Wallingford Public Schools - HIGH SCHOOL COURSE OUTLINE

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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