Edition. Lessons

More information