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 MUSIC THAT SHOULD CONSISTENTLY IMPROVE IN SKILL AND UNDERSTANDING OVER THE COURSE OF THE YEAR? A: Rehearsal Skills CFA = Instruction and class discussions based on the Rehearsal Skills Rubric A: Rehearsal Skills CFA = Rehearsal Skills Rubric UEQ: What are essential rehearsal skills? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. C. Music Thoery CFA = Classroom discussion and written self-assessment based on the note/rest value portion of the Music Theory Elements Checklist Instruction based on the Vocal Production Rubric A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric Instruction based on the Musical Expression Rubric 1 of 29
Content Skills Learning Targets Assessment Resources & Technology me. B1. Tone B2. Blend LT3. I can match a given pitch with my voice. B3. Intonation UEQ: What is music theory? C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find Instruction based on a combination of the Artistic Performance Rubrics 2 of 29
Content Skills Learning Targets Assessment Resources & Technology my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and selfreflection. F3. Discuss artistic intent of concert selections. E. Musical Expression LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. 3 of 29
Content Skills Learning Targets Assessment Resources & Technology F. Artistic Performance LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 4 of 29
Content Skills Learning Targets Assessment Resources & Technology October 2014 5 of 29
UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? C1. Note Names C2. Rhythmic Values A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning CFA = Verbal feedback during rehearsals based on the Vocal Production Rubric C. Music Thoery CFA = Classroom discussion and written self-assessment based on the note/rest value portion of the Music Theory Elements Checklist CSA = Written assessment based on the note naming and note/rest value portion of the Music Theory Elements Checklist CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric A: Rehearsal Skills Instruction based on the Rehearsal Skills Rubric CFA =Vocal Production Rubric CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric CFA = Musical Expression Rubric Instruction based on a combination of the Artistic Performance Rubrics 6 of 29
C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 7 of 29
F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent 8 of 29
November 2014 UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and CSA = Instructor assessment based on the Rehearsal Skills Rubric CSA = Recorded voice test on concert music based on the Vocal Production Rubric C. Music Thoery CFA = Classroom discussion and written self-assessment based on the musical symbol portion of the Music Theory Elements Checklist CSA = Recorded voice test on concert music based on the Musical Expression Rubric CFA = Watching and discussing concert videos A: Rehearsal Skills CSA =Rehearsal Skills Rubric CSA =Vocal Production Rubric CFA = Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric CSA = Musical Expression Rubric CFA = Discussion based on a combination of the Artistic Performance Rubrics 9 of 29
C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make 10 of 29
UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 11 of 29
December 2014 UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and CFA = Concert performance assessment based on the Artistic Performance - Concert Rubric and Self-Assessment CFA = Verbal feedback based on the Musical Expression Rubric CSA = Concert performance assessment CFA = Watching and discussing concert videos CSA = Concert performance assessment A: Rehearsal Skills Instruction based on the Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CFA = Artistic Performance - Concert Rubric and Self- Assessment CFA = Feedback and instruction based on the Musical Expression Rubric CSA = Musical Expression Rubric 12 of 29
C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make CFA = Discussion based on a combination of the Artistic Performance Rubrics CSA = Artistic Performance Rubrics 13 of 29
UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert Etiquette performer and audience etiquette. changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate performer and audience etiquette. 14 of 29
January 2015 UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and CFA = Instruction and class discussions based on the Rehearsal Skills Rubric C. Music Thoery CSA = Written assessment based on the musical symbol portion of the Music Theory Elements Checklist CFA = Sightreading packets A: Rehearsal Skills CFA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric CSA = Music Theory Elements Checklist CFA = Steps to Harmony Sightreading packets or other supplemental sight-reading practice material Instruction based on the Musical Expression Rubric 15 of 29
C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own Instruction based on the Artistic Performance Rubrics 16 of 29
UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. February 2015 UEQ: What are essential rehearsal skills? A1. Responsive A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' CFA = Instruction and class discussions based on the Vocal Production Rubric A: Rehearsal Skills Instruction based on the Rehearsal Skills Rubric 17 of 29
Singing A2. Physical Technique UEQ: What is good vocal production? B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the CFA = Sightreading packets CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric CFA =Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CFA = Steps to Harmony Sightreading packets or other supplemental sight-reading practice material CFA = Musical Expression Rubric Instruction based on the Artistic Performance Rubrics 18 of 29
D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. 19 of 29
Revision F3. Artistic Intent March 2015 UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, CSA = Instructor assessment based on the Rehearsal Skills Rubric CSA = Recorded voice test on concert music based on the Vocal Production Rubric CSA = Concert performance assessment A: Rehearsal Skills CSA = Rehearsal Skills Rubric CSA =Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CSA = Artistic Performance 20 of 29
Rubrics B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical ensemble. B3. Match pitch C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and focused tone. LT2. I can sing sensitively so that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive CFA = Verbal feedback during rehearsals based on the Musical Expression Rubric CSA = Concert performance assessment CFA = Watching and discussing concert videos based on the Artistic Performance Rubrics CSA = Concert performance assessment CFA = Musical Expression Rubric CSA = Artistic Performance Rubrics CSA = Artistic Performance Rubrics CFA = Artistic Performance Rubrics 21 of 29
expression? consonants. E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert Etiquette F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate performer and audience etiquette. musical phrases, breathing at the appropriate places, as shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate performer and audience etiquette. 22 of 29
April 2015 Content Skills Learning Targets Assessment Resources & Technology UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? A1. Positively contribute to the ensemble by singing as directed, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. A3. Appropriately utilizes choral materials to effectively engage in the choral process. LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so CFA = Instruction and class discussions based on the Rehearsal Skills Rubric A: Rehearsal Skills CFA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist Instruction based on the Music Literacy - Sightreading Rubric 23 of 29
Content Skills Learning Targets Assessment Resources & Technology B1. Understand and that my voice matches the B1. Tone sound of others around me. practice proper vocal LT3. I can match a given breathing techniques. pitch with my voice. B2. Blend B2. Sing with standard B3. Intonation choral vowels B3. Sing with sensitivity to the ensemble sound. UEQ: What is music theory? C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy C1. Identify note names on the musical staff. C2. Identify basic rhythmic values relating to their concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process using stepwise motion, limited range and basic rhythmic patterns. D2. Apply knowledge of LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. Instruction based on the Musical Expression Rubric Instruction based on a combination of the Artistic Performance Rubrics 24 of 29
Content Skills Learning Targets Assessment Resources & Technology musical elements and the LT3. I can sing expressive musical phrases, breathing at standard notation system the appropriate places, as to achieve an appropriate shown by my director. level of literacy within the LT4. I can pronounce vowels content area, specifically and consonants appropriately and clearly when I sing. relating to the reading of a E1. Dynamics musical score. UEQ: What is musical expression? E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. E. Music Expression E1. Sing with appropriate dynamics E2. Demonstrate appropriate articulation E3. Sing with musical phrasing and line, as guided by the director. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F1. Rehearse/Perform music from a variety of contexts and styles F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. 25 of 29
Content Skills Learning Targets Assessment Resources & Technology May 2015 UEQ: What are essential rehearsal skills? A1. Responsive Singing A2. Physical Technique UEQ: What is good vocal production? A1. Positively contribute to the ensemble by singing as directed, actively reading the score, listening, respecting other students' right to learn, and focusing on the group task at hand. A2. Understand and display appropriate choral posture. B1. Understand and practice proper vocal techniques that lead to clear, focused tone. B2. Sing with sensitivity to the ensemble. B3. Match pitch LT1. I can positively contribute to my ensemble by singing as directed, actively reading my music, listening, respecting other students' right to learn, and focusing on the group task at hand. LT2. I can understand and display appropriate choral posture. LT1. I can understand and practice proper vocal techniques that lead to clear, focused tone. LT2. I can sing sensitively so CSA = Instructor assessment based on the Rehearsal Skills Rubric CSA = Concert performance assessment CSA = Concert performance assessment A: Rehearsal Skills CSA = Rehearsal Skills Rubric Instruction based on the Vocal Production Rubric Instruction based on the Music Theory Elements Checklist CSA = Artistic Performance Rubrics 26 of 29
B1. Tone B2. Blend B3. Intonation UEQ: What is music theory? C1. Note Names C2. Rhythmic Values C3. Symbols UEQ: What is music literacy? D1. Sight Reading D2. Score Reading D3. Part Accuracy UEQ: What is musical expression? C1. Identify note names. C2. Identify basic rhythmic values relating to concert pieces. C3. Demonstrate a basic understanding of the definition and application of musical symbols. D1. Analyze and demonstrate a basic knowledge of the sight reading process. D2. Apply knowledge of musical elements and the standard notation system to achieve an appropriate level of literacy within the content area, specifically relating to the reading of a musical score. D3. Model note, rhythmic and interval accuracy in concert music. E1. Sing with appropriate dynamics. E2. Demonstrate appropriate articulation. E3. Sing with musical phrasing and line, as guided by the director. E4. Demonstrate proper enunciation of vowels and consonants. that my voice matches the sound of others around me. LT3. I can match a given pitch with my voice. LT1. I can identify note names on the musical staff. LT2. I can identify basic rhythms that I find in my concert songs. LT3. I know what basic musical symbols look like and how to use them correctly. LT1. I understand the steps of sight reading and I am learning how to apply them. LT2. I know enough about the building blocks of music so that I can successfully find my way around my concert music. LT3. I can accurately sing the notes, rhythms and intervals in my concert music. LT1. I can sing at an appropriate volume level based on what I read in my music. LT2. I can demonstrate staccato and legato singing as it applies to my sheet music. LT3. I can sing expressive musical phrases, breathing at the appropriate places, as CSA = Concert performance assessment CSA = Artistic Performance Rubrics CSA= Artistic Performance Rubrics 27 of 29
E1. Dynamics E2. Articulation E3. Phrasing E4. Diction UEQ: What is the artistic performance process? F1. Rehearse/Perform F2. Performance Revision F3. Artistic Intent F4. Concert Etiquette F1. Rehearse/Perform music from a variety of contexts and F2. Revise performance based on feedback from others and self-reflection. F3. Discuss artistic intent of concert selections. F4. Describe and demonstrate appropriate performer and audience etiquette. shown by my director. LT4. I can pronounce vowels and consonants appropriately and clearly when I sing. LT1. I can rehearse and perform a variety of musical LT2. I can assess my own performance and make changes as needed. LT3. I can discuss why certain songs were written and how the composer wanted them to be performed. LT4. I can describe and demonstrate appropriate performer and audience etiquette. 28 of 29
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