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revised October 2010

Francis Howell School District Curriculum Development & Approval Sequence

Curriculum: 7th Grade Choir Content Leader: Michelle Ridlen Curriculum Writers: Elisabeth Baird – Hollenbeck; Patrick Keller – Saeger Board of Education Curriculum Information: ____X_____ Curriculum Map/Pacing Guide – included in curriculum ____X_____ Curriculum Development Review Feedback: Content Leader review - [ 09 / 2011 ] Teacher/administrator review via Share Point – [09/ 2011] Director of Student Learning review – [09/ 2011]

Curriculum Advisory Council – [09/27/2011] Academic Strategic Planning Committee – [10/03/2011] ___TBD____ Text Selection (if applicable)* Publisher _____________________________ Title _____________________________ SE ISBN _____________________________ Approximate Expense _________________ ____X_____ Professional Development Plan* Teacher training dates ___Summer 2012_____ Administrator training dates ___ Summer 2012____ Approximate Expense ____$900.00______ ____X____ Summary of curriculum and revisions:

____ Curriculum was designed to align with MODESE Fine Arts GLEs. _________________________ _____________________________

__________ Year 1 Review – [05 / 2013] __________ BOE First Reading – [10/20/11] __________ BOE Second Reading/Approval – [11/3/11] *see attached document(s)

Fine Arts 7th Grade Choir

Curriculum

Francis Howell School District

Board Approved:

Francis Howell School District Mission Statement

Francis Howell School District is a learning community where all students reach their full potential.

Francis Howell School District Vision Statement

Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents,

employees, and the community as partners in learning.

Francis Howell School District Values

Francis Howell School District is committed to:

• Providing a consistent and comprehensive education that fosters high levels of academic achievement for all • Operating safe and well-maintained schools • Promoting parent, community, student, and business involvement in support of the school district • Ensuring fiscal responsibility • Developing character and leadership

Francis Howell School District Graduate Goals

Upon completion of their academic study in the Francis Howell School District, students will be able to:

1. Gather, analyze and apply information and ideas. 2. Communicate effectively within and beyond the classroom. 3. Recognize and solve problems. 4. Make decisions and act as responsible members of society.

Francis Howell School District

Fine Arts Graduate Goals Upon completion of their Fine Arts study in the Francis Howell School District, students will: 1. Communicate at a basic level in the arts disciplines -- music, theatre, or the visual arts. This includes knowledge and skills

in the use of the basic vocabularies, materials, tools, techniques, and intellectual methods of each arts discipline. 2. Communicate proficiently in at least one art form, including the ability to define and solve artistic problems with insight,

reason, and technical proficiency. 3. Develop and present basic analyses of works of art from structural, historical, and cultural perspectives, and from

combinations of those perspectives. This includes the ability to understand and evaluate work in the various arts disciplines.

4. Relate various types of arts knowledge and skills within and across the arts disciplines. This includes mixing and matching

competencies and understandings in art-making, history and culture, and analysis in any arts-related project. 5. Have an informed acquaintance with exemplary works of art from a variety of cultures and historical periods, and a basic

understanding of historical development in the arts disciplines, across the arts as a whole, and within cultures.

Fine Arts Rationale for 7th Grade Choir

Music is an essential and unifying expression of human culture. Each child has the right to learn and experience music through participation in a balanced [varied], comprehensive, and sequential program of study. By building a relationship with music, an individual develops a sense of satisfaction, joy and self-worth. Performing, creating, and responding to music are the fundamental music processes in which our students will engage. Music helps to develop discrimination, experimentation, creativity, evaluation, social skills, teamwork, and fosters aesthetic sensitivity. Music is an art form that unites the cognitive, affective, and psychomotor domains as no other subject can.

Course Description for 7th Grade Choir

This is a performance course. Ability to match pitch is recommended. Techniques of tone production, posture, diction, breathing, and intonation will be emphasized. In addition, reading of pitches, rhythms, and score markings will be a significant portion of the course. Part singing, musicianship qualities of interpretation, style, dynamics, phrasing, balance, and group consciousness will be introduced. Some attention will be given to developing the solo voice. Music will include unison, two, and three part harmony. Students will be evaluated on singing, active class participation, written work, tests, and participation in concerts. Students are expected to perform in at least two concerts during the school year. Special concert attire may be required by the instructor.

Curriculum Team

Patrick Keller – Saeger MS Elisabeth Baird – Hollenbeck MS

Fine Arts Secondary Content Leader Michelle Ridlen Director of Student Learning Travis Bracht Chief Academic Officer Mary Hendricks-Harris Superintendent Dr. Pam Sloan

Quarter 1 Quarter 2 Quarter 3 Quarter 4 Ongoing Concepts (All four quarters):

• Demonstrate proper rehearsal techniques

• Demonstrate proper singing skills to an increasingly difficult level of performance

• Posture, breath support, tall vowels, raised soft palate, avoid forced voice, diction, unified choral sound

• Develop rhythmic and single melody sight-reading skills (harmonic melodies starting Quarter 2) to an increasingly difficult level of performance • Using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted half notes, dotted quarter notes, and their corresponding rests • Melodies using the pitches of a major diatonic scale

• Continue singing with a unified choral sound

• Aural Training: Training the ear as well as actively listening to other musical performances

• Discuss and develop an understanding of composer, style/genre, and historical period as they appear in ensemble repertoire

• Rehearsal techniques & expectations are set (ongoing)

• Solfege syllables for major diatonic scale (both sung and hand signs)

• Rhythmic notation (note and rest values)

• Whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted half notes, dotted quarter notes, and their corresponding rests

• Pitch Identification

• Treble and bass clef note names

• Demonstrate proper singing skills to an increasingly difficult level of performance (ongoing)

• Posture • Breath support • Tall vowels • Raised soft palate • Avoid forced voice • Diction • Unified choral sound

• Develop rhythmic and single melody sight-reading skills to an increasingly

difficult level of performance (ongoing) • See above for rhythmic notation • Melodies using the pitches of a major diatonic scale

• Develop a unified choral sound (ongoing)

• Aural Training: Training the ear as well as actively listening to other musical

performances (ongoing)

• Discuss and develop an understanding of composer, style/genre, and historical period as they appear in ensemble repertoire (ongoing)

• Dynamics, Articulation & Expression • Dynamic markings • Crescendos/decrescendos • Articulation • Phrase markings • Breathing in proper places • Any other stylistic instructions given by

the composer

• Signs, symbols, and other musical road map items

• Repeat signs, 1st & 2nd endings, coda, DC/fine, DS al coda/fine, etc. when they appear in ensemble repertoire

• Meter & tempo markings

• Begin sight-reading harmonic lines of music to

an increasingly difficult level of performance (ongoing)

• Introduce basic conducting patterns, cues, and gestures

• 4/4, 3/4, 2/4, etc • Dynamics, crescendos/decrescendos,

entrances, cut offs, etc.

• Concert Etiquette (for performers & audience)

• Performance Evaluation

• Develop improvisation skills • Using basic rhythmic patterns

and/or melodies that fit into a specific meter and/or chord structure

• Develop creative rhythmic and

melodic composition skills • Using whole notes, half notes,

quarter notes, eighth notes, sixteenth notes, dotted half notes, dotted quarter notes, and their corresponding rests

• Melodies and harmonies using the pitches of a major diatonic scale

• Develop an understanding of major key signatures

• Connections between music and related arts and humanities (as well as non-arts disciplines)

• Careers in music

7th Grade Choir Curriculum Map

FHSD Academics – MDR Choir 7 Revised Summer 2011 page 1 BOE apprv’d / /


1 Content Area: Fine Arts Course: 7th Grade Choir Strand: Product Performance

Learner Objectives: 1. Develop and apply singing skills to perform and communicate through the arts.

Concepts: A. Independent Singing B. Expressive Singing C. Repertoire D. Part Singing

E. Group Singing

Students Should Know Students Should Be Able to Proper singing voice consists of using tall vowels with a raised soft palate avoiding forced voice and using correct breath support and diction. Appropriate singing posture when standing is both feet on the floor with feet shoulder with apart with one foot slightly in front of the other, knees unlocked, shoulders relaxed, arms relaxed to the side, open chest cavity, head evenly balanced and facing director. Appropriate singing posture when seated is both feet on the floor, sitting on the edge of the seat, shoulders relaxed, arms relaxed to the side, open chest cavity, head evenly balanced and facing director. Correct breath support is taking a deep, relaxed breath with the rib cage raised in order to correctly utilize the diaphragm with a controlled exhale. Diction is using clear and appropriate pronunciation of text. Each student will have their own appropriate range depending their age, gender and physical make-up. Dynamics and phrasing help to artistically express a piece of music depending on composer, style, and historical period. Each piece of literature will use specific vocal techniques (vibrato, pitch

Demonstrate singing skills using a singing voice (PP1AMS6-8a, MU1, FA1, DOK 2 )

Demonstrate appropriate singing posture, breath support, and diction (PP1AMS6-8b, MU1, FA1, DOK2 ) Demonstrate singing skills and match pitch in an appropriate range (PP1AMS6-8c, MU1, FA1, DOK 2 )

Use dynamics and phrasing to communicate an interpretation of a given style (PP1BMS6-8a, MU1, FA1, DOK 2 ) Apply vocal techniques required for expressive performance of varied literature (PP1BMS6-8b, MU1, FA1, DOK 2 ) Apply stylistic elements needed to perform the music of various genres and cultures (PP1CMS6-8b, MU1, FA1, DOK 2 ) Perform simple harmonic songs: rounds, canons, partner songs, two part (PP1DMS6-8a, MU1, FA1, DOK 2 ) Perform harmony in songs of two and three parts (PP1DMS6-8b, MU1, FA1, DOK 2 )


bending etc) depending on the composer, style and historical period. Each piece of literature will use specific stylistic elements (ex. pitch bending etc) depending on the genres, styles and historical period. The similarities and differences between rounds, canons, partner songs, and two part songs. Match pitch and stay on their individual part. Characteristic timbre and dynamics need to balance together depending on the size and level of each ensemble while staying together the group. Standard conductor patterns (3/4, 2/4 etc) and cues (crescendo, cut offs, entrances, dynamics etc).

Demonstrate characteristic timbre, dynamics and rhythmic accuracy in time while singing in an ensemble (PP1EMS6-8a, MU1, FA1, DOK 2) Respond expressively to conductor’s cues (PP1EMS6-8b, MU1, FA1, DOK2 ) Apply techniques for expressive performance of vocal literature of Level 1-2 in a choral ensemble (refer to glossary for *Level of Difficulty) (PP1EMS6-8c, MU1, FA1, DOK 2 )


Instructional Support

Student Essential Vocabulary Breath Support Posture Phrasing Pitch Timbre Tempo

Soft Palate Vocal Range Melody Style Head Voice (falsetto) Diction Dynamics Harmony Rhythm Chest Voice Timbre Tempo

Breath Support Posture Phrasing Pitch Solfege *NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing www.ncvs.org The National Center for Voice and Speech www.metronomeonline.com Online Metronome Enrichment: www.hearchoirs.net Hear the Choirs Sing Karajan® Beginner - Music & Ear Trainer – Free app download for iPhone and iPod Touch www.good-ear.com/ Ear Training Practice www.learn2hear.org/ Ear Training Practice Intervention: www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com Choir Builders: Fundamental Vocal Techniques for Classroom and General

Use – Rollo Dillworth, Hal Leonard The Choral Warm-Up Collection – Sally K. Albrecht, Alfred Music

Publishing VIDEO: Henry Leck, The Boys Changing Voice – Hal Leonard VIDEO: Henry Leck, Vocal Techniques for the Young Singer The Choral Journal Magazine Choral Director Magazine

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Teaching Music Magazine In Tune Magazine

Enrichment: Intervention:

Readiness & Equity Section SLA = Sample Learning Activities & SA = Sample Assessments

21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity SLA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments


Learning Activity #1 : Learning Conductor’s Patterns

Topic: Conducting Patterns and Cues Objective: Students will correctly respond to a conductor’s pattern of 2/4, 3/4, 4/4. Activity Summary: Each student will be able to use and correctly respond to basic conducting cues. Description: Director will show basic conductor’s patterns and have the class say ‘one’ each time they see a down beat within the pattern. Then the director will conduct patterns continuously and have the class say ‘one’ within each different pattern. Variations: say ‘two, three or four’ when they see those patterns; have students conduct the patterns with class or in front of the class individually.

Activity’s Alignment GLE PP1BMS6-8a CONTENT FA 1 PROCESS 1.7 Evaluate Information

1.10 Apply information, ideas and skills 3.2 apply other’s strategies

DOK 2 INSTRUCTIONAL STRATEGIES

Cues, Questions, Advance Organizers

Assessment #1: Following Conducting Cues Performance Event Question Prompt / Description: Students should be able to sing a musical excerpt while responding appropriately to the conductor’s cues. Teacher will assess: The student’s ability to follow conductor’s cues and correctly interpret expressive elements.

Scoring Guide: 2 – Student sings the piece accurately and is responsive to all

the conductor cues. 1 – Student sings the piece accurately and is responsive to 90%

of the conductor’s cues. 0 – Student is unresponsive to the conductor cues.

Assessment’s Alignment

GLE PP1BMS6-8a CONTENT FA1 PROCESS 1.7 Evaluate Information

2.5 Produce Works in the Arts 2.6 Apply Communication Techniques 3.2 Apply other’s Strategies

DOK 2 LEVEL OF EXPECTATION

90%


21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity


Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Learning to Sing Proper Vowels Topic: Proper Vowel Shapes while Singing Objective: Each student will be able to demonstrate proper tall vowel shapes such as “ee”, “eh”, “ah”, “oh”, and “oo”. Activity Summary: Students will be cognizant of exactly what their lips, tongue, jaw, soft palate, etc. are doing as they form vowel shapes such as “ee”, “eh”, “ah”, “oh”, and “oo”. Description: Director will demonstrate the shape and look of each vowel (“ee”, “eh”, “ah”, “oh”, and “oo”) in front of the ensemble. Students will then match each vowel, being cognizant of what their lips and tongue are doing, how far the jaw is dropped, and making sure the soft palate is raised for each. Director may wish to point out that in the order “ee”, “eh”, “ah”, “oh”, “oo” the shape of the mouth goes from closed to open with the jaw dropped a little more for each one. Also, the director should point out that for “oh” and “oo” the lips will pull in to eventually form a tight round “oo” vowel shape.

Activity’s Alignment GLE PP1AMS6-8a, PP1AMS6-8c CONTENT FA1 PROCESS 1.7 Evaluate Information

1.10 Apply information, ideas and skills 3.2 Apply others’ strategies


Cues, Questions

Assessment #2: Demonstrating Proper Singing Vowels Question Prompt / Description: Student will demonstrate proper tall vowel shapes such as “ee”, “eh”, “ah”, “oh”, and “oo”. Teacher will assess: The student’s ability to form proper tall vowel shapes with a raised soft palate and appropriate position of lips, tongue, jaw, etc.

Scoring Guide: 2 – Student demonstrates proper tall vowel shapes with

100% accuracy. 1 – Student demonstrates proper tall vowel shapes with 80%

accuracy. 0 – Student does not properly demonstrate proper tall

vowels. 0% accuracy.

Assessment’s Alignment GLE PP1AMS6-8a, PP1AMS6-8c CONTENT FA1 PROCESS 1.7 Evaluate Information



90%



Learner Objectives: 3. Develop and apply improvisational skills in music to communicate through the arts.

Concepts: A. Improvisation

Students Should Know Students Should Be Able to Improvisation in music is the practice of performing in the moment and in response to the stimulus of one's immediate environment and inner feelings using basic rhythmic patterns and/or melodies that fit into a specific meter and/or chord structure. Basic and creative rhythmic patterns (using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted half notes, dotted quarter notes, and corresponding rests) and melodies (using the pitches of a major diatonic scale).

Improvise short rhythmic and melodic patterns (PP3AMS6-8a, MU3, FA1, DOK 4 ) Improvise simple rhythmic variations on familiar melodies (PP3AMS6-8c, MU3, FA1, DOK 4 ) Improvise simple rhythmic variations in a consistent style and meter (PP3AMS6-8e, MU3, FA1, DOK 4 )



Student Essential Vocabulary Pattern Rhythm Melody Improvisation Style Meter Tempo Solfege

*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing www.metronomeonline.com Online Metronome Enrichment: Karajan® Beginner - Music & Ear Trainer – Free app download for iPhone and iPod Touch www.good-ear.com/ Ear Training Practice www.learn2hear.org/ Ear Training Practice Intervention:

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine Sing At First Sight (Reproducible) – Alfred Music Publications Ready to Read Music (Reproducible) – Jay Althouse, Alfred Music Publishing 30 Days to Melody (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Rhythm (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Music Intervals (Reproducible) – Audrey Snyder, Hal Leonard Corporation 30 Days to Music Theory (Reproducible) – Ellen Wilmeth, Hal Leonard Corporation 60 Music Quizzes For Theory & Reading (Reproducible) – Jay Althouse, Alfred Music Publishing


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Ready-To-Use Music Activities Kit – Audrey J. Adair, Parker Publishing Co. Enrichment: Intervention:

Readiness & Equity Section

SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills SLA, SA Enrichment Opportunity SLA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity


Learning Activity #1 : Improvisation through Solfege

Topic: Improvisation through short melodies. Objective: Students will create their own melodies using standard solfege syllables and hand-signs. Activity Summary: Students will improvise short melodies using solfege hand-sings and syllables. Description: After a short demonstration, have a student come to the front of the room and starting on “do” have them show different solfege hand signs to the class using a step-wise motion. The rest of the class will sing the melody shown to them by responding to the lead student.

Activity’s Alignment GLE PP3AMS6-8a CONTENT FA1 PROCESS 1.7 Evaluate Information


Assessment #1: Improvising the Major Solfege Scale Question Prompt / Description: Student will demonstrate their ability to sing and improvise an ascending and descending solfege scale. Teacher will assess: The student’s ability to creatively change the rhythms to an ascending and descending solfege scale while still singing accurate solfege and pitches. Students may repeat a pitch while moving through the scale but should not skip any.

Scoring Guide: 2 – Student creatively improvises the rhythm while singing

correct solfege and pitches, and no skips in the scale. 1 – Student creatively improvises some of the rhythm, or

sings some incorrect solfege or pitches, or skips some of the scale.

0 – Student does not creatively improvise any of the rhythm, or sings all solfege and pitches incorrectly, or skips parts of the scale.


GLE PP3AMS6-8a CONTENT FA1



Reinforcing Effort and Providing Recognition

PROCESS 1.8 Organize data and ideas 1.10 apply information, ideas and skills 2.5 produce works in the arts


80%


SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing SLA Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Improvisation Skills using a familiar melody Topic: Improvisation Objective: Improvise simple rhythmic variations on familiar melodies Activity Summary: Students will improvise rhythms for basic children’s songs. Description: Students will be asked to sing the traditional version of Mary had a Little Lamb together as a class. Then volunteers will be taken to take the familiar melody and vary the rhythm while keeping the same pitches while they sing. Then ask for ideas of other tunes the class could do this with.

Activity’s Alignment

GLE PP3AMS6-8c CONTENT FA1 PROCESS 1.8 Organize data and ideas

1.10 apply information, ideas and skills

Assessment #2: Improvising to basic choral accompaniment using original lyrics (Performance Event)

Question Prompt / Description: Students will as a group or individually

write a short set of student friendly lyrics. Students will then have the opportunity to individually improvise a melody to basic accompaniment played by the teacher, using the approved original lyrics. A suggested accompaniment could be in 4/4 time and follow a I-IV-I-V7-I progression (one chord progression per measure).

Teacher will assess: Students will be loosely assessed on their ability to bravely and confidently

improvise a melody that for the most part is appropriate to the chord progression played by the teacher.

Scoring Guide (loosely assessed): 2 – Student creatively and confidently improvises a melody while

singing original lyrics. For the most part melody appropriately matches the chord progression.

1 – Student improvises a melody while singing original lyrics, however, confidence may have been lacking or the melody


2.5 produce works in the arts


Homework and Practice

may have strayed too far from the chord progression. 0 – Student does not attempt to improvise a melody.


GLE PP3AMS6-8a

CONTENT FA1 PROCESS 1.8 Organize data and ideas

1.10 apply information, ideas and skills 2.5 produce works in the arts


80%



Learner Objectives: 4. Develop and apply skills to compose, arrange, and create music to communicate through the arts.

Concepts: A. Composition and Arrangement

Students Should Know Students Should Be Able to

Basic and creative rhythmic patterns (using whole note/rest, half note/rest, quarter note/rest, eighth note/rest, sixteenth notes, dotted half notes, and dotted quarter notes) and melodies (using the pitches of a major diatonic scale).

Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines (PP4AMS6-8b, MU3, FA1, DOK 4 )



Student Essential Vocabulary Original Composition Arrangement Pattern Rhythm Melody Harmony Meter/Time Signature Measure Composer Bar Line Staff *NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing Enrichment: www.finalemusic.com/notepad Finale Notepad, Free trial of a music notation program Intervention: www.musictheory.net MusicTheory.net

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine Sing At First Sight (Reproducible) – Alfred Music Publications Ready to Read Music (Reproducible) – Jay Althouse, Alfred Music Publishing 30 Days to Melody (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Rhythm (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Music Intervals (Reproducible) – Audrey Snyder, Hal Leonard Corporation 30 Days to Music Theory (Reproducible) – Ellen Wilmeth, Hal Leonard Corporation 60 Music Quizzes For Theory & Reading (Reproducible) – Jay Althouse, Alfred Music Publishing Ready-To-Use Music Activities Kit – Audrey J. Adair, Parker Publishing Co.

Enrichment:

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Intervention:


21st Century Themes Non Fiction Reading & Writing SLA, SA Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity


Learning Activity #1 : Rhythm Composition

Topic: Music Composition Objective: Student will be able to create a short rhythmic composition and perform it for the class. Activity Summary: Students will write an 8 measure rhythm composition. Description: Students will create a short (8 measure) rhythm composition using 4/4 time and the following basic elements: quarter note/rest, half note/rest, whole note/rest, and paired eighth notes.

Activity’s Alignment GLE PP4AMS6-8b CONTENT FA1

Assessment #1: Composing Music Question Prompt / Description: Students will create a four measure

piece based on the information they have learned about time signatures and rhythm notation.

Teacher will assess: Student’s ability to create four measures using proper

rhythms, notation, and idea.

Scoring Guide: 2 – Student can create a four measure piece using correct

rhythms and using the correct notation. 1 – Student can create a four measure piece using most correct

rhythms and using some of the correct notation. 0 – Student can not create a four measure piece using correct

rhythms and using the correct notation.

Assessment’s Alignment GLE PP4AMS6-8b CONTENT FA1 PROCESS 1.8 Organize data and ideas



PROCESS 1.8 Organize data and ideas 1.10 apply information, ideas and skills 2.5 produce works in the arts



2.5 produce works in the arts DOK 4 LEVEL OF EXPECTATION

90%


SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity SLA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Phone Number Composition Project Topic: Musical Composition Objective: Write a simple melody based on the numbers from a phone number. Activity Summary: Students will use the following directions to write a melody using their phone number. Description: Teacher will discuss with class what composition is using original ideas to create melody. Make sure to go over guide sheet (see “Phone Compositions” in appendix) with directions to ensure students are able to turn in a completed composition project. Enrichment: Students can perform their phone number melodies using solfege.


Assessment #2: Performing a Phone Number Composition or other original composition (Performance Event).

Question Prompt / Description: Student will perform their Phone

Compositions (Sample Learning Activity #2) or other original composition based on the information they have learned about time signatures, rhythm, and the pitches from a C Major Diatonic Scale (solfege).

Teacher will assess: The student’s ability to interpret and perform their

Phone Number Composition or other original composition using proper rhythms and notation. Students may use a piano, keyboard, or sing their composition using original lyrics, generic syllables, or solfege.


GLE PP4AMS6-8b CONTENT FA1 PROCESS 1.8 Organize data and ideas




Scoring Guide: 2 – Student can perform their composition using correct rhythms

and notation 1 – Student can perform their composition using mostly correct

rhythms and notation 0 – Student cannot perform their composition using correct

rhythms and notation

Assessment’s Alignment GLE PP4AMS6-8b CONTENT FA1 PROCESS 1.8 Organize data and ideas



90%

4

Content Area: Fine Arts Course: 7th Grade Choir Strand: Elements of Music (EP)

Learner Objectives: 1. Develop and apply the knowledge and skills to read and notate music

Concepts: A. Rhythmic Notation B. Melodic Notation C. Symbols of Expression D. Symbols for Rhythm, Pitch, and Expressive Elements E. Sight Reading

Students Should Know Students Should Be Able to Standard rhythmic notation: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, syncopation. Time signatures contain two numbers: the top number tells you how many

Interpret standard rhythmic notation in 2/4, ¾, 4/4, and 6/8 meter signatures using bar lines consisting of: whole note/rest, quarter note/rest, half note/rest, eighth-note pairs, dotted half note, sixteenth notes, dotted quarter followed by eighth, dotted quarter note/rest, 3 eighth notes beamed together in 6/8, and syncopation. (EP1AMS6-8a, MU5, FA2, DOK 2 )


beats there are in a measure and the bottom number tells you what kind of note gets a beat. Each note or rest is worth a certain number of beats and will fit into the given meter. A treble clef symbol tells you that the second line from the bottom (the line that the symbol curls around) is "G". On any staff, the notes are always arranged so that the next letter (alphabetically) is always on the next higher line or space. The last note letter, G, is always followed by another A in the musical alphabet. Accidentals are placed before a note and indicate that the previously understood pitch of the note should be altered by one half step. The sharp is used to raise the pitch by one half step and to lower it by one half step the flat is used. A natural sign cancels out either an accidental in the key signature or a previous accidental on the same pitch. A bass clef symbol tells you that the second line from the top (the one bracketed by the symbol's dots) is F. The notes are still arranged in ascending order, but they are all in different places than they were in treble clef. Vocabulary and symbol appendix for dynamics, tempo and articulation. Basic and creative rhythmic patterns (using whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted half notes, dotted quarter notes, and corresponding rests) and melodies.

Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above (EP1AMS6-8b, MU5, FA2, DOK 2 ) Identify standard pitch notation in the treble clef, including one ledger line above and below the staff (EP1BMS6-8a, MU5, FA2, DOK 2 ) Identify accidentals sharps, flats, natural signs (EP1BMS6-8b, MU5, FA2, DOK 1 ) Employ standard pitch notation in the clef appropriate to student’s instrument or voice in an appropriate range and *keys (EP1BMS6-8c, MU5, FA2, DOK 2 ) Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato (EP1CMS6-8a, MU5, FA2, DOK 2 ) Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) (EP1DMS6-8b, MU5, FA2, DOK 3 ) Sight read standard musical notation at level 2 difficulty [Level 2 –Easy; may include changes of tempo, *key, and meter; modest ranges] (EP1EMS6-8a, MU5, FA2, DOK 3 )

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Student Essential Vocabulary Melody Meter/Time Signature Expression Staff Sharp Measure

Harmony Tempo Pitch Treble Clef Flat Bar Line Rhythm Dynamics Syncopation Bass Clef Natural Interval

Pianissimo Piano Mezzo Piano Mezzo Forte Forte Fortissimo Crescendo Decrescendo Fermata Accent Staccato Legato

Solfege *NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General:

General: www.acda.org American Choral Director’s Association



Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing www.metronomeonline.com Online Metronome Enrichment: Intervention: www.musictheory.net MusicTheory.net

http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com Choral Director Magazine Teaching Music Magazine In Tune Magazine Sing At First Sight (Reproducible) – Alfred Music Publications Ready to Read Music (Reproducible) – Jay Althouse, Alfred Music Publishing 30 Days to Melody (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Rhythm (Reproducible) – Betsy Henderson, Hal Leonard Corporation 30 Days to Music Intervals (Reproducible) – Audrey Snyder, Hal Leonard Corporation 30 Days to Music Theory (Reproducible) – Ellen Wilmeth, Hal Leonard Corporation 60 Music Quizzes For Theory & Reading (Reproducible) – Jay Althouse, Alfred Music Publishing Ready-To-Use Music Activities Kit – Audrey J. Adair, Parker Publishing Co. Enrichment:

Intervention:


SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity SLA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity


Learning Activity #1: Discovering Key Signatures

Topic: Identifying Key Signatures

Assessment #1: Basic Key Signatures Question Prompt / Description: Students will be given a few basic














Objective: Students will be able to use the basic rules to identify Major key signatures. Activity Summary: Discuss the patterns and rules to identifying key signatures and have students practice naming some keys. Description: Teacher will use the guide sheet (see “What Key Am I In Anyway” in appendix) to describe and model how to identify Major key signatures. Students will then use their guide sheet to practice identifying the key signatures either on a worksheet or within their repertoire for class. Enrichment: have students complete worksheet without their guide sheet.

Activity’s Alignment GLE EP1BMS6-8c CONTENT FA2 PROCESS 1.7 Evaluate information




Major key signatures (F, C, Eb, A) and be asked to identify the key shown. Teacher will assess: If the student can correctly use the patterns and rules learned to identify Major key signatures.

Scoring Guide: 2 – Student can correctly identify all given major key

signatures. 1 – Student can correctly identify 90% of the given major

key signatures. 0 – Students cannot correctly identify any of the given major

key signatures.

Assessment’s Alignment GLE EP1BMS6-8c CONTENT FA2 PROCESS 1.7 Evaluate information

1.10 apply information, ideas and skills DOK 1 LEVEL OF EXPECTATION

80%


SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity SA Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Note & Rest Tree Organizer

Assessment #2: Identifying Incorrect Rhythms


Topic: Note & Rest Tree Objective: Students will be able to draw a note and rest tree and/or be able to fill out the Note & Rest Tree Organizers (see “Note & Rest Tree Organizer” in appendix) (click page 2 at the bottom of the file to see the Rest Tree Organizer). Activity Summary: Identify and understand all note values and their corresponding rests. Description: The teacher will introduce/review the note values and their corresponding rests (whole, half, quarter, eighth, sixteenth, dotted half, and dotted quarter). The teacher will then guide students in drawing a note & rest tree or filling out the Note & Rest Tree Organizers (see “Note & Rest Tree Organizer” in appendix) (click page 2 at the bottom of the file to see the Rest Tree Organizer).


GLE EP1AMS6-8a CONTENT FA2 PROCESS 1.4 organize information using tools

1.8 organize data and ideas 1.10 apply information, ideas and skills


Setting objectives and providing feedback

Question Prompt / Description: Students will be able to identify the incorrect rhythm out of a group of several 3 or 4-beat rhythms (with a 3/4 or 4/4 time signature).

Teacher will assess: Teacher will assess the ability of students to identify an

incorrect rhythm out of a group of several 3 or 4-beat rhythms (with a 3/4 or 4/4 time signature). An extension of this assessment could involve students having the opportunity to correct the incorrect rhythm.

Scoring Guide: 1 – Student can correctly identify the incorrect rhythm. 0 – Students cannot correctly identify the incorrect rhythm. Extension Scoring Guide: 2 – Student can correctly identify the incorrect rhythm as well as

correct it. 1 – Student can correctly identify the incorrect rhythm but does

not correct it. 0 – Student cannot correctly identify the incorrect rhythm and

therefore cannot correct it.

Assessment’s Alignment GLE EP1AMS6-8a CONTENT FA2 PROCESS 1.4 organize information using tools

1.8 organize data and ideas 1.10 apply information, ideas and skills


80%

5 Content Area: Fine Arts Course: 7th Grade Choir Strand: Artistic Perceptions (AP)

Learner Objectives: 1. Develop and apply the knowledge and skills to analyze and describe music and musical performance

Concepts: A. Musical Forms B. Musical Characteristics, Events, and Descriptors


Students Should Know Students Should Be Able to Common forms used in music are AB/*binary, ABA/*ternary, rondo, two-part songs, theme and variation, AABA/song form, fugue. The similarities and differences between AB/*binary, ABA/*ternary, rondo, , two-part songs, theme and variation, AABA/song form, fugue and know when to use first and second endings, repeat signs, coda, DC/Fine, DS al coda/Fine when they appear in ensemble repertoire. All recordings used for aural examples will use characteristics previously discussed (such as musical expression, form, and will sound different based on the origin and culture of the group). Active listening is used when analyzing an aural example. Vocabulary in appendix ??? dealing with musical expression. Each piece of music has an intended function or purpose (such as a fanfare, dance music, religious etc) and an intended audience depending on the composer, genre and style.

Identify and analyze forms and composition techniques: AB/*binary, ABA/*ternary, rondo, first and second endings, repeat signs, coda, two-part songs, theme and variation, DC/Fine, DS al coda/Fine, AABA/song form, fugue (AP1AMS6-8a, MU6, FA3, DOK 3 ) Identify forms used in selected ensemble repertoire (AP1AMS6-8b, MU6, FA3, DOK 1 ) Determine the musical means (source) and size of group of an aural example (AP1BMS6-8a, MU6, FA3, DOK 1 ) Describe the musical expression (mood) of an aural example (AP1BMS6-8b, MU6, FA3, DOK 1 ) Determine the order and organization of an aural example (AP1BMS6-8c, MU6, FA3, DOK 2 ) Determine the possible origin of an aural example (e.g., location and time) (AP1BMS6-8d, MU6, FA3, DOK 1 ) Characterize the use of music by its intended function (purpose) and its intended audience (AP1BMS6-8e, MU6, FA3, DOK 2 )


Student Essential Vocabulary Form Coda Genre Diction Phrasing Melody

1st & 2nd Endings DC Style Blend Breath Support Harmony


Repeat Sign Fine Expression Dynamics Rhythm Tempo Balance Pitch Timbre Posture


Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing Enrichment: www.hearchoirs.net Hear the Choirs Sing www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet Intervention: www.dictiondomain.com Diction Domain

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine Enrichment: www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet

Intervention:



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http://www.muny.org/�

http://www.fabulousfox.com/�

http://www.stlouisballet.org/�


















SLA = Sample Learning Activities & SA = Sample Assessments 21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #1: Listening Journal Topic: Active Listening Objective: Analyze and describe music and musical performances Activity Summary: Students will listen to various quality recordings such as, but not limited to, musical theatre, pop groups, or opera and use the appropriate musical vocabulary learned up to this point to describe the performance in terms of form, function, and musical expression using the following prompts. Description: Students will listen to various quality recordings such as, but not limited to, musical theatre, pop groups, or opera and use the appropriate musical vocabulary learned up to this point to describe the performance in terms of form, function, and musical expression using the following prompts (see “Active Listening Worksheet” or “Choir Journals 09-10” in appendix).

Activity’s Alignment GLE AP1BMS6-8a-e CONTENT FA3 PROCESS 1.4 organize information using tools

1.7 evaluate information DOK 2 INSTRUCTIONAL STRATEGIES

Identifying similarities and differences

Assessment #1: Recording Identification Question Prompt / Description: I will play for you various vocal techniques

and styles from professional recordings. You will then write down what style of music or what vocal technique is being used and the type of ensemble performing (solo, duet, mixed choir etc) (see “Celtic Woman A New Journey DVD Worksheet” in appendix).

Teacher will assess: Students should be able to identify vocal techniques and

styles from recordings. The teacher will create an answer form, and play recorded excerpts of various styles, forms, functions, and ensembles.

Scoring Guide:

2 – Student has full grasp of concept and can identify technique with ease.

1 – Student can identify techniques with some understandings, but work is needed to be able to answer with complete accuracy.

0 – Student does not understand concept. Student will need additional help to be able to identify techniques at an acceptable level.

Assessment’s Alignment GLE AP1BMS6-8a-e CONTENT FA3 PROCESS 1.5 comprehend/valuate relationships

1.7 evaluate information 1.10 apply information, ideas and skills


85%



21st Century Themes Non Fiction Reading & Writing SLA Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity SLA Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Personal Music Word Bank - Forms Topic: Forms in Music Objective: Students will be able to recognize different forms in pieces of music. Activity Summary: Students will create a resource of terms to use at different times throughout the course for activities and/or assessments. Description: Students will create their own personal mini word banks on a piece of paper that they are allowed to keep with them in their folders/binder and used in listening or writing activities when given the option. Have students fill out word bank with various forms, and other vocabulary and examples when learning about each.

Activity’s Alignment GLE AP1BMS6-8a, AP1BMS6-8b CONTENT FA3 PROCESS 1.1 develop research questions/ideas

1.4 organize information using tools 1.7 evaluate information 1.8 organize data and ideas


Summarizing and Note taking

Assessment #2: Active Listening for forms and techniques Question Prompt / Description: Using your personal word bank, correctly identify the forms or techniques (falsetto, vibrato etc) used in the following recordings. Teacher will assess: If students can correctly identify forms used in music or specific techniques (falsetto, vibrato etc) while listening to a recorded performance.

Scoring Guide: 2: Student can correctly identify the form or technique used when

given an example. 1: Student can correctly identify some of the forms or techniques

used when given an example. 0: Student can not correctly identify the form or technique used

when given an example.

Assessment’s Alignment GLE AP1BMS6-8a, AP1BMS6-8b CONTENT FA3 PROCESS 1.7 evaluate information

1.8 organize data and ideas 1.10 apply information, ideas skills

DOK 2 LEVEL OF 90%


EXPECTATION

6

Content Area: Fine Arts Course: 7th Grade Choir Strand: Artistic Perceptions (AP)

Learner Objectives: 2. Develop and apply the knowledge and skills to evaluate music and musical performance

Concepts: A. Criteria for Musical Performances and Compositions B. Critique Performances and Compositions

Students Should Know Students Should Be Able to Performance quality can be determined objectively by using the following criteria: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, and style.

Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture.\/stage presence, diction/articulation, style (AP2AMS6-8a, MU7, FA3, DOK 2 ) Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement (AP2BMS6-8b, MU7, FA3, DOK 2 )



Student Essential Vocabulary Genre Diction Phrasing Balance Tempo Posture Style Blend Breath Support Melody Pitch Expression

Dynamics Rhythm Harmony Timbre


Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing Enrichment: www.hearchoirs.net Hear the Choirs Sing www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet Intervention: www.dictiondomain.com Diction Domain

General:

www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine

Enrichment:



















www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet Intervention:




Learning Activity #1 : Partner-Singing Evaluation

Topic: Evaluation based on listening Objective: Students will apply the knowledge and skills to evaluate vocal music, identify errors within the different parts of the music, and develop a plan to correct them. Activity Summary: Students will break into pairs/small groups and take turns singing/evaluating and offering constructive criticism for their partners. Description: Break the class into small groups (pairs if possible) and have them go to different areas of the room. Student A will sing a specified portion of the repertoire while Student B fills out the guide sheet (see “Partner Guide Sheet” in appendix) to help evaluate, identify errors and develop a plan to correct the problems. Students will switch roles.

Activity’s Alignment GLE AP2AMS6-8a, AP2AMS6-8b

Assessment #1: Critiquing Personal Performance (alone) Question Prompt / Description: Each student must record themselves

practicing their parts for one of the pieces in their repertoire. Have the student then listen to their recording and write their own critique.

Teacher will assess: Did the student discuss musical elements characteristic to

quality performance? Was the student clear and logical in expressing their opinions and providing details to support each statement?

Scoring Guide: 4 – Student uses details and correct terms to show clear

understanding of topic 3 – Student uses some details and terms, but is too general

or out of balance with the main topic 2 – Student attempts to address details and correct terms,

but does not demonstrate clear understanding of the topic

1 – Student includes ideas that are unclear or lack many key terms.






CONTENT FA3 PROCESS 1.4 organize information using tools

1.7 evaluate information 3.1 identify and define problems 3.4 evaluate problem-solving processes 4.3 analyze individuals’ responsibilities


Cooperative Learning

0 – Student did not address topic and is unclear of the topic.


GLE AP2BMS6-8a, AP2BMS6-8b CONTENT FA3 PROCESS 1.4 organize information using tools



90%


21st Century Themes Non Fiction Reading & Writing Learning & Innovation Skills Enrichment Opportunity Information, Media, & Technology Skills Intervention Opportunity Life & Career Skills Gender, Ethnic, & Disability Equity

Sample Learning Activities Sample Assessments Learning Activity #2: Singing with Hula Hoops Topic: Balance, Blend, and Staying on Your Part Objective: Students will sing in a small group of mixed parts and voices while practicing balance, blend, and staying on their own part.

Assessment #2: Critiquing Personal Performance (with others) Question Prompt / Description: Students should be arranged in balanced trios or quartets (whatever the musical selection calls for). The small ensembles must record themselves performing a piece in their repertoire. Have the student then listen to their recording and write their own critique of how they individually worked toward blend, balance, part


Activity Summary: Students will be arranged in circles of 4-6 singers staggered by parts (example: Sop, Alto, Bar, Sop, Alto, Bar) to practice balance, blend, and staying on their own part. Description: If hula hoops are available, spread hula hoops throughout the room on the floor (ideally arranged in a large circle around the room). Have enough hula hoops for you to have your choir divided into circles of 4 to 6 singers (Staggered by part. For example: Sop, Alto, Bar, Sop, Alto, Bar). Students should stand with their toes touching the outside of the hula hoop and all facing each other. The teacher should guide them in practicing balance, blend, and staying on their part while singing a chosen selection. From there, you may choose to change things up. For example, have the tallest Soprano from each circle move one hula hoop clockwise and the shortest Baritone move one hula hoop counter clockwise. Try the activity again. Was the sound of each individual group different? How did it change? What did they have to change to balance or blend?


GLE AP2AMS6-8a, AP2AMS6-8b CONTENT FA3 PROCESS 1.4 organize information using tools



Cooperative Learning, Homework and Practice

independence, etc. (see “Choir Concert Evaluation” in appendix). Teacher will assess: Did the student discuss musical elements characteristic to a quality ensemble performance? Was the student clear and logical in expressing their opinions and providing details to support each statement?

Scoring Guide: 4 – Student uses details and correct terms to show clear

understanding of topic 3 – Student uses some details and terms, but is too general

or out of balance with the main topic 2 – Student attempts to address details and correct terms,

but does not demonstrate clear understanding of the topic

1 – Student includes ideas that are unclear or lack many key terms.

0 – Student did not address topic and is unclear of the topic.

Assessment’s Alignment GLE AP2AMS6-8a, AP2AMS6-8b CONTENT FA3 PROCESS 1.4 organize information using tools



90%


7 Content Area: Fine Arts Course: 7th Grade Choir Strand: Interdisciplinary Connections (IC)

Learner Objectives: 1. Develop and apply the knowledge and skills to understand the relationships between music, the other arts and disciplines outside the arts.

Concepts: A. Connections between Music and Related Arts and Humanities B. Connections between Music and Non-Arts Disciplines

Students Should Know Students Should Be Able to Sound in music, visual stimuli in visual arts, movement in dance, human and interrelationships in theatre can be used to transform similar events, scenes, emotions, or ideas into works of art depending on the particular work. Each of the arts can enhance understanding and communication globally through knowledge of other cultures and history. Participation in musical ensembles can teach students perseverance and commitment to an activity as well as improve interpersonal relationships.

Compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art (IC1AMS6-8a, MU8, FA4, DOK 2 ) Discuss ways that each of the arts can enhance understanding and communication globally (IC1AMS6-8c, MU8, FA4, DOK 3 ) Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music (IC1BMS6-8a, MU8, FA4, DOK 2 ) Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings. (IC1BMS6-8b, MU8, FA4, DOK 2 ) Describe the similarities between other subject areas and the arts, (e.g., talk about the relationships between interpreting music notation and interpreting written language) (IC1BMS6-8c, MU8, FA4, DOK 2 )



Student Essential Vocabulary Effective Group

Participation Theater Commitment Visual Art Communication Perseverance

Dance Language *NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.

Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing Enrichment: www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet www.slam.org The St. Louis Art Museum Intervention:

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine Enrichment: www.metoperafamily.org The Metropolitan Opera www.muny.org The Muny, St. Louis www.fabulousfox.com The Fabulous Fox Theater, St. Louis www.stlouisballet.org The St. Louis Ballet www.slam.org The St. Louis Art Museum





http://www.slam.org/�
















http://www.slam.org/�


Intervention: Ice Breakers – Valerie Lippoldt Mack, Shawnee Press Ice Breakers 2 – Valerie Lippoldt Mack, Shawnee Press




Learning Activity #1: Sight and Sound

Topic: Music and visual art are connected Objective: Students will relate auditory music to visual art pieces from the same time period or mood. Activity Summary: Students will match the correct visual piece of art to the musical example most fitting. Description: Have examples of visual art showing different time periods, events, or emotions. Play musical examples and have students match the music to the piece of visual art based on what feelings they have about the piece of music. Have discussion on why they students chose each piece of music to fit with the piece of visual art. Extension: have students draw something that expresses what they hear in a piece of music.

Activity’s Alignment GLE IC1BMS6-8c

CONTENT FA4

Assessment #1: Critique of a Performance (outside of vocal music) Question Prompt / Description: Students will watch a performance of a professional dance crew, ballet troupe, or some kind of dance artist and discuss why they think the artist chose to use that choreography to fit with the music or vice versa. Teacher will assess: The students’ comprehension of themes, musical qualities, as well as general concepts.

Scoring Guide: 2 – Student can correctly identify musical characteristics

related to the musical function of the piece 1 – Student can correctly identify some musical

characteristics related to the musical function of the piece.

0 – Student cannot correctly identify musical characteristics related to the musical function of the piece.


GLE IC1BMS6-8a CONTENT FA4


PROCESS 1.6 - discover/evaluate relationships 1.9 -compare past & present societies 2.3 - exchange ideas & take others' perspectives 2.4 - present perceptions and ideas


Nonlinguistic Representations Identifying Similarities and Differences

PROCESS 1.2 conduct research 1.4 organize information using tools 1.7 evaluate information 4.3 analyze individuals’ responsibilities


90%



Sample Learning Activities Sample Assessments Learning Activity #2: Personal Participation Log Topic: Personal participation in an ensemble Objective: Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings. Activity Summary: Students will understand what full participation can do for an ensemble and fill out a participation log. Description: Lead class discussion of what proper participation can do for an ensemble. Have each student complete the Personal Participation Log (see “My Choir Participation Log” in appendix) based on their daily participation for the quarter.

Activity’s Alignment GLE IC1BMS6-8b

CONTENT FA4 PROCESS 4.2 understand and apply citizenship rights

Assessment #2: Critiquing Personal Participation Question Prompt / Description: After filling out a Personal Participation

Log (Sample Learning Activity #2) for a quarter, students will critique their participation, perseverance, and commitment (see “Choir Student Self Evaluation” in appendix). Are they confident they were 100% committed to the group? Is there room for improvement? Where and in what ways could they have improved?

This could also be connected to a student’s parent/teacher or student led

conference as a way to discuss participation or commitment to the ensemble’s success.

Teacher will assess: The ability of the student to provide an honest

reflection of his/her commitment and participation over the quarter. Was the student clear and logical in expressing their opinions and providing details to support each statement?


4.3 analyze individuals’ responsibilities 4.5 develop/revise plans of action


Setting Objectives and Providing Feedback

Scoring Guide: (loosely graded & debatable) 2 – Student’s response seems genuine and generally reflects

the teacher’s opinion of his/her participation, commitment, and perseverance.

1 – Student’s response seems to lack an honest reflection of his/her commitment and participation. Also, this reflection may not match the teacher’s opinion of his/her participation, commitment, and perseverance.(be willing to forgive students who grade themselves too harshly)

0 – Student clearly did not participate or commit to the ensemble and/or did not provide a critique.

Assessment’s Alignment GLE IC1BMS6-8a

CONTENT FA4 PROCESS 4.2 understand and apply citizenship rights

4.3 analyze individuals’ responsibilities 4.5 develop/revise plans of action


90%


8 Content Area: Fine Arts Course: 7th Grade Choir Strand: Historical & Cultural Contexts (HC)

Learner Objectives: 1. Develop and apply the knowledge and skills to understand works of art in time and place.

Concepts: A. Genres and Styles B. Stylistic Practices C. Music’s Role and Function in Various Cultures D. Careers in Music

Students Should Know Students Should Be Able to Each main historical period (such as Medieval, Renaissance, Baroque, Classical, Romantic and Contemporary) has defining characteristics (instruments, melody, texture, chord structure etc.) that can help to distinguish between genres and styles of music. Music can play a different role in multiple settings and cultural events based on the size, style, texture etc. of the piece. Vocabulary from appendix used to describe musical expression, texture, form and quality of a musical performance. A well-rounded musician will be able to attend and describe live musical experiences. Music relates to other arts and academic disciplines and can play a part in many different vocations and avocations in today’s society ( such as performance, education, acoustics, engineering etc.).

Identify genre or style from various historical periods through listening to selected ensemble repertoire (HC1AMS6-8b, MU9, FA5, DOK 1 ) Conclude possible origin and/or historical period of an aural example by applying artistic perceptions to selected musical examples (HC1BMS6-8b, MU9, FA5, DOK 1 ) Describe the function of music in various settings and cultural events (HC1CMS6-8a, MU9, FA5, DOK 2 ) Attend and describe live musical experiences (HC1CMS6-8b, MU9, FA5, DOK 2 ) Compare and contrast a variety of music and music-related vocations and avocations (HC1DMS6-8a, MU9, FA5, DOK 2 )

http://library.thinkquest.org/16020/data/eng/text/education/theory/medieval.html�

http://library.thinkquest.org/16020/data/eng/text/education/theory/renaissance.html�

http://library.thinkquest.org/16020/data/eng/text/education/theory/baroque.html�

http://library.thinkquest.org/16020/data/eng/text/education/theory/classical.html�

http://library.thinkquest.org/16020/data/eng/text/education/theory/romantic.html�

http://library.thinkquest.org/16020/data/eng/text/education/theory/contemporary.html�



Student Essential Vocabulary Genre Renaissance Romantic Audience Diction Phrasing Style Baroque Contemporary Function of Music Blend Breath Support

Medieval Classical Setting Expression Dynamics Rhythm Posture Balance Melody Harmony Tempo Pitch Timbre


Student Resources Teacher Resources General: Alfred’s Pocket Dictionary of Music – Feldstein, Alfred Music Publishing www.careersinmusic.com Careers In Music (used in Sample Learning Activity #2) Enrichment: www.hearchoirs.net Hear the Choirs Sing Intervention: www.dictiondomain.com Diction Domain

General: www.acda.org American Choral Director’s Association http://choralnet.org Choral Net (ACDA) www.mmea.net Missouri Music Educator’s Association www.menc.org The National Association for Music Education www.jwpepper.com For perusing, listening, and purchasing music www.hearchoirs.net Hear the Choirs Sing www.ncvs.org The National Center for Voice and Speech www.musictheory.net MusicTheory.net www.dictiondomain.com Diction Domain www.gmajormusictheory.org www.sheetmusic1.com The Choral Journal Magazine Choral Director Magazine Teaching Music Magazine In Tune Magazine One-Page Composer Bios (Reproducible) – Jay Althouse, Alfred Music

Publishing Accent On Composers (Book & CD)(Reproducible) – Jay Althouse & Judy

O’Reilly, Alfred Music Publishing

www.careersinmusic.com Careers In Music (used in Sample Learning Activity #2)

http://www.careersinmusic.com/�
















Enrichment: Intervention:




Learning Activity #1 : High School Concert Evaluation

Topic: Attend and describe a performance Objective: Students will be able to correctly identify quality characteristics of a performance using standard vocabulary. Activity Summary: After viewing a concert performance, students will be able to identify quality characteristics and evaluate it using correct vocabulary. Description: Students will view a high school concert (either live or on recording) and use the evaluation sheet (see “Choir Concert Evaluation” in appendix) to help them use course vocabulary to describe the performance.

Activity’s Alignment GLE HC1AMS6-8b CONTENT FA5

Assessment #1: Describing Song Origins and Functions Constructed Response Question Prompt / Description: Listen to the following song excerpt. Describe the musical characteristics of the piece and list a possible origin and function. Teacher will assess: Did the student correctly identify musical characteristics related to the musical function of the piece? Are the student’s ideas presented in a clear and logical manner with details supporting his/her answer? Scoring Guide: 2: Student can correctly identify musical characteristics related

to the musical function of the piece 1: Student can correctly identify some musical characteristics

related to the musical function of the piece. 0: Student can not correctly identify musical characteristics

related to the musical function of the piece

Assessment’s Alignment GLE HC1AMS6-8b CONTENT FA5


PROCESS 3.1 identify and define problems 3.6 examine solutions from many perspectives 4.2 analyze individuals’ responsibilities 4.6 identify cooperation tasks


Reinforcing Effort and Providing Recognition

PROCESS 1.1 develop research questions/ideas 1.7 evaluate information 1.9 compare past and present societies 2.6 apply communication techniques


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Learning Activity #2: Careers in Music Research Project Topic: Careers in Music outside of performance Objective: Students will understand the many different careers in music available through other arts and vocations in today’s society (such as performance, education, acoustics, engineering etc.). Activity Summary: Students will research one of the many different careers available through music and provide a short presentation of the information discovered. Description: Have students choose a career in music available at www.careersinmusic.com and use the guide sheet to research basic information concerning the topic (one student per topic/job). Have students report to class with the information discovered either in short power point presentation or speech.

Activity’s Alignment GLE HC1AMS6-8b

CONTENT FA5 PROCESS 1.2 conduct research

1.5 comprehend/evaluate resources 2.1 plan and make presentations 2.3 exchange ideas and take others’ perspectives


Cooperative Learning Summarizing and Note Taking

Assessment #2: Performance Evaluation Question Prompt / Description: Show a video of a professional

performance. Describe what makes this performance quality or non-quality using descriptive and musical terms (see “Celtic Woman A New Journey DVD Worksheet” in appendix).

Teacher will assess: Can the student correctly identify quality vs. non-quality performances

using the proper criteria (tone-quality, volume production, vowel shapes etc).

Scoring Guide: 2: Student can correctly identify quality vs. non-quality

performances using the proper criteria. 1: Student can correctly identify quality vs. non-quality

performances using some the proper criteria. 0: Student can not correctly identify quality vs. non-quality

performances using the proper criteria.

Assessment’s Alignment GLE HC1AMS6-8b

CONTENT FA5 PROCESS 3.1 identify and define problems

3.6 examine solutions from many perspectives 4.2 analyze individuals’ responsibilities 4.6 identify cooperation tasks


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