Students will know Vocabulary: harmony chord progression improvisation

Transcription

1 HS Choir Proficient Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? 4. When is a creative work ready to share? Essential harmony, chord progression, improvisation, genre, mood, melody, major and minor tonality, interval, key signature elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony), articulation (i.e. staccato, legato, tenuto, marcato) Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose. HS Proficient.1: Generate ideas for an original improvisation and/or composition. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. Students will be able to. generate musical ideas for a specific purpose; record or notate those ideas. select multiple ideas to develop into a finished product demonstrating the effective use of unity/variety. explain the reasons for the choices. harmony chord progression improvisation music supplies a medium for self-expression. musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. improvise a basic harmony part to a well-known song based on a I-IV-V chord progression.

2 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. HS Proficient.2: Using technology, develop a plan to present musical ideas and talk about their selections. Artists creative choices are influenced by their experience, context, and expressive intent. Students will be able to. describe a plan to develop a compositional idea for a specific purpose or mood and include how elements of music convey expressive intent and unity/variety, and how personal experiences influence musical choices. genre mood melody major and minor tonality interval style in music refers to performing in a certain way that identifies with a particular person, group, or time period. artists creative choices are influenced by their experience, context, and expressive intent. identify the choral style of performed literature in class.

3 Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. HS Proficient.3: Using technology, create and edit a project. Artists share their work through performance. create, evaluate, and refine a composition that realizes the creative intent by including unity/variety. use feedback from others to improve craftsmanship. genre key signature melody harmony musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. using accurate musical vocabulary allows people to communicate using the language of music. being able to describe and analyze music gives one a more in-depth understanding of music as a whole. as a class, modify a wellknown song or piece of class repertoire.

4 Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. HS Proficient.4: Present their project for peers/informal audience. To express their musical ideas, performers analyze, evaluate and refine their works over time through planned practice, feedback, reflection, and collaboration. present an original composition that conveys a mood through craftsmanship; and explain how the elements of music, articulation, and unity/variety are used to communicate the expressive intent. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) genre mood artists presentation of creative work is the culmination of a process of creation and communication. musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. present an original composition/ improvisation/ arrangement through craftsmanship. give feedback to their peers about their composition/ improvisation/ arrangement.

5 HS Choir Proficient Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the work influence our response? 3. How do we discern the composer s/arranger s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance? Essential articulation (i.e. staccato, legato, tenuto and marcato),tension/release, dynamics, historical context, articulation (i.e. staccato, legato, tenuto and marcato),form, elements of music, tension/release, historical context, cultural context, form, genre, style, blend, intonation, dynamics Anchor Standard 1: Support the choice of music for a specific purpose or situation. HS Proficient.1: Listen to a variety of music. Individual selection of work is influenced by their interests, experiences, understandings and purposes. music has common articulation components such as texture, select two pieces of music in tension/release form, style and genre. or perform. different styles to listen to or dynamics music is utilized for perform. historical context expression of emotions in describe the compositional society. and performance music terminology can be characteristics that influence used to discuss music. situations. their choice. music can be broken down tell how the music connects to their interests and experiences. into common elements. select two pieces of music in contrasting styles to listen to describe characteristics of musical works and vocal styles that make them appropriate for specific identify, define, and demonstrate knowledge of all terms regarding tempo, style and dynamics as experienced in the selected literature.

6 Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. HS Proficient.2: Analyze the musical elements and compositional techniques of a variety of musical selections. Understanding the structure and context of the work influences your response. analyze the composer s/arranger s or performer s use of elements of music, unity/variety, and cultural and stylistic contexts to express the intent. articulation form elements of music tension/release historical context cultural context form genre style composers/arrangers and performers manipulate elements within an historical/cultural context. explore the genre, style, composer, and historical background of repertoire being studied.

7 Anchor Standard 3: Support an interpretation of a work that reflects the composers/performers expressive intent. HS Proficient.3: Discuss the relationship between the musical elements and the interpretation. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. describe how the composer/arranger uses compositional and performance characteristics to convey expressive intent. include their understanding of the cultural/historical context of the piece and how it impacted the interpretation. articulation tension/release historical context cultural context through their use of the elements and structures of the art form, composers/arrangers and performers provide clues to their expressive intent. musical elements can be used to compare two recordings from the same or different composers. describe how the composer/arranger uses compositional and performance characteristics to convey expressive intent. explain their understanding of the cultural/historical context of the piece and how it impacted the interpretation. use appropriate musical terminology in discussing the quality of choral performances. compare exemplary recordings and/or live performances of current repertoire.

8 Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. HS Proficient.4: Evaluate a musical performance. Quality performances are influenced by analysis, interpretation, and established criteria. evaluate a performance or composition created for a specific purpose using a list of criteria. discuss how the characteristics are used to create an expressive and effective performance/composition. elements of music tension/release historical context blend intonation dynamics the personal evaluation of artistic work and performance is informed by analysis, interpretation, and established criteria. they can apply musical criteria to their own performances and the recordings of others. discuss the accuracy and effectiveness of individual and group performances. discuss how the musical characteristics are used to create an expressive and effective performance.

9 HS Choir Proficient Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. When is a work judged ready to perform? 6. How do context and performer presentation influence audience response? 7. How do individuals and ensembles present and demonstrate their musical skills? Essential major historical musical eras (e.g. Renaissance, Baroque etc), basic musical terms (e.g. time signature, key signature, pitch), basic musical forms (e.g. ABA, AB, strophic, etc.), basic symbols (e.g. treble clef, bass clef, time signature, key signature, quarter note, eighth note, half note, whole note, and basic dynamics), elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony), articulation (i.e. staccato, legato, tenuto, marcato), dynamics (e.g. pp, mp, mf, f, ff, crescendo, decrescendo), tension/release (both harmonic and dynamic), intonation, balance and blend, basic anatomy for the breathing process, (e.g. lungs, ribs, larynx, trachea), musculature, intercostal, timbre, concert, recital, festival, public-service. Anchor Standard 1: Select work(s) to present based on interest, knowledge, ability, and context. HS Proficient.1: Analyze a selection from the current performing repertoire. explain how the technical/ expressive characteristics (i.e. articulation, tension/release) and contextual characteristics (i.e. historical) make this an appropriate song choice. Select repertoire based on student interest, knowledge, ability and context. major historical musical eras (e.g. Renaissance, Baroque etc). basic musical terms (e.g. time signature, key signature, pitch) performers interest in and/or knowledge of a work, understanding of their own abilities, and the context for their performance influence the selection of repertoire. study and sing selections representing various historical periods, styles, and cultures. compare and contrast the functions of vocal/choral music in various cultures. sing at least one foreign language piece throughout the year.

10 Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. HS Proficient.2: Analyze a selection from the current performing repertoire. Analyzing the structure and historical/ cultural context of music influences performance analyze expressive/ technical (i.e. articulation, tension/release) and contextual characteristics (i.e. historical) of the piece and how each influences the performance. basic musical forms (e.g. ABA, AB, strophic, etc.) basic symbols (e.g. treble clef, bass clef, time signature, key signature, quarter note, eighth note, half note, whole note, and basic dynamics) composers/arrangers manipulate elements within the historical/cultural context to provide insight into their intent and how this influences performance. Anchor Standard 3: Create personal interpretation that considers creator s intent. HS Proficient.3: Listen to and/or observe two versions of the same song, preferably from current choral repertoire. Performers make interpretive decisions based on personal understanding of the work and the creator s intent explain the expressive/technical (i.e. elements of music, articulation and tension release) and contextual (i.e. historical) characteristics of two versions of the same piece, including how they convey the composer s/arranger s intent, and perform their interpretation. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) dynamics (e.g. pp, mp, mf, f, ff, crescendo, decrescendo) performers make interpretative decisions based on personal understanding of the work and the composer s/arranger s intent. read and notate the musical symbols in their current repertoire. read and write rhythmic patterns in simple meters and various tempos. recognize and perform music in various forms, including AB, ABA, and strophic. conceptualize their own personal experiences and relate them to their current repertoire. interpret mood and dynamics in performance. sing with basic expressive phrasing based on personal interpretation of the piece.

11 Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individually or in collaboration with others. HS Proficient.4: Demonstrate growth throughout the rehearsal-performance cycle. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration rehearse, evaluate and refine their individual and ensemble performance(s), using teacher/peer feedback (i.e. effectiveness), and classcreated criteria (i.e. stylistic characteristics) and selfevaluation to improve over time. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic and dynamic) intonation balance and blend basic anatomy for the breathing process (e.g. lungs, ribs, larynx, trachea) musculature (diaphragm) intercostal in order to express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection, and collaboration. demonstrate a developing application of proper breath control. demonstrate a developing application of proper singing posture. sing with an increasingly free and clear tone. produce Latin vowelsah,eh,ee,oh, and oo- across the vocal range. identify and articulate consonants. demonstrate developing control throughout the vocal range. sing in small ensembles with three-four voices on a part. formulate basic questions related to criteria for selfevaluation of vocal/choral performances.

12 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. HS Proficient.5: Demonstrate choral singing using expressive qualities in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to respond to the conductor in order to successfully perform choral literature for an audience demonstrate proper breathing techniques, good intonation and appropriate stage presence adjust balance and blend to the needs of the group demonstrate technical accuracy (i.e. articulation, tension/release, historical context) elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) timbre articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic, dynamic, and word stress) intonation balance and blend a performance is judged based on quality standards that vary across time, place, and cultures. the context and how a work is presented influences the audience response. use basic dynamics, tempo, blend, and balance in a group performance. apply dynamic markings, including pp, p, mp, mf, f, ff, crescendo, decrescendo. respond to basic conducting prompts. respond to music through movement in the rehearsal process. Anchor Standard 6: Perform, individually and in groups, appropriate literature that matches the ability level of the performer and the performance ensemble. HS Proficient.6: Perform, individually and in groups, in accordance to the grade and ability level of the HS proficient choir class. Performing to a high standard of skills produces a worthy performance. Student will be able to demonstrate 8 th grade level skills to successfully perform in front of an audience. concert recital festival public-service concerts, recitals, festivals, public-service performances are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate HS proficient grade level skills to successfully perform in front of an audience.

13 HS Accomplished Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? 4. When is a creative work ready to share? Essential genre, mood, melody, arrangement, style, key signature, articulation, harmony, elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose. HS Accomplished.1: Generate ideas for an original improvisation and/or composition. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. Students will be able to. improvise a basic harmony part to a well-known song based on a I-IV-V chord progression. genre mood melody arrangement music supplies a medium for self-expression. being able to describe and analyze music gives one a more in-depth understanding of music as a whole. musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. compare an arrangement to an original work and discuss the differences. improvise a harmony part to a well-known song based on a I-IV-V chord progression.

14 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. HS Accomplished.2 Using technology, develop a plan to present musical ideas and talk about their selections. Artists creative choices are influenced by their experience, context, and expressive intent. Students will be able to. identify the choral style of performed literature in class. genre style mood artists creative choices are influenced by their experience, context, and expressive intent. everyone can perform and respond to music in meaningful ways such as speeches, electronic presentations, and live presentations. compare and contrast the differing choral styles of literature performed in class.

15 Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. HS Accomplished.3: Using technology, create and edit a project. Artists evaluate and refine work through feedback, flexibility, and persistence. as a class, modify a wellknown song or piece of class repertoire. genre style mood key signature articulation melody harmony musicians have an infinite number of choices with regard to combinations of musical elements. improvisation provides a means of musical expression and experimentation that is not dependent upon a requisite level of technical skills. using accurate musical vocabulary allows people to communicate using the language of music. improvise a melody or harmony to fit current repertoire. describe how improvisation provides for a wide variety of musical possibility, making each experience unique and relevant to the user.

16 Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. HS Accomplished.4: Present their project for peers/informal audience. Artists share their work through performance. present an original composition/ improvisation/ arrangement through craftsmanship. give feedback to their peers about their composition/ improvisation/arrangem ent. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. different cultures use different combinations of sounds to create different feelings. technology allows performers of all musical skill levels to improvise using voice or instrumental modalities to create original works as a means of personal or group expression. present an original composition/ improvisation/ arrangement through craftsmanship. give feedback to their peers about their composition/ improvisation/ arrangement. improvise short rhythmic and melodic phrases in front of the class.

17 HS Choir Accomplished Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the work influence our response? 3. How do we discern the composer s/arranger s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance? Essential articulation (i.e. staccato, legato, tenuto and marcato), tension/release, historical context, form, elements of music, cultural context, dynamics, blend, intonation, musical genre Anchor Standard 1: Support the choice of music for a specific purpose or situation. HS Accomplished.1: Listen to a variety of music. select two pieces of music in contrasting styles to listen to or perform. understand and describe characteristics of musical works and vocal styles that make them appropriate for specific situations. identify, define, and demonstrate knowledge of all terms regarding tempo, style and dynamics as experienced in the selected literature. articulation tension/release historical context music has common components such as texture, form, style and genre. music is utilized for expression of emotions in society. music terminology can be used to discuss music and it s impacts. music can be broken down into common elements. make independent judgments of ensemble quality. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. explore the genre, style, composer, and historical background of repertoire being studied.

18 Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. HS Accomplished.2: Analyze the musical elements and compositional techniques of a variety of musical selections. music can be broken down articulation form into common elements. analyze the composer s/arranger s or performer s use of articulation, elements of music, form, tension/release, and historical, cultural, and stylistic contexts to express the intent. explore the genre, style, composer, and historical background of repertoire being studied. elements of music tension/release historical context cultural context form common elements can be utilized as scaffolding in a discussion for a response about music. the component parts in music can be determined visually and aurally. through investigating visual and aural means they can discuss the composers intentions in the music. identify, define, and demonstrate knowledge of all terms regarding tempo, style, and dynamics as experienced in the selected literature. demonstrate understanding of similarities and differences in music forms by listening and comparing selected musical recording or performance repertoire (i.e. AB, ABA, rondo, strophic, through-composed, etc). use appropriate musical terminology in analyzing the quality of choral performances. explore the genre, style, composer, and historical background of repertoire being studied. analyze and discuss basic compositional elements heard in choral works being studied.

19 Anchor Standard 3: Support an interpretation of a work that reflects the composers/performers expressive intent. HS Accomplished.3: Discuss the relationship between the musical elements and the interpretation : describe how the composer/arranger uses compositional and performance characteristics (i.e. articulation, tension/release, historical context) to convey expressive intent. explain their understanding of the cultural/historical context of the piece and how it impacted the interpretation. use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances. compare the qualities of performances to exemplary recording and/or live performances. articulation tension/release historical context cultural context musical elements can be used to compare two recordings from the same or different composers. the text in a piece can be utilized to discuss the composers intentions. compare two recordings of a choral work and note similarities and differences. compare choral works with similar characteristics to enhance understanding and interpretation of the music. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied.

20 Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. HS Accomplished.4: Evaluate a musical performance. develop and apply a list of musical criteria (breathing, blend, balance, intonation, style, dynamics, etc) and extra-musical criteria (appearance, performance demeanor etc) for evaluating the accuracy and effectiveness of individual and group performances. discuss how the musical characteristics (i.e. tension/release, historical context) are used to create an expressive and effective performance. elements of music tension/release historical context dynamics blend intonation musical genre they can apply musical criteria to their own performances and the recordings of others. composers have a unique combination of musical characteristics that typify their work. evaluate the accuracy and effectiveness of individual and group performances. use appropriate musical terminology analyzing in evaluating the quality of choral performances. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. explore the genre, composer, and historical background of repertoire being studied.

21 HS Accomplished Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. When is a work judged ready to perform? 6. How do context and performer presentation influence audience response? 7. How do individuals and ensembles present and demonstrate their musical skills? Essential major historical musical eras (e.g. Renaissance, Baroque etc)., basic musical terms (e.g. time signature, key signature, modulation, compound meter, simple meter), basic musical forms (e.g. ABA, AB etc.), Compound and simple meters, basic symbols and terms (e.g. time signature, key signature, treble clef, bass clef, rhythmic notation, basic dynamics), elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony), articulation (i.e. staccato, legato, tenuto, marcato), dynamics (e.g. pp, mp, mf, f, ff, crescendo, decrescendo, messa di voce), mood, basic vocal anatomy (i.e. vocal folds, larynx), consonants and vowels, tension/release (both harmonic, dynamic, and word stress), intonation, timbre, balance and blend, concert, recital, festival, publicservice Anchor Standard 1: Select work(s) to present based on interest, knowledge, ability, and context. HS Accomplished.1: Discuss a selection from the current performing repertoire. study and sing selections representing various historical periods, styles, and cultures. compare and contrast the functions of vocal/choral music in various cultures sing at least one foreign language piece throughout the year. Select repertoire based on student interest, knowledge, ability and context. performers interest in major historical musical eras and/or knowledge of a (e.g. Renaissance, Baroque etc). work, understanding of their basic musical terms (e.g. time own abilities, and the signature, key signature, context for their modulation, compound meter, performance influence the simple meter) selection of repertoire. study and sing selections representing various historical periods, styles, and cultures. describe basic distinguishing characteristics of the current repertoire as a representative of vocal/choral music from a variety of historical periods and cultures. sing at least two foreign language pieces throughout the year.

22 Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. HS Accomplished.2 Analyze a selection from the current performing repertoire. Analyzing the structure and historical/ cultural context of music influences performance read and write music notation, including basic symbols, and terms. read and write rhythmic patterns in simple meters and various tempos. recognize and perform music in various forms, including AB, ABA, and strophic. basic musical forms (e.g. ABA, AB etc.) compound and simple meters basic symbols and terms (e.g. time signature, key signature, treble clef, bass clef, rhythmic notation, basic dynamics) composers/arrangers manipulate elements within the historical/cultural context to provide insight into their intent and how this influences performance. Anchor Standard 3: Create personal interpretation that considers creator s intent. HS Accomplished.3: Listen to and/or observe two versions of the same song, preferably from current choral repertoire. Performers make interpretive decisions based on personal understanding of the work and the creator s intent conceptualize their own personal experiences and relate them to their current repertoire. interpret mood and dynamics in performance. sing with basic expressive phrasing based on personal interpretation of the piece. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) dynamics (e.g. pp, mp, mf, f, ff, crescendo, decrescendo, messa di voce) mood performers make interpretative decisions based on personal understanding of the work and the composer s/arranger s intent. read and write rhythmic patterns in simple and compound meters and various tempos. recognize and perform music in various forms, including AB, ABA, and strophic. conceptualize their own personal experiences and relate them to their current repertoire. interpret mood, tempo, and dynamics in performance. sing with developing expressive phrasing based on personal and group interpretation of the piece.

23 Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individually or in collaboration with others. HS Accomplished.4: Demonstrate growth throughout the rehearsal-performance cycle. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration demonstrate a consistent application of proper breath control. demonstrate a consistent application of proper singing posture. sing with a largely free and clear tone. produce pure vowelsah,eh,ee,oh, and oo-across the vocal range identify and articulate consonants. demonstrate basic control throughout the vocal range sing in small ensembles with three-four voices on a part. formulate basic questions related to criteria for selfevaluation of vocal/choral performances. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic and dynamic) intonation timbre balance and blend basic vocal anatomy (i.e. vocal folds, larynx) consonants and vowels in order to express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection, and collaboration. demonstrate a consistent application of proper breath control. demonstrate a consistent application of proper singing posture demonstrate basic knowledge of vocal anatomy through vocal production. sing with a free and clear tone, using consistently accurate intonation. produce pure vowels across the vocal range. consistently identify and articulate consonants. demonstrate developing control throughout the vocal range. sing in small ensembles with two-three voices on a part. formulate questions related to criteria for self-evaluation of vocal/choral performances.

24 Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. HS Accomplished.5: Demonstrate choral singing using expressive qualities in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to use basic dynamics, tempo, blend, and balance in a group performance. apply dynamic markings, including pp, p, mp, mf, f, ff, crescendo, decrescendo. respond to conducting prompts regarding blend and balance. respond to music through movement in the rehearsal process. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) tension/release (both harmonic, dynamic, and word stress) intonation balance and blend a performance is judged based on quality standards that vary across time, place, and cultures. the context and how a work is presented influences the audience response. use dynamics, tempo, blend, and balance in a group performance. apply dynamic markings, including pp, p, mp, mf, f, ff, crescendo, decrescendo. respond to conducting prompts regarding blend and balance. respond to music through movement as appropriate for diverse styles of music sing in a manner reflecting the expressive qualities of music in performance. Anchor Standard 6: Perform, individually and in groups, appropriate literature that matches the ability level of the performer and the performance ensemble. HS Accomplished.6: Perform, individually and in groups, in accordance to the grade and ability level of the HS accomplished choir class. Performing to a high standard of skills produces a worthy performance. Student will be able to demonstrate HS proficient grade level skills to successfully perform in front of an audience. concert recital festival public-service concerts, recitals, festivals, public-service performances are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate HS accomplished grade level skills to successfully perform in front of an audience.

25 HS Advanced Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? 4. When is a creative work ready to share? Essential genre, style, mood, melody, arrangement, timbre, musical eras, progression, improvisation, style, meter, tonality, key signature, articulation, harmony, musical eras, harmonic progression, elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony), articulation (i.e. staccato, legato, tenuto, marcato), timbre, technology programs, modality Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose HS Advanced.1: Generate ideas for an original improvisation and/or composition. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources. Students will be able to. compare an arrangement to an original work and discuss the differences. improvise a harmony part to a well-known song based on a I-IV-V chord progression. genre style mood melody arrangement timbre musical eras progression improvise style meter tonality music supplies a medium for self-expression. being able to describe and analyze music gives one a more in-depth understanding of music as a whole. musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. compositional limits (e.g. key signature, meter, instrumentation) provide freedom for self-expression. compare an arrangement to the original work and analyze the differences. create music to integrate with other media. improvise original melodies over a given chord progression. discuss elements of music that makes a composition unique, and incorporate some of these elements in an original composition.

26 Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. HS Advanced.2: Using technology, develop a plan to present musical ideas and talk about their selections. Artists creative choices are influenced by their experience, context, and expressive intent. Students will be able to. compare and contrast the differing choral styles of literature performed in class. genre style mood artists creative choices are influenced by their experience, context, and expressive intent. everyone can perform and respond to music in meaningful ways such as speeches, electronic presentations, and live presentations. collaboration enhances perception and requires persistence in selfmonitoring and decision making to work for the benefit of a common goal.. defend a personal choice of which piece you like better, using musical terminology. compare and contrast the differing choral styles of literature performed in class.

27 Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. HS Advanced.3: Using technology, create and edit a project. Artists evaluate and refine work through feedback, flexibility, and persistence. improvise a melody or harmony to fit current repertoire. describe how improvisation provides for a wide variety of musical possibility, making each experience unique and relevant to the user. genre style mood key signature articulation melody harmony musical eras harmonic progression improvisation musicians have an infinite number of choices with regard to combinations of musical elements that have an effect on the musical composition. improvisation provides a means of musical expression and experimentation that is not dependent upon a requisite level of technical skills. using accurate musical vocabulary allows people to communicate using the language of music. collaborate with a small group to improvise a melody or harmony to fit current repertoire. describe how improvisation provides for a wide variety of musical possibility, making each experience unique and relevant to the user.

28 Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. HS Advanced.4: Present their project for peers/informal audience. Artists share their work through performance. present an original composition/ improvisation/ arrangement through craftsmanship. give feedback to their peers about their composition/ improvisation/ arrangement. improvise short rhythmic and melodic phrases in front of the class. elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony) articulation (i.e. staccato, legato, tenuto, marcato) genre style mood timbre technology programs modality musicians have an infinite number of choices with regard to combinations of musical elements. different cultures use different combinations of sounds to create different feelings. technology allows performers of all musical skill levels to improvise using voice or instrumental modalities to create original works as a means of personal or group expression. present an original composition/ improvisation/ arrangement through craftsmanship. give feedback to their peers about their composition/ improvisation/ arrangement. improvise increasingly complex rhythmic and melodic phrases in front of the class.

29 HS Choir Advanced Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the work influence our response? 3. How do we discern the composer s/arranger s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance? Essential articulation (i.e. staccato, legato, tenuto and marcato), tension/release, historical context, genre, voicing, song structure/form, musical eras, form, cultural context, elements of music (i.e. form, dynamics, tempo, rhythm, melody and harmony), ensemble clarity, intonation, blend, phrasing, tempo

30 Anchor Standard 1: Support the choice of music for a specific purpose or situation. HS Advanced.1: Listen to a variety of music. identify and describe how music is used in a society/culture for entertainment, education, recreation, furthering traditions, political, commercialism, intellectual expression etc. understand and describe characteristics of musical works and vocal styles that make them appropriate for specific situations. make independent judgments of quality regarding ensemble clarity, tone, intonation, balance, blend, technical skill and facility, musicality and structure. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. explore the genre, style, composer, and historical background of repertoire being studied. articulation tension/release historical context genre voicing song structure/form musical eras music has common components such as texture, form, style and genre. music is utilized for expression of emotions in society. music terminology can be used to discuss music. all music has common elements. discuss the musical qualities in choral repertoire heard or studied that evoke various.responses or emotions in listeners and performers listen to recordings of a variety of ensembles and repertoire. Identify and describe voicing, language, accompaniment, texture, form, compositional devices, and genre. make independent judgments of quality regarding ensemble clarity, tone, intonation, balance, blend, technical skill and facility, musicality and structure. identify, define, and demonstrate knowledge of all terms regarding tempo, style and dynamics as experienced in the selected literature. listen to and independently classify and categorize music by genre, basic style (method of performance/expression) and basic historical periods (renaissance, baroque, classical, romantic, modern). explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning.

31 Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. HS Advanced.2: Analyze the musical elements and compositional techniques of a variety of musical selections. identify, define, and demonstrate knowledge of all terms regarding tempo, style, and dynamics as experienced in the selected literature. demonstrate understanding of similarities and differences in music forms by listening and comparing selected musical recording or performance repertoire (i.e. AB, ABA, rondo, strophic, through-composed, etc). listen to, analyze, and discuss the relationship of movements or sections of larger musical works being sung such as the mass or oratorio. use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances. explore the genre, style, composer, and historical background of repertoire being studied. analyze and discuss basic compositional elements heard in choral works being studied such as form, meter, cadences, harmonic progressions, phrasing, and modulation, and their effect on performance. articulation form elements of music tension/release historical context cultural context form Students will understand that music has common elements. common elements can be utilized as scaffolding in a discussion for a response about music. the component parts in music can be determined visually and aurally. identify, define, and demonstrate knowledge of all terms regarding tempo, style, and dynamics as experienced in the selected literature. demonstrate understanding of similarities and differences in music forms by listening and comparing selected musical recording or performance repertoire. listen to, analyze, and discuss the relationship of movements or sections of larger musical works being sung such as the mass or oratorio. use appropriate musical terminology in evaluating the quality of choral performances. explore the genre, composer, and historical background of repertoire being studied. analyze and discuss compositional elements heard in choral works and their effect on performances. explore the relationship of music and text in repertoire being studied.

32 Anchor Standard 3: Support an interpretation of a work that reflects the composers/performers expressive intent. HS Advanced.3: Discuss the relationship between the musical elements and the interpretation. compare two recordings of a choral work and note similarities and differences in phrasing, tempo, dynamic levels, tone quality, and use of articulations. compare choral works and other art forms with similar characteristics and effects to enhance understanding and interpretation of the music. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. articulation tension/release historical context cultural context musical elements can be used to compare two recordings from the same or different composers. the text in a piece can be utilized to discuss the composers intentions. compare two recordings of a choral work and note similarities and differences in phrasing, tempo, dynamic levels, tone quality, and use of articulations. compare choral works with similar characteristics to enhance understanding and interpretation of the music. use appropriate musical terminology in evaluating the quality of choral performances. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied.

33 Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. HS Advanced.4: Evaluate a musical performance. develop and apply a list of musical criteria (breathing, blend, balance, intonation, style, dynamics, etc) and extra-musical criteria (appearance, performance demeanor etc) for evaluating the accuracy and effectiveness of individual and group performances. make independent judgments of quality regarding: ensemble clarity, tone, intonation, balance, blend, technical skill and facility, musicality and structure. use appropriate musical terminology in establishing criteria and creating a rubric to be used in evaluating the quality of choral performances. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. explore the genre, style, composer, and historical background of repertoire being studied. elements of music tension/release historical context ensemble clarity intonation blend phrasing tempo articulations they can apply musical criteria to their own performances and the recordings of others. composers have a unique combination of musical characteristics that typify their work. evaluate the accuracy and effectiveness of individual and group performances. make independent judgments of quality regarding: ensemble clarity, tone, intonation, balance, blend, technical skill and facility, musicality and structure. use appropriate musical terminology in evaluating the quality of choral performances. compare two recordings of a choral work and note similarities and differences in phrasing, tempo, dynamic levels, tone quality, and use of articulations. compare choral works with similar characteristics to enhance understanding and interpretation of the music. discuss the musical qualities in choral repertoire heard or studied that evoke various responses or emotions in listeners and performers. explore the relationship of music and text in repertoire being studied, including understanding the text as literature and identifying musical devices that enhance its meaning. explore the genre, style, composer, and historical background of repertoire being studied.

34 HS Advanced Performing Essential Questions: 1) How do performers select repertoire? 2) How does understanding the structure and context of music influence performance? 3) How do performers interpret music? 4) How do performers improve the quality of their performance? 5) When is a work judged ready to perform? 6) How do context and performer presentation influence audience response? 7) How do individuals and ensembles present and demonstrate their musical skills? Essential major historical musical eras (e.g. Renaissance, Baroque etc)., modulation, major composers as they are introduced through repertoire, basic musical forms (e.g. ABA, AB, strophic), word painting, elements of music (e.g. form, dynamics, tempo, rhythm, melody and harmony), timbre, articulation (e.g. staccato, legato, tenuto, marcato), dynamics (e.g. pp, mp, mf, f, dd, crescendo, decrescendo, sfz, messa di voce etc), mood, tension/release (both harmonic and dynamic), intonation, balance and blend, basic vocal anatomy and physiology (e.g. larynx, vocal folds, adduction, abduction, trachea), musculature, IPA symbols and what sounds they represent, voiced and unvoiced consonants, dipthongs, concert, recital, festival, public-service