HS Choir Entry Level (I)

Unit of Study:Cont. developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;

Create/Arrange Phrases; Fine Arts/Music Concepts; Music Careers;Expressive Singing; Repertoire; Concert Prep./Fundamental Skills;

Week 1Concert Etiquette; Eval./Assess.;4th 9 weeks ConcertFourthGrading Period

TEKS Choir I
  • 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology;
  • 2B Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures;
  • 3C Interpret music symbols and terms referring to dynamics, tempo, and articulation;
  • 3A Sight-read ensemble parts
/
College Prep / Vocabulary / Resources / Instructional Guidelines

Word Wall
Vocal resonance / 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 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, subdivided notes, rhythms, simple/compound meter
  • Continue sight reading and audiation in the key of C,F, G, D, and B-flat with solfege syllables 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 demonstrate and develop the expressive elements of music ( tempo, dynamics, tone color, phrasing, articulation, intensity, and mood)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~What is the difference between singing a solo & in the choir? What is the same?
~What is the difference between harmony & melody? / ~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, and B-flat
~Recognize and sing subdivided notes and rhythmic patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, tonality, and form)
~Sing with musical expressiveness
~Continue learning and singing repertoire / Brainstorming
Group Discussion
Assessment
Have students use the Weekly Rubric to score a performance.

Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalizes. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, expressively singing interpretative markings, musical phrasing, singing unified LRT vowels, and clearly enunciating the text.
During:Have student demonstrate solfege/hand sign, correct rhythm, accurate pitches, interpretation of score markings, articulation of text, unified LRT vowels, and following directions and conducting gestures of choral director. Have students perform selected passages of repertoire in small groups.
After:Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, solfege syllables/hand signs, expressive singing, phrasing, articulation, attacks and releases. Have students assess small group performance for accuracy of pitch, diction, blend, rhythm, and expressiveness.

Click here for more information on vocal resonance tract
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Team bilingual students with Spanish speaking students
Individually aurally assess students

HS Choir Entry Level (I)

Unit of Study:Cont. developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;

Create/Arrange Phrases; Fine Arts/Music Concepts; Music Careers; Expressive Singing; Repertoire; Concert Prep./Fundamental Skills;

Week 2Concert Etiquette; Eval./Assess.;4th 9 weeks ConcertFourthGrading Period

TEKS Choir I
  • 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology;
  • 2B Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures;
  • 3A Sight-read ensemble parts
  • 3C Interpret music symbols and terms referring to dynamics, tempo, and articulation;
/
College Prep / Vocabulary / Resources / Instructional Guidelines

Word Wall
Descant
Imitation / 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 clef(s), music notes/names, basic rhythms, simple and compound meter
  • Continue sight reading and audiation in the key of C,F, G, D, and B-flat with solfege syllables and pitch names
  • Continue interval and rhythm drills of increasing difficulty
  • Continue to demonstrate and develop the expressive elements of music ( tempo, dynamics, tone color, phrasing, articulation, intensity, and mood)
  • Continue chanting to practice rhythm, articulation of text, and phrasing
  • Present music compositional devices (imitation and descant)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~What skills are needed to give a quality performance of a solo?
~How does Score Analysis help us understand the music? / ~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 rhythm patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
~Sing with rhythmic and pitch accuracy while enunciating the text
~Define and identify the use of imitation and descant in repertoire
~Continue to learn and sing repertoire with sensitivity to phrasing, expressive markings, tempos, and dynamics
~Continue learning and singing repertoire / Group Discussion
Modeling
Brainstorming
/ Assessment
Have students perform their solo and critique according to rubric guidelines.
Before:Have students view and listen to musical examples of imitation and the use of a descant. Have students review fundamental singing techniques and reproduce warm-ups/vocalizes. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, expressively singing interpretative markings, musical phrasing, singing unified LRT vowels, and clearly enunciating the text.
During:Have students define and identify imitation and the descant part in listening selections, selected songs, and performance repertoire. Have student demonstrate solfege/hand sign, correct rhythm, accurate pitches, interpretation of score markings, articulation of text, unified LRT vowels, and following directions and conducting gestures of choral director. Have students perform selected passages of repertoire in small groups.
After:Check repertoire scores for correct identification and marking of imitation and the descant part. Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, solfege syllables/hand signs, expressive singing, phrasing, articulation, attacks and releases. Have students assess small group performance for accuracy of pitch, diction, blend, rhythm, and expressiveness.
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Team bilingual students with Spanish speaking students
Individually aurally assess students

HS Choir Entry Level (I)

Unit of Study:Cont. developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;

Create/Arrange Phrases; Fine Arts/Music Concepts; Music Careers; Expressive Singing; Repertoire; Concert Prep./Fundamental Skills;

Week 3Concert Etiquette; Eval./Assess.;4th 9 weeks ConcertFourthGrading Period

TEKS Choir I
  • 1A Identify melodic and harmonic parts when performing music;
  • 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology;
  • 1C Compare and contrast elements of music through literature selected for performance;
  • 2A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature
  • 2B Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures;
  • 3A Sight-read ensemble parts
  • 3B Read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters;
  • 3C Interpret music symbols and terms referring to dynamics, tempo, and articulation;
  • 5D Define the relationships between the content, the concepts, and the processes of the other fine arts, other subjects, and those of music;
/
College Prep / Vocabulary / Resources / Instructional Guidelines

Word Wall
Balance
Mood
Structure
Form
Expression
Graphic Organizer / 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 clef(s), music notes/names, basic rhythms, simple and compound meter
  • Continue sight reading and audiation in the key of C,F, G, D, and B-flat with solfege syllables 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 demonstrate and develop the expressive elements of music ( tempo, dynamics, tone color, phrasing, articulation, intensity, and mood)
  • Present and discuss the relationship of dance, art, theater, and other subjects to music concepts such as balance, form, mood, expression, genre, and structure
  • Introduce 4th nine weeks repertoire
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~Compare how you sang last fall and now. What has improved? What still needs to improve?
~Put a Venn diagram on the board or overhead and relate fine arts to music. Show the attributes they share and the ones they do not. / ~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 rhythm patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
~Sing with rhythmic and pitch accuracy while enunciating the text
~Continue to learn and sing repertoire with sensitivity to phrasing, expressive markings, tempos, and dynamics
~Compare and contrast the elements of music to the fine arts and other subject areas
~Understand the role of music in our culture and environment
~Begin learning and singing 4th 9 weeks repertoire / Inquiry
Reflection
Assessment
Have students record solos and begin positive critiquing according to the rubric.

Before: Have students discuss and list the elements of music (texture, form, expression, structure, etc.) and characteristics of the other fine arts. Have students review fundamental singing techniques and reproduce warm-ups/vocalizes. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, expressively singing interpretative markings, musical phrasing, singing unified LRT vowels, and clearly enunciating the text.
During:Have students discuss the use of music in the fine arts. Have students compare and contrast the elements of music to those in fine arts and our environment by the use of a graphic organizer. Have student demonstrate solfege/hand sign, correct rhythm, accurate pitches, interpretation of score markings, articulation of text, unified LRT vowels, and following directions and conducting gestures of choral director. Have students perform selected passages of repertoire in small groups.
After:Have students evaluate graphic organizers for music and fine arts connections.Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, solfege syllables/hand signs, expressive singing, phrasing, articulation, attacks and releases. Have students assess small group performance for accuracy of pitch, diction, blend, rhythm, and expressiveness.

Click here for more information on music/fine arts connections
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Team bilingual students with Spanish speaking students
Individually aurally assess students

HS Choir Entry Level (I)

Unit of Study:Cont. developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;

Create/Arrange Phrases; Fine Arts/Music Concepts; Music Careers; Expressive Singing; Repertoire; Concert Prep./Fundamental Skills;

Week 4Concert Etiquette; Eval./Assess.;4th 9 weeks ConcertFourth Grading Period

TEKS Choir I
  • 1A Identify melodic and harmonic parts when performing music;
  • 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology;
  • 1C Compare and contrast elements of music through literature selected for performance;
  • 2A Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature
  • 3A Sight-read ensemble parts
  • 3B Read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters;
  • 3C Interpret music symbols and terms referring to dynamics, tempo, and articulation;
  • 4A Create a variety of musical phrases
  • 4B Arrange a variety of musical phrases
/
College Prep / Vocabulary / Resources / Instructional Guidelines

Word Wall
Phrase
Create
Improvisation
Arrange
Compose / 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 clef(s), music notes/names, basic rhythms, simple and compound meter
  • Continue sight reading and audiation in the key of C,F, G, D, and B-flat with solfege syllables and pitch names
  • Continue interval and rhythm drills of increasing difficulty
  • Continue chanting to practice rhythm, articulation of text, phrasing, attacks and releases
  • Continue to guide score analysis of repertoire
  • Continue to demonstrate and develop the expressive elements of music ( tempo, dynamics, tone color, phrasing, articulation, intensity, and mood)
  • Introduce music composing and arranging
  • Continue to rehearse 4th nine weeks repertoire
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~What is the difference between step-wise and skip-wise in music? How does it look in the manuscript? How does it sound?
~What is the difference in sight-reading from last fall and now? / ~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 rhythm patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
~Sing with rhythmic and pitch accuracy while clearly enunciating the text
~Continue to learn and sing repertoire with sensitivity to phrasing, expressive markings, tempos, and dynamics
~Create and arrange a musical phrase
~Continue learning and singing 4th 9 weeks repertoire / Group Discussion
Inquiry
Reflection
Assessment
Have students aurally discern step-wise and skip-wise motion.

Before: Introduce students to simple compositional techniques used in arranging music and composing new melodic phrases. Have students explore creating and arranging musical phrases using known songs or through improvisation. Have students review fundamental singing techniques and reproduce warm-ups/vocalizes. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, expressively singing interpretative markings, musical phrasing, singing unified LRT vowels, and clearly enunciating the text.
During:Have students perform created melodic and rhythmic phrases.Have student demonstrate solfege/hand sign, correct rhythm, accurate pitches, interpretation of score markings, articulation of text, unified LRT vowels, and following directions and conducting gestures of choral director. Have students perform selected passages of repertoire in small groups.
After:Students evaluate composed musical phrases for creativity and melodic contour. Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, solfege syllables/hand signs, expressive singing, phrasing, articulation, attacks and releases. Have students assess small group performance for accuracy of pitch, diction, blend, rhythm, and expressiveness.

Click here for more information on composing music
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Team bilingual students with Spanish speaking students
Individually aurally assess students

HS Choir Entry Level (I)