MS Choir Intermediate Level Grade 8
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis;
Music History; Expressive Singing; Repertoire; Concert Preparation/Fundamental Skills; Concert Etiquette;
Evaluation; Assessment; Pre-UIL & UIL Concert & Sight Reading Event; 3rd 9 weeks Concert
Week 1Third Grading Period
TEKS Choir 8- 1B Describe in detail intervals, music notation, musical instruments or voices, and musical performances using standard terminology
- 1C Identify music forms presented aurally and through music notation
- 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
- 3ASight-read simple music in treble and/or other clefs in various keys and meters
- 3B Notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated)
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Compound Meter
Mixed Meter
6/8, 3/8, 9/8 Time
Subdivided beats
Key of E-Flat / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District ScoreStudy
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
- Continue posture and breathing mechanics
- Continue sirens, vocal warm-ups, and vocalises to find correct singing register
- Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’)
- Continue demonstrating Long, Round, Tall vowels (LRT)
- Continue sight reading and audiation in the key of C, F, G, D, and B-flat with solfege syllables and pitch names
- Present Key Signatures and the key of E-flat with solfege syllables and pitch names
- Continue music staff, treble/bass clef(s), note identification, rhythms, and simple/compound/mixed meter
- Continue interval and rhythm drills of increasing difficulty
- Review subdivided notes and introduce compound and mixed meter
- Continue chanting to practice rhythm, articulation of text, and phrasing
- Continue to prepare & rehearse Pre-UIL/UIL Concert/3rd nine weeks repertoire
- Guide score analysis of repertoire
- Present and select solo & ensemble repertoire
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
~What is a “UIL” event? Why do we attend? How do we prepare for it?
~What are sub-divided notes?
~Why do we use the term “sub-divided?” / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables and pitches with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the key of C, F, G, D, and B-flat
~Recognize and sing basic intervals and subdivided rhythm patterns in simple/compound/mixed meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
Begin learning and singing repertoire / Brainstorming
Group Inquiry
Discussion
Assessment
Have students distinguish between the different kinds of sub-divided notes. Have them make a “tree” of note values.
Have students write a paragraph on how to prepare for UIL and why.
Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalises.
Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand
signs, reviewing score analysis, and expressively singing interpretative markings. Have students
write and sing subdivided notes, mixed meter, and compound meter.
During: Have students demonstrate ability to musically sight read simple phrases with solfege syllables/hand signs, correct rhythm, and accurate pitches. Have students demonstrate ability to accurately sing subdivided notes and music in compound/mixed meter.
After:Check students for correct rhythms, pitches, diction, LRT vowel, and expressive singing during rehearsals. Students listen and evaluate small group performances during rehearsals.
Click here for more information on singing posture.
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
MS Choir Intermediate Level Grade 8
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis;
Music History; Expressive Singing; Repertoire; Concert Preparation/Fundamental Skills; Concert Etiquette;
Evaluation; Assessment; Pre-UIL & UIL Concert & Sight Reading Event; 3rd 9 weeks Concert
Week 2Third Grading Period
TEKS Choir 8- 1B Describe in detail intervals, music notation, musical instruments or voices, and musical performances using standard terminology
- 1C Identify music forms presented aurally and through music notation
- 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
- 3ASight-read simple music in treble and/or other clefs in various keys and meters
- 3B Notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated
- 3CInterpret music symbols and terms referring to dynamics, tempo, and articulation when performing
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
UIL Sight-reading Criteria
Si Fi
Accidentals
Vowel
Modification
Diphthongs / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
- Continue posture and breathing mechanics
- Continue sirens, vocal warm-ups, and vocalizes to develop vocal range
- Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-fi-s-si-l-t-d’)
- Continue demonstrating Long, Round, Tall vowels (LRT) and clear, concise diction
- Continue music staff, treble/bass clefs, note identification, rhythms, and simple/compound/mixed meter
- Continue sight reading and audiation in the key of C, F, G, D, B-flat, and E-flat with solfege syllables, hand signs, and pitch names
- Continue interval and rhythm drills of increasing difficulty
- Continue chanting to practice rhythm, articulation of text, and phrasing
- Continue to prepare & rehearse Pre-UIL/ UIL Concert/3rd nine weeks repertoire
- Continue to guide score analysis of repertoire
- Introduce Si and Fi solfege syllables and corresponding hand signs
- Identify and demonstrate vowel modification on appropriate upper register pitches and diphthongs
- Present and demonstrate UIL Sightreading criteria, rules, and procedures
- Present and select solo & ensemble repertoire
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
~What are accidentals? What do they do for music?
~What are the sight-reading rules for UIL?
~Have we completed our score analysis for our upcoming concert? How does it help? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables, pitches, and accidentals/altered tones with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the key of C, F, G, D, B-flat, and E-flat
~Recognize and sing subdivided notes and rhythmic patterns in simple, compound, and mixed meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, diphthongs and form)
~Practice and perform sight reading sessions according to UIL rules and procedures
~Continue learning and singing UIL/3rd 9 weeks repertoire / Group Discussion
Reflective Discussion
Assessment
Have students sing correct pitches via Curwen hand signs and from new pieces of music or examples.
Have students score study a new piece of music in a cooperative learning setting.
Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalises. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signsreviewing score analysis, and expressively singing interpretative markings. Have students review sight reading rules and procedures.
During:Have students practice a UIL sight reading session using an appropriate octavo demonstrating solfege/hand sign, correct rhythm, accurate pitches, and interpreting score markings. Have students demonstrate correct vowel modification on high pitches to achieve the best tone quality and intonation. Have students write and demonstrate altered tones/accidentals and hand signs of “si” and “ fi” in a diatonic scale.
After:Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, expressive singing, and correct sight reading procedures during rehearsals. Students evaluate sight reading session and small group performances. Have students locate, mark, and sing altered tones/accidentals of “si” and “fi”, diphthongs, and modified vowels in repertoire.
Click here for more information on University Scholastic League
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
MS Choir Intermediate Level Grade 8
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis;
Music History; Expressive Singing; Repertoire; Concert Preparation/Fundamental Skills; Concert Etiquette;
Evaluation; Assessment; Pre-UIL & UIL Concert & Sight Reading Event; 3rd 9 weeks Concert
Week 3Third Grading Period
TEKS Choir 8- 1A Demonstrate characteristic vocal or instrumental timbre individually and in groups
- 1B Describe intervals, music notation, musical instruments or voices, and musical performances using standard terminology
- 1C Identify music forms presented aurally and through music notation
- 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
- 3A Sight-read simple music in treble and/or other clefs in various keys and meters
- 3B Notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated
- 3CInterpret music symbols and terms referring to dynamics, tempo, and articulation when performing
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Tonality
Circle of Fifths
UIL Sight reading / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
- Continue posture and breathing mechanics
- Continue sirens, vocal warm-ups, and vocalizes to develop vocal range
- Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-fi-s-si-l-t-d’)
- Continue demonstrating Long, Round, Tall vowels (LRT) and clear, concise diction
- Continue music staff, treble/bass clefs, note identification, rhythms, and simple/compound/mixed meter
- Continue sight reading and audiation in the key of C,F, G, D, B-flat, and E-flat with solfege syllables, hand signs and pitch names
- Continue interval and rhythm drills of increasing difficulty
- Continue chanting to practice rhythm, articulation of text, and phrasing
- Continue to guide score analysis of repertoire
- Continue to prepare & rehearse Pre-UIL/ UIL Concert/3rd nine weeks repertoire
- Present and select solo & ensemble repertoire
- Present the Circle of Fifths and strategies for identifying tonality/key
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
~Describe the Circle of Fifths.
~What does “enharmonic” mean? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables, pitches, and accidentals/altered tones with appropriate hand signs in sight reading exercises/octavos and repertoire ~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the key of C, F, G, D, B-flat and E-flat
~Recognize and sing subdivided notes and rhythmic patterns in simple, compound, and meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
~Identify the tonality/key of sight reading music and repertoire and sing with accurate pitch, correct solfege syllables and hand signs
~Continue to rehearse sight reading sessions according to UIL rules and procedures
~Continue learning and singing UIL/3rd 9 weeks repertoire / Discovery Learning
Group Discussion
Inquiry
Assessment
Have students name keys in several examples.
Before:Have students review fundamental singing techniques and reproduce warm-ups/vocalises Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, and expressively singing interpretative markings. Have students review sight reading procedures and key signatures.
During: Have students practice a UIL sight reading session with an appropriate octavo demonstrating solfege/hand sign, correct rhythm, accurate pitches, and interpretation of score markings. Have students identify key signatures and examine chords throughout selected musical pieces to determine tonality and its location in the Circle of Fifths.
After: Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, expressive singing, and correct sight reading procedures during rehearsals. Students evaluate sight reading sessions and small group performances of concert repertoire. Have students determine tonality/key of sight singing rehearsal octavos and repertoire.
Click here for more information on Circle of Fifths
Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
MS Choir Intermediate Level Grade 8
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis;
Music History; Expressive Singing; Repertoire; Concert Preparation/Fundamental Skills; Concert Etiquette;
Evaluation; Assessment; Pre-UIL & UIL Concert & Sight Reading Event; 3rd 9 weeks Concert
Week 4Third Grading Period
TEKS Choir 8- 1A Demonstrate characteristic vocal or instrumental timbre individually and in groups
- 1B Describe in detail intervals, music notation, musical instruments or voices, and musical performances using standard terminology
- 1C Identify music forms presented aurally and through music notation
- 2A Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques
- 3A Sight-read simple music in treble and/or other clefs in various keys and meters
- 3B Notate meter, rhythm, pitch, and dynamics using standard symbols (manuscript or computer-generated
- 3CInterpret music symbols and terms referring to dynamics, tempo, and articulation when performing
- 5A Classify aurally-presented music representative of diverse genres, styles, periods, and cultures
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Expressive singing
Melodic contour
Musical phrases
Stylistic characteristics
Genre / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
- Continue posture and breathing mechanics
- Continue sirens, vocal warm-ups, and vocalizes to develop vocal range
- Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-fi-s-si-l-t-d’)
- Continue demonstrating Long, Round, Tall vowels (LRT) and clear, concise diction
- Continue music staff, treble/bass clefs, note identification, rhythms, and simple/compound/mixed meter
- Continue sight reading and audiation in the key of C,F, G, D, B-flat and E-flat with solfege syllables, hand signs and pitch names
- Continue interval and rhythm drills of increasing difficulty
- Continue chanting to practice rhythm, articulation of text, and phrasing
- Continue to guide score analysis of repertoire
- Present the stylistic characteristics and genre of repertoire
- Present the concept of melodic contour and musical phrases to develop expressive singing
- Continue to prepare & rehearse Pre-UIL/ UIL Concert/3rd nine weeks repertoire/solo & ensemble
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
~Name Genres of music.
~What is music contour?
~How does one go about singing expressively? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables, pitches, and accidentals/altered tones with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the key of C, F, G, D, B-flat and E-flat
~Recognize and sing subdivided notes and rhythmic patterns in simple, compound, and mixed meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, tonality, and form)
~Identify the stylistic characteristics of music from different cultures and time periods
~Identify and demonstrate melodic contour to develop expressive singing
~Continue to rehearse sight reading sessions according to UIL rules and procedures
~Continue learning and singing UIL/3rd 9 weeks repertoire / Concept Formation
Discovery Learning
Group Discussion
Assessment
Have students demonstrate musical/expressive singing with phrasing, attention to contour and using expressive elements.
Before:Have students review fundamental singing techniques and reproduce warm-ups/vocalises. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, rehearsing and developing strategies for UIL sight reading contest, and expressively singing interpretative markings on concert repertoire. Students will research stylistic characteristics and historical era of repertoire.
During:Have students practice for UIL sight reading contest using an appropriate octavo demonstrating solfege/hand sign, correct rhythm, accurate pitches, interpretation of score markings, and following directions and conducting gestures of choral director. Have students identify the genre/historical era of repertoire and list its stylistic characteristics. Have students identify and demonstrate melodic contour and phrasing in their repertoire.
After:Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, solfege syllables/hand signs, expressive singing, phrasing, musical interpretation, and correct sight reading procedures during rehearsals. Students evaluate sight reading sessions and small group performances of concert repertoire. Check students for musical phrasing in repertoire.
Click here for more information on musicalstyles
Special Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
MS Choir Intermediate Level Grade 8