Loudoun County Public Schools. Middle School Choral Curriculum Guide 2008 Revision
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1 Loudoun County Public Schools Middle School Choral Curriculum Guide 2008 Revision Dr. Edgar B. Hatrick, Superintendent Ned D. Waterhouse, Deputy Superintendent Sharon D. Ackerman, Assistant Superintendent for Instruction Peter J. Hughes, Director of Curriculum and Instruction Melvin S. Harmon, Music Supervisor Michael E. Pierson, Music Specialist Curriculum Revision Committee: Tammy Lanham Mary Ann Casey Cristin Williamson
2 PHILOSOPHY The Loudoun County Middle School Choral Curriculum consists of a well- planned sequence of developmentally appropriate experiences leading to clearly defined vocal skills and knowledge. Singing, playing instruments, moving to music, and creating music enable middle school-age children to acquire musical skills and knowledge that can be developed in no other way. Learning to read and notate music gives them a skill with which to explore music independently and with others. Listening to, analyzing and evaluating music are important building blocks of musical learning. To participate fully in today s diverse global society, students must understand their own historical and cultural heritage and those of others within their communities and beyond. Furthermore, the inclusion of various forms of music technology provides a springboard for student creativity and generates excitement about the world of possibilities that are inherent in music today. The Loudoun County Curriculum is aligned with the National Standards for Arts Education, which have three purposes: 1. To create a coherent vision of what it means to be educated in music. 2. To provide a foundation for building a balanced, comprehensive, and sequential curriculum in music. 3. To provide specific assistance in improving the music curriculum. * The nine National Standards are: 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 melodies, variations and accompaniments 4. Composing and arranging music within specified guidelines 5. Reading and notating music 6. Listening to and analyzing music 7. Evaluating music and music performances 8. Understanding relationships between music, the arts, and disciplines outside the arts 9. Understanding music in relation to history and culture *From The School Music Program: A New Vision, published by the Music Educators National Conference (MENC). Copyright 1994 by MENC. Reproduced with permission. The complete National Standards and additional materials relating to the Standards are available from the Music Educators National Conference, 1806 Robert Fulton Drive, Reston, VA (telephone ) These standards are designed to reflect a national consensus concerning the highest priority skills and knowledge young people should acquire in music. They apply to EVERY student. Although music instruction in school is important in the development of those students who are talented in music, its primary purpose is to improve the quality of life for ALL students by developing their capabilities to participate fully in musical culture. The woods would be very silent if no birds sang there except those that sing the best. Henry David Thoreau
3 CHORUS 6 Chorus 6 is one of the courses offered to fulfill the music requirement in the sixth grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Through the program, experiences will be provided for the student to explore the fundamentals of good singing. The basic elements of music theory and score reading techniques will be incorporated. In addition, the students will experience success through individual and group achievement and expand their musical and aesthetic awareness. Chorus 6 meets every other day for half of a block, which is approximately 45 minutes in length. Participation in performance activities is required. Singing Fundamentals 6.1 The student will demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout their singing range. 6.2 The student will sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. 6.3 The student will sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. 6.4 The student will sing stepwise melodies using solfege syllables in major keys. 6.5 The student will perform dynamics and tempos as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. B. Identify and apply basic tempo markings. C. Sing with appropriate expression using stylistic interpretation. 6.6 The student will sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, partner songs. B. Sing literature in two-part harmony.
4 Performance and Improvisation 6.7 The student will sing literature with and without instrumental accompaniment. A. Students will sing choral selections a capella in the classroom or stage setting B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, orff instruments, African drums, handchimes, kazoos or movement. 6.8 The student will sing music literature in languages other than English. 6.9 The student will respond to basic conducting gestures The student will improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in a style similar to given rhythmic and melodic phrases. B. Use multimedia applications in creating original music and choral accompaniments. Music Theory 6.11 The student will read and write basic music notation. A. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. B. Sight read and sing, from simple notation, a four-measure phrase. C. Read and perform rhythmic patterns using various meters. D. Identify intervals that step, skip, and repeat by sight and sound The student will identify simple musical forms. A. Identify similar and contrasting phrases. B. Recognize visually and aurally AB and ABA forms. Judgment and Criticism 6.13 Students will listen to and analyze music. A. Critique live or recorded vocal performances using specific criteria. B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures.
5 Aesthetics 6.14 The student will compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. B. Recognize similar themes between music and other school subjects The student will demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. B. Demonstrate concert etiquette as a performer and listener.
6 CHORUS 7 Chorus 7 is an elective in the seventh grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Students will expand their knowledge of music theory, sight reading, vocal production and musicianship. Students will experience the dedication and team work that is required in a choral ensemble. Seventh grade chorus meets every other day for half of a block (which is approximately 45 minutes in length). Students are required to participate in two concerts during the school year. At the discretion of the choral director, students in Chorus 7 may have the opportunity to audition for and attend All-County and District Choirs. Summer programs are available for students who wish to continue vocal study after the school year. Information and applications for those programs, such as Summer in the Arts and PAVAN (Performing and Visual Arts Northwest) can be found on the Loudoun County Public Schools web page Loudoun.k12.va.us Singing Fundamentals 7.1 The student will demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout their singing range. 7.2 The student will sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. 7.3 The student will sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. 7.4 The student will sing using solfege syllables in major keys. A. Sing stepwise melodies. B. Sing simple intervals C. Introduce Kodaly hand signs. D. Introduce sight-singing exercises.
7 7.5 The student will perform dynamics and tempos as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. B. Identify and apply basic tempo markings. C. Sing with appropriate expression using stylistic interpretation. 7.6 The student will sing music literature in languages other than English 7.7 The student will sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, partner songs. B. Sing literature in two and/or three part harmony. Performance and Improvisation 7.8 The student will sing literature with and without instrumental accompaniment. A. Students will sing choral selections a capella in the classroom or stage setting B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, Orff instruments, African drums, hand chimes, kazoos or movement. 7.9 The student will respond to conducting patterns for simple, changing and mixed meters The student will improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in a style similar to given rhythmic and melodic phrases. B. Use multimedia applications in creating original music and choral accompaniments Students will start to use listening skills to improve the balance and blend of their ensemble. Music Theory 7.12 The student will read and write basic music notation. A. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. B. Sight read and sing, from simple notation, a four-measure phrase. C. Read and perform rhythmic patterns using various meters. D. Identify intervals that step, skip, and repeat by sight and sound. E. Recognize male vocal parts written in bass clef.
8 7.13 The student will identify simple musical forms. A. Identify similar and contrasting phrases. B. Recognize visually and aurally AB and ABA forms. Judgment and Criticism 7.14 Students will listen to and analyze music. Aesthetics A. Critique live or recorded vocal performances using specific criteria. B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures The student will compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. B. Recognize similar themes between music and other school subjects The student will demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. B. Demonstrate concert etiquette as a performer and listener.
9 CHORUS 8 Chorus 8 is an elective in the eighth grade curriculum. This course is designed for those students who enjoy singing and desire to learn more about their singing voice. Chorus 8 is intended to prepare students to continue their vocal studies at the high school level. Students will expand their knowledge of music theory, sight reading, vocal production and musicianship. Students will experience the dedication and team work that is required in a choral ensemble. Eighth grade chorus meets every other day for a block (which is 90 minutes in length). Students are required to perform in a minimum of 2 concerts during the school year. Chorus 8 students have the opportunity to audition for and attend All-County and District Choirs. At the discretion of the director, Chorus 8 students may also participate in District Choral Festival. Summer programs are available for students who wish to continue vocal study after the school year. Information and applications for those programs, such as Summer in the Arts and PAVAN (Performing and Visual Arts Northwest) can be found on the Loudoun County Public Schools web page Loudoun.k12.va.us Singing Fundamentals 8.1 The student will demonstrate proper posture and breathing techniques to support vocal production. A. Demonstrate the operation of the vocal mechanism and recognize vocal anatomy. B. Use breathing techniques to support vocal production throughout their singing range. 8.2 The student will sing with a free and clear tone, using accurate intonation. A. Sing developmentally appropriate vocal exercises. B. Learn to use proper head voice. 8.3 The student will sing with purity of vowels and clarity of consonants. A. Produce pure vowel sounds ah, eh, ee, oh, and oo. B. Articulate consonant sounds. 8.4 The student will sing using solfege syllables in major keys. E. Sing stepwise melodies. F. Sing simple and complex intervals. G. Introduce Kodaly hand signs.
10 8.5 Introduce sight-singing exercises The student will perform dynamics and tempos as indicated by markings in the score in both solo and ensemble singing. A. Apply dynamic markings, including p, mp, mf, f, crescendo, decrescendo. B. Identify and apply basic tempo markings. C. Sing with appropriate expression using stylistic interpretation. 8.6 The student will sing classic choral literature in languages such as Latin or Italian. 8.7 The student will sing an assigned vocal part. A. Sing at least three of the following: rounds, canons, descants, partner songs. B. Sing literature in two, three or four-part harmony. Performance and Improvisation 8.8 The student will sing literature with and without instrumental accompaniment. A. Students will sing choral selections a capella in the classroom or stage setting B. Accompaniment options may include piano, traditional band/orchestral instruments, guitar, recorder, Orff instruments, African drums, hand chimes, kazoos or movement. 8.9 The student will respond to conducting patterns for simple, changing and mixed meters Demonstrate conducting patterns in duple, triple, and compound meters The student will improvise short melodic and rhythmic patterns in response to aural prompts. A. Improvise responses in a style similar to given rhythmic and melodic phrases. B. Use multimedia applications in creating original music and choral accompaniments Students will use listening skills to improve the balance and blend of their ensemble. Music Theory 8.13 The student will read and write basic music notation. A. Read notes in both treble and bass clef. B. Identify notes and rests (whole, half, quarter, eighth, sixteenth), basic symbols, and terms. C. Sight read and sing, from simple notation, a four-measure phrase.
11 D. Read and perform rhythmic patterns using various meters. E. Identify intervals that step, skip, and repeat by sight and sound. F. Recognize male vocal parts written in bass clef The student will identify simple musical forms. A. Identify similar and contrasting phrases. B. Recognize visually and aurally AB and ABA forms. Judgment and Criticism 8.15 Students will listen to and analyze music. A. Critique live or recorded vocal performances using specific criteria. B. Compare and contrast various musical styles, genres and time periods. C. Recognize the functions of vocal/choral music in various cultures. Aesthetics 8.16 The student will compare music to the other fine arts. A. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts. B. Recognize similar themes between music and other school subjects The student will demonstrate an awareness of the collaborative nature of the choral art. A. Contribute to the success of the ensemble. B. Demonstrate concert etiquette as a performer and listener.
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