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SECONDARY VOCAL MUSIC

CURRICULUM

Grades 6–12

Approved by the Board of Education, November 2003Update approved by the Board of Education, May 7, 2009

RAPID CITY AREA SCHOOLS300 6th Street

Rapid City, South Dakota

BOARD OF EDUCATION:Mrs. Sheryl Kirkeby....................................................................................PresidentMrs. Leah Lutheran.......................................................................1st Vice PresidentMr. Doug Kinniburgh..................................................................2nd Vice PresidentMrs. Daphne Richards-Cook..............................................................Board MemberMr. Arnie Laubach.............................................................................Board MemberMr. Wes Storm...................................................................................Board MemberMr. Bret Swanson..............................................................................Board Member

ADMINISTRATION:Dr. Peter M. Wharton.......................................................Superintendent of SchoolsDr. James F. Ghents .....................Director of Curriculum, Assessment, Instruction

and Gifted Education Services

6-12 VOCAL MUSIC CURRICULUM COMMITTEE – 2009:Andrea Elwess, Secondary Vocal Coordinator.........................Central High SchoolPamela Baker..........................................West Middle School, Stevens High SchoolDara Baum................................................................................South Middle SchoolAngela Bjordahl.................................................................Southwest Middle SchoolDeb Book................................................................................Dakota Middle SchoolKathleen Borg............................................................................Central High SchoolAnn Deckert...............................................................................Stevens High SchoolTammy McCraw.....................................................................Dakota Middle SchoolDavid Sommers........................................................................North Middle SchoolLaurie Torbert............................................................................West Middle School

6-12 VOCAL MUSIC CURRICULUM COMMITTEE – 2003:Clayton Southwick, Chair and Secondary Vocal CoordinatorDara Baum Judy Fauss David SommersCaroline Brown Gloria Harrison Anella SouthwickAnn Deckert Rebecca Kenner Laurie Torbert

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Table of Contents

Acknowledgements...................................................................................iiVision Statement.......................................................................................vMission Statement.....................................................................................vPhilosophy of Music Education................................................................v

Standards of PracticeGeneral Music: Grade 6....................................................................1Choral Music: Grades 7 – 8..........................................................11Choral Music: Grades 9 – 12........................................................22

Course of StudyGeneral Music: Grade 6..................................................................36Choral Music: Grade 7..................................................................38Choral Music: Grade 8..................................................................40Choral Music: Grade 9..................................................................42Choral Music: Grade 10................................................................46Choral Music: Grade 11................................................................50Choral Music: Grade 12................................................................54

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Vision Statement

South Dakota “students in all grade levels should have access to a balanced, comprehensive, and sequential program of music instruction taught by qualified teachers” using quality literature, materials, and technology. (Adapted from Music Educator’s National Conference Opportunity to Learn Standards.)

Mission Statement

The need to express feelings through music is built into every child and will manifest itself either constructively or destructively. Our mission is to channel this drive towards the beauty of quality music, rather than leave the children subject to peer, pressure, media influences, or happenstance.

A Philosophy of Music Education

Music is a basic component in the complete intellectual development of students of all ages and abilities. Instruction in music provides opportunities for self-expression, creativity and aesthetic awareness through active participation, performance, and critical listening. Music education enriches the quality of people’s lives by giving insight into the nature of human feeling.

Music should be taught as its own discipline as well as an integral part of other curricular areas. Music serves as a connection between people of all ages, cultures, beliefs, and societies. It also serves as a frame of reference to the culture and environment in which it was created. Music instruction needs to be developmentally appropriate, relevant and lead to lifelong learning which will enhance the individual’s quality of life.

The following music standards define what Rapid City students need to know and demonstrate in music. These standards affirm that music is a vehicle for broader understanding and knowledge. The utilization of these standards and ideals will develop students who are literate consumers and producers of the art and craft of music. To achieve these standards, all Rapid City students in all grade levels must have access to a balanced, comprehensive, and sequential program of music instruction taught by qualified teachers using quality literature, materials, equipment, and technology.

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2009 Curriculum RevisionSecondary Vocal Music

Standards of Practice

General Music

Grade6

1

STANDARD ONE:Performing

Students will use the performance of music as a means for creative expression and communication.RATIONALE: Musical performance is one way of developing effective communicators. Through the performance of music, students develop confidence, self-discipline, and the ability to work with others. They see themselves as a relevant part of their world and integrate prior knowledge and personal experiences into a variety of endeavors. The music they perform or study often becomes an integral part of their personal musical repertoire.

INDICATOR ONE:1. Students will sing, alone and with others, a varied repertoire of music.

Corresponding National Standard:Standard 1 – Singing, alone and with others, a varied repertoire of music

Students will:A. Sing with good vocal technique, pitch and rhythmic accuracy, and expression throughout

their singing ranges. Develop knowledge of the vocal mechanism, as well as the changing voice. Develop correct posture and breathing skills Perform with a clear, centered tone throughout the vocal range Perform with pitch accuracy through out the range of the voice Continue to build skills in performing rhythmic patterns accurately

B. Sing with expression and technical accuracy a repertoire of both read and memorized, age-appropriate vocal literature, which includes changes in tempo, key and meter.

Perform with control of dynamic contrast throughout the vocal range Develop skills using articulation markings and techniques Perform with attention to melodic phrasing Demonstrate skills of accurate diction in English and familiar foreign texts Develop stylistically appropriate expression in singing

C. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

D. Sing music written in two and three parts. Perform speech and vocal ostinati, rounds, canons, partner songs, descants, and

countermelodies Demonstrate ability to balance and blend within the ensemble

Students who participate in a choral ensemble will:E. Sing with expression and technical accuracy a varied repertoire of vocal literature,

which includes moderate technical demands, ranges, and varied interpretive requirements, including some songs performed from memory.

Demonstrate proper concert etiquette Respond appropriately to conducting

3

INDICATOR TWO:1. Students will perform on instruments, alone and with others, a varied repertoire of music.

Corresponding National Standard:Standard 2 – Performing on instruments, alone and with others, a varied repertoire of music

Students will:A. Perform on at least one instrument accurately and independently with proper instrumental

technique.B. Perform with expression and technical accuracy on at least one string, wind, percussion, or

classroom instrument, a developmentally appropriate repertoire of instrumental literature.C. Perform music representing diverse genres and cultures, with expression appropriate for the

work being performed.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a

harmonic instrument.Students who participate in an instrumental ensemble or class will:E. Perform with expression and technical accuracy a varied repertoire of instrumental literature,

which includes moderate technical demands, ranges, and varied interpretive requirements.

4

STANDARD TWO:Creating

Students will communicate their thoughts and ideas through the creation of music.RATIONALE: Composing and improvising provide students with unique insight into the form and structure of music and, at the same time, help them to develop their creativity. Working within the form and structure of music, students gain the ability to problem-solve and apply their basic knowledge using higher level thinking skills. These skills are enhanced through emerging technology.

INDICATOR ONE:1. Students will improvise melodies, variations, and accompaniments.

Corresponding National Standard:Standard 3 – Improvising melodies, variations, and accompaniments

Students will:A. Improvise simple harmonic accompaniments.B. Improvise melodic embellishments and simple rhythmic and melodic variations on given

pentatonic melodies and melodies in major and minor keys.C. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in

a consistent style, meter, and tonality.D. Improvise “call and response” patterns to given harmonic and rhythmic sequences in a

consistent style, meter, and tonality

INDICATOR TWO:1. Students will compose and arrange music within specified guidelines.

Corresponding National Standard:Standard 4 – Composing and arranging music within specified guidelines

Students will:A. Compose short pieces that demonstrate the elements of unity and variety tension and

release, and balance. Create or arrange simple pieces for voices or instruments using a variety traditional

and nontraditional sound sources and electronic media Write simple compositions with nontraditional notation Write simple compositions in treble clef Compose brief compositions using percussion instruments or sounds available in the

classroomB. Compose or arrange simple pieces for voices or instruments using a variety of sound

sources.

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STANDARD THREE:Reading

Students will read and notate music.RATIONALE: Learning to read and notate music gives students skills with which to explore music independently and with others. Reading music promotes higher level thinking skills through translation of symbols and serves as a means of communication throughout the world. A firm grounding in this standard lays the foundation for life long learning.

INDICATOR ONE:1. Students will read and notate music.

Corresponding National Standard:Standard 5 – Reading and notating music

Students will:A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 , 3/4 , 4/4 , 6/8 ,

3/8 , and alla breve meter signatures. Demonstrate ability to read and perform rhythms while maintaining a steady beat Demonstrate ability to echo-sing/chant/clap rhythmic patterns Demonstrate ability to use either a counting system or syllable system for reading

rhythmic notationB. Read at sight simple melodies in treble and/or bass clefs.

Use solfege syllables and letters to read melodies in treble clef Demonstrate knowledge of melodic patterns and intervals

C. Read standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Demonstrate control of dynamic contrast (pp, p, mp, mf, f, ff) Demonstrate ability to change tempo though the use of accelerando, ritardando, and

rubato Demonstrate legato, slur, and staccato articulation Demonstrate knowledge of repeat signs, first and second endings, da capo, dal segno,

and coda signsD. Use standard notation to record their musical ideas and the musical ideas of others.E. Read non-standard notation symbols used by some 20th century composers.Students who participate in a choral ensemble will:F. Sight-read music that contains changes of tempo, key and meter.

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STANDARD FOUR:Listening

Students will listen to, analyze, and evaluate music.RATIONALE: Listening to, analyzing, and evaluating music are important building blocks of musical learning. These skills expand musical appreciation, expression, and the justification of musical preferences, leading to knowledgeable consumers and supporters of music. They also provide a foundation for critical thinking.

INDICATOR ONE:1. Students will listen to, analyze, and describe music.

Corresponding National Standard:Standard 6 – Listening to, analyzing, and describing music

Students will:A. Describe specific music events in a given aural example, using appropriate terminology.

Identify the intro, verse, refrain, and coda sections of song form Identify a two-part (binary) form Identify the theme and variation form, and call and response form Identify Da Capo and Dal Segno Identify repeats, and first, and second endings

B. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

Identify the type of musical instruments used to produce the music Identify vocal timbres including voice registers: soprano, alto, tenor, and bass

C. Demonstrate understanding of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.

Identify the use of accelerando and ritardando Identify melodic direction, melodic phrases, repeated tones, and intervals Experience the creation of mood through dynamics and style

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INDICATOR TWO:2. Students will evaluate music and music performances.

Corresponding National Standard:Standard 7 – Evaluating music and music performances

Students will:A. Develop criteria including the basic elements of music for evaluating the quality and

effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

Consider accuracy of note and rest values, duration, pulse, steadiness, and correctness of meters as they relate to rhythm

Consider style, phrasing, tempo, dynamics, and emotional expression as they relate to interpretation

Consider appropriateness of appearance, poise, posture, conduct, and mannerisms as they relate to performance before an audience

Consider accuracy of pitch as related to a standard tuner and /or musical contextB. Evaluate the quality and effectiveness of their own and others' performances, compositions,

arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

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STANDARD FIVE:Understanding Relationships

Students will understand music’s relationship to society, the other arts, disciplines outside the arts, history, and culture.RATIONALE: Integration of other disciplines with music helps students see relevance and connections among all curricular areas. Music is a frame of reference for the culture and environment that created it. Because music is an integral part of human history, the ability to listen with understanding is essential if students are to gain a broad cultural and historical perspective. By understanding the cultural and historical forces that shape social attitude and behaviors, students are better prepared to live in communities that are increasingly multicultural. Through an understanding of others, we increase our understanding of self.

INDCATOR ONE:1. Students will understand relationships between music, the other arts, and disciplines outside the arts.

Corresponding National Standard:Standard 8 – Understanding the relationships between music, the other arts, and disciplines outside the arts

Students will:A. Compare in two or more arts how the characteristic materials of each art can be used to

transform similar events, scenes, emotions, or ideas into works of art.B. Describe ways in which the principles and subject matter of other disciplines taught in the

school are interrelated with those of music. Discuss the relationship of rhythm patterns in music to number values and divisions

of numbers values in mathematics Discuss the relationship of sound production in music and the physics of sound

waves, and harmonic overtones in science Discuss the comparison of the use of musical notation to convey ideas and emotions

to the uses of written languages

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INDICATOR TWO:1. Students will understand music in relation to history and culture.

Corresponding National Standard:Standard 9 – Understanding music in relations to history and culture

Students will:A. Describe distinguishing characteristics of representative music genres and styles from

a variety of cultures and ethnic groups. Identify tonality (major/minor) and style (i.e. dance, march, jazz, or song)

B. Classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary.

C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

Perform using music, drama, and dance Demonstrate audience behavior appropriate for the context and style of music

performed.

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Choral Music

Grades7 - 8

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Students will:A. Sing with good vocal technique, pitch and rhythmic accuracy, and expression throughout

their singing ranges. Study of the vocal mechanism, as well as the changing voice Develop correct posture and breathing skills Perform with a clear, centered tone throughout the vocal range Perform with pitch accuracy through out the range of the voice Continue to build skills in performing rhythmic patterns accurately Expand experiences with pentatonic, major, minor, and other scales

B. Sing with expression and technical accuracy a repertoire of both read and memorized, age-appropriate vocal literature, which includes changes in tempo, key and meter.

Perform with control of dynamic contrast throughout the vocal range Develop skills using articulation markings and techniques Perform with attention to melodic phrasing Demonstrate skills of accurate diction in English and familiar foreign texts Develop stylistically appropriate expression in singing

C. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.

D. Sing music written in two and three parts. Perform speech and vocal ostinati, rounds, canons, partner songs, descants, and

countermelodies Demonstrate ability to balance and blend within the ensemble

13

Students who participate in a choral ensemble will:E. Sing with expression and technical accuracy a varied repertoire of vocal literature, which

includes moderate technical demands, ranges, and varied interpretive requirements, including some songs performed from memory.

Perform accompanied and unaccompanied music written for chorus/solo Perform contemporary music composed for chorus/solo Perform choral literature from various periods including the Renaissance, Baroque,

Classical, Romantic, and 20th Century Perform popular, jazz, folk, show, and rock music arranged for chorus/solo Perform technical exercises from a vocal method book Demonstrate proper concert etiquette Respond appropriately to conducting



Students will:A. Perform on at least one instrument accurately and independently with proper instrumental

technique.B. Perform with expression and technical accuracy on at least one string, wind, percussion, or

classroom instrument, a developmentally appropriate repertoire of instrumental literature.C. Perform music representing diverse genres and cultures, with expression appropriate for the

work being performed.D. Play by ear simple melodies on a melodic instrument and simple accompaniments on a

harmonic instrument.Students who participate in an instrumental ensemble or class will:E. Perform with expression and technical accuracy a varied repertoire of instrumental literature,

which includes moderate technical demands, ranges, and varied interpretive requirements.

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Students will:A. Improvise simple harmonic accompanimentsB. Improvise melodic embellishments and simple rhythmic and melodic variations on given

pentatonic melodies and melodies in major and minor keysC. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in

a consistent style, meter, and tonalityD. Improvise “call and response” patterns to given harmonic and rhythmic sequences in a

consistent style, meter, and tonality



Students will:A. Compose short pieces that demonstrate the elements of unity and variety tension and

release, and balance. Create or arrange simple pieces for voices or instruments using a variety traditional

and nontraditional sound sources and electronic media Write simple compositions with nontraditional notation Write simple compositions in treble and bass clef Use key signatures, time signatures, and other notation accurately

B. Compose or arrange simple pieces for voices or instruments using a variety of sound sources.

Compose using electronic media

15





Students will:A. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4 4/4, 6/8,

3/8, and alla breve meter signatures. Demonstrate ability to read and perform rhythms while maintaining a steady beat Demonstrate ability to divide a steady beat into two, three, or four pulse Demonstrate ability to use either a counting system or syllable system for reading

rhythmic notation Experience notation through music technology

B. Read at sight simple melodies in treble and/or bass clefs. Demonstrate knowledge of major scales Demonstrate knowledge of minor scales (natural, harmonic, and melodic forms) Demonstrate knowledge of chromatic scale throughout range of voice Demonstrate knowledge of accidentals and enharmonic notes Demonstrate ability to perform intervals of seconds, thirds, fourths, fifths, sixths, and

octaves Demonstrate ability to perform arpeggiated figures

C. Read standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.

Demonstrate control of dynamic contrast (pp, p, mp, mf, f, ff) Demonstrate ability to change tempo though the use of accelerando, ritardando, and


and coda signs Demonstrate knowledge of musical ornamentation (trills, grace notes) Demonstrate appropriate tempo for presto, allegro, allegretto, andante, moderato, and

largoD. Use standard notation to record their musical ideas and the musical ideas of others.E. Read non-standard notation symbols used by some 20th century composers.

16

Students who participate in a choral ensemble will:F. Sight-read music that contains changes of tempo, key and meter.

Perform rhythmic patterns accurately Perform notes of melodic line accurately Perform dynamic contrasts accurately Perform articulation markings accurately

17





Students will:A. Describe specific music events in a given aural example, using appropriate terminology.

Identify the intro, verse, refrain, and coda sections of song form Identify a three-part (ternary) form Identify a two-part (binary) form Identify the theme and variation form, and call and response form Identify Da Capo, Dal Segno, and interlude forms Identify repeats and first and second endings

B. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.

Identify the type of musical instruments used to produce the music Identify key characteristics of genres and cultures Identify vocal timbres including voice registers: soprano, alto, tenor, and bass Identify elements of rhythm, melody, harmony, and key characteristics of genres and

cultures Identify the use of repetition, contrast, and variation in the development of the form in

a choral composition C. Demonstrate understanding of the basic principles of meter, rhythm, tonality, intervals,

chords, and harmonic progressions in their analyses of music. Identify use of accelerando and ritardando Identify melodic direction and counter-melodies Identify expressive qualities inherent in music Identify contrasting qualities in music Experience creation of mood through dynamics and style

18



Students will:A. Develop criteria including the basic elements of music for evaluating the quality and

effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.

Describe resonance, control, clarity, focus, consistency, and warmth as it relates to tone

Consider accuracy of pitch as related to a standard tuner and/or musical context Consider accuracy of note and rest values, duration, pulse, steadiness, and correctness

of meters as they relate to rhythm Consider artistry, attacks, releases, control of ranges, and musical and/or mechanical

skill as they relate to technique Consider style, phrasing, tempo, dynamics, and emotional expression as they relate to

interpretation Consider appropriateness of appearance, poise, posture, conduct, and mannerisms as

they relate to performance before an audienceB. Evaluate the quality and effectiveness of their own and others' performances,

compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

Listen and compare various recordings of vocal soloists and vocal ensembles Evaluate self progress as an ensemble performer in rehearsals and performances Develop responsible leadership abilities and teamwork skills

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INDICATOR ONE:1. Students will understand relationships between music, the other arts, and disciplines outside the arts.


Students will:A. Compare in two or more arts how the characteristic materials of each art can be used to

transform similar events, scenes, emotions, or ideas into works of art. Identify similarities and/or differences in style and form used to shape a work of art Identify similarities and/or differences in the uses of consonance and dissonance to

achieve the emotional impact of a work of art Identify similarities and/or differences in the use of color and texture in the creation

of a work of art Identify similarities and/or differences in the use of balance and clarity in determining

overall structure of a work of artB. Describe ways in which the principles and subject matter of other disciplines taught in the

school are interrelated with those of music. Discuss the relationship of rhythm patterns in music to number values and divisions

of number values in mathematics Discuss the relationship of sound production in music, the physics of sound waves,

and harmonic overtones in science Discuss the comparison of the use of musical notation to convey ideas and emotions

to the uses of written languages Discuss the importance of memorization to the performance of music and the

relationship to the successful acquisition of knowledge in other subject areas

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Students will:A. Describe distinguishing characteristics of representative music genres and styles from a

variety of cultures and ethnic groups. Identify tonality (major, minor, or modal) and style

B. Classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary.

C. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.

Perform using music, drama, and dance in solo, ensemble, and choral form Demonstrate audience behavior appropriate for the context and style of music

performed

21



Choral Music

Grades9 - 12

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At the proficient level, students will:A. Sing with expression and technical accuracy a large and varied repertoire of vocal literature,

which requires well developed technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys, including some songs performed from memory.

Study vocal technique Demonstrate correct posture and breath support Perform with a clear, centered tone throughout the range of the voice Perform with control of dynamic contrast throughout the range Interpret tempo, key, and meter markings Perform with pitch accuracy throughout the range of the voice Perform rhythmic patterns accurately Interpret tempo, key, and meter markings Perform in all diatonic and other scale patterns Perform with accuracy all articulation markings and techniques Perform with accurate diction in English and other foreign languages Perform with attention to melodic phrasing Perform using SmartMusic Intelligent Accompaniment Technology

B. Sing music written in four parts, with and without accompaniment. Perform accompanied and unaccompanied music written for chorus Perform Renaissance, Baroque, Classical, Romantic, and 20th Century choral

literature Perform popular, jazz, show, folk, and rock music arranged for chorus Perform technical exercises for a choral method book

C. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. Perform duets, trios, quartets and ensemble music written for like voices. Perform duets, trios, quartets and ensemble music written for unlike voices. Demonstrate the ability to balance and blend within the ensemble Demonstrate proper concert and performance etiquette

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Respond appropriately to conducting.At the advanced level, students will:D. Sing with expression and technical accuracy a large and varied repertoire of choral literature,

which includes advanced technical and interpretive skills.E. Sing music written in more than four parts.F. Sing in small ensembles with one student on a part.



At the proficient level, students will:A. Perform with expression and technical accuracy a large and varied repertoire of choral

literature that includes instrumental accompaniment. Perform using different styles of accompaniments Perform using a sound score with multiple parts Perform using music technology

B. Perform an appropriate part in an ensemble, demonstrating well-developed ensemble skills. Perform with correct pitch and accurate rhythm, meter, and tempo Perform using appropriate dynamics, techniques, style, and genre

C. Perform in small ensembles with one student on a part. Play independently while other students sing or play contrasting parts

At the advanced level, students will: D. Perform with expression and technical accuracy a large and varied repertoire of instrumental

literature, which includes advanced technical and interpretive skills.

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At the proficient level, students will:A. Improvise stylistically appropriate harmonizing parts.

Demonstrate knowledge of major, minor, augmented, and diminished chords Demonstrate the ability to improvise melodic, rhythmic, and harmonic figures

B. Improvise rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.

Demonstrate knowledge of whole and half steps in the pentatonic, major, and three forms of the minor scale (natural, harmonic, and melodic)

C. Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality.

Explore the basic blues chord progression Explore the use of ii, V, I chord progression in popular songs

At the advanced level, students will:D. Improvise stylistically appropriate harmonizing parts in a variety of styles.E. Improvise rhythmic and melodic variations on melodies in blues and modal scales.F. Improvise original melodies in a variety of styles, over given chord progressions, each

in a consistent style, meter, and tonality.

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At the proficient level, students will:A. Compose music in several distinct styles, demonstrating creativity in using the elements of

music for expressive effect. Explore music written in the folk, rock, swing, and multicultural style

B. Arrange pieces for voices or instruments other than those for which the pieces were written. Write simple compositions in treble and bass clef Use key signatures, time signatures, and other notation accurately Introduce notation software for arrangements

C. Compose and arrange music for voices and various acoustic and electronic instruments, demonstrating knowledge of the ranges and traditional usages of the sound sources.

Compose using electronic media Transcribe missing notes of a familiar melody Transcribe an improvised solo over a standard chord progression Write simple compositions with nontraditional notation Compose brief compositions using percussion instruments or sounds available in the

classroom

At the advanced level, students will:D. Compose music, demonstrating imagination and technical skill in applying the principles of

composition. Compose an original melody Use chord substitutions to vary the harmonic texture of 12 bar blues Arrange pieces for voices or instruments other than those for which the pieces were

written. Compose and arrange for voices and various acoustic and electronic instruments,

demonstrating knowledge of the ranges and traditional usages of the sound sources

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At the proficient level, students will:A. Demonstrate the ability to read a vocal score of up to four staves.

Demonstrate ability to read and perform rhythms to a steady beat Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests Demonstrate ability to divide a steady beat into two, three, or four pulse Demonstrate ability to use either a counting system or syllable system for reading

rhythmic notation Experience music notation through music technology

B. Sight-read music that contains moderate technical demands, expanded ranges, and varied interpretive requirements.

Read at sight melodies in both treble and bass clefs Demonstrate knowledge of major, minor (natural, harmonic and melodic forms), and

chromatic scales Demonstrate knowledge of accidentals and enharmonic notes Demonstrate ability to perform intervals of major and minor seconds, thirds, sixths,

and sevenths, as well as perfect, augmented, and diminished fourths, fifths, and octaves

Demonstrate ability to perform arpeggiated figuresC. Interpret standard and non-standard notation symbols used by some 20th century composers.

Demonstrate control of dynamic contrast (ppp.pp.p.mp.mf.f.ff.fff) Demonstrate ability to change tempo through the use of accelerando, ritardando, and


and coda signs Demonstrate knowledge of musical ornamentation (trills, grace notes, mordents, etc.) Demonstrate appropriate tempo for all common tempo markings Explore changes of tone color Explore consonance and dissonance Examine the use of polychords, fourth chords, and tone clusters Examine the use of polytonality and atonality

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Examine the use of asymmetrical rhythmic figures Examine the use of polyrhythms in musical composition

At the advanced level, students will:D. Demonstrate the ability to read a full vocal score and explain all transpositions and clefs.

Identify melody, counter-melody, and harmony as used in a small ensemble score Prepare an ensemble for performance with attention to style, tempo, dynamics, and

phrasingE. Sight-read, accurately and expressively, music which requires well developed technical

skills. Perform accurately the intended style of the selection Perform with attention to melodic phrasing Perform with an expressive tone using vibrato

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At the proficient level, students will:A. Analyze aural examples of a varied repertoire of music, representing diverse genres and

cultures, by describing the uses of elements of music and expressive devices. Identify the types of voices or musical instruments (strings, woodwinds, brass,

percussion, keyboard, or vocal) used to produce the music Identify key characteristics of genres and cultures Identify elements of tone quality, rhythm, melody, harmony, dynamic contrast,

tempo, and key characteristics of a musical composition Identify the musical texture (monophonic, polyphonic, and/or homophonic) of music Identify the use of repetition, contrast, and variation in the development of the form in

a musical composition Identify the harmonic accompaniment of a composition

B. Demonstrate understanding of the technical vocabulary of music. Identify and define musical terms listed on the SD-ACDA Honor Choir term list Identify simple and complex meter and conducting patterns Identify melodic direction and counter-melodies Identify expressive qualities inherent in music Identify contrasting qualities in music Experience creation of mood through dynamics and style Identify modal quality (major, minor, atonal, modal)

At the advanced level, students will:C. Compare ways in which the elements of music and expressive devices are used in works of

the same genre or style. Identify and explain the classical form consisting of a fast movement, slow

movement, dance-related movement, and concluding with a fast movement Identify and explain the sonata form consisting of an exposition, development,

recapitulation, and coda Identify and explain the minuet and trio form Identify and explain the rondo form and the relationship of altering themes

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Identify and explain the classical concerto form consisting of three movements (fast, slow, and fast) written for a soloist with accompaniment

Identify and explain the use of strophic and through-composed song forms of Romantic art songs

Identify and explain the use of program music (music associated with a story, poem, idea, or scene) in the form of a program symphony, concert overture, tone poem, etc.



At the proficient level, students will:A. Develop specific criteria for making informed, critical evaluations of the quality and

effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music.

Describe resonance, control, clarity, focus, consistency, and warmth as if relates to tone

Consider accuracy of pitch as related to a standard tuner and/or musical context Consider accuracy of note and rest values, duration, pulse, steadiness, and correctness

of meters as they relate to rhythm Consider artistry, attacks, releases, control of ranges, and musical and/or mechanical

skill as they relate to technique Consider style, phrasing, tempo, dynamics, and emotional expression as they relate to

interpretation Consider appropriateness of appearance, poise, posture, conduct, and mannerisms as

they relate to performance before an audienceB. Evaluate a performance, composition, arrangement, or improvisation by comparing it to

similar or exemplary models. Attend a concert performance and write an evaluation using the National Federation

music adjudication form for a large and/or small ensemble, and solo performance Listen and compare various recordings of vocal soloists, vocal ensembles and choral

literature Evaluate self-progress as an ensemble performer in rehearsals and performances

At the advanced level, students will:C. Evaluate a given musical work in terms of its aesthetic qualities and explain the musical

elements it uses to evoke feelings and emotions.D. Compare ways in which musical materials are used in a given example relative to ways in

which they are used in other works of the same genre or styleE. Analyze and describe uses of the elements of music in a given work that make it unique,

interesting, and expressive

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INDCATOR ONE:1. Students will understand relationships between music, the other arts, and disciplines outside the arts.


At the proficient level, students will:A. Explain and cite examples of how elements, artistic processes, and organizational principles

are used in similar and distinctive ways in the various arts. Identify similarities and/or differences in style and form used to shape a work of art Identify similarities and/or differences in the uses of consonance to achieve the

emotional impact of a work of art Identify similarities and/or differences in the use of color and texture in the creation

of a work of art Identify similarities and/or differences in the use of balance and clarity in determining

the overall structure of a work or artB. Compare characteristics of two or more arts within a particular historical period or style and

cite examples from various cultures.C. Explain ways in which the principles and subject matter of various disciplines outside the arts

are interrelated with those of music. Discuss the relationship of rhythm patterns in music to number values and divisions

of number values in mathematics Discuss the relationship of sound production in music and the physics of sound

waves, and harmonic overtones in science Discuss the comparison of the use of musical notation to convey the ideas and

emotions to the uses of written language Discuss the importance of memorization to the performance of music and the

relationship to the successful acquisition of knowledge in other subject areas Discuss the scientific evidence concerning the early development of musical ability

and the ability of the brain to create neural connections leading to the increased ability in the areas of math, logic, language, and emotional control

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At the advanced level, students will:D. Compare the uses of characteristic elements, artistic processes, and organizational principles

among the arts in different historical periods and different cultures. Analyze the correlation between history and culture and their relationship to music

compositionsE. Compare and contrast careers in the arts.

Explain how the roles of creators, performers, and others involved in the production and presentation of the arts are similar to and different from one another in the various arts



At the proficient level, students will:A. Classify by genre or style and by historical period or culture, or ethnic group, aural

examples of music and explain the reasoning behind their classification.B. Identify sources of American music genres, trace the evolution of those genres, and

cite well-known musicians associated with them.C. Identify various roles that musicians perform, cite representative individuals who

have functioned in each role, and describe their activities and achievements.D. Describe the distinguishing characteristics of representative music genres and styles

from a variety of cultures Identify tonality (major, minor, atonal, or modal) and style of commonly performed

Western European, American, and multicultural music Identify appropriate performance mediums with attention to instrumentation and size

of groupE. Identify various uses of music in daily experiences and describe the characteristics of

music suitable for each

At the advanced level, students will:F. Identify and explain the stylistic features of a given musical work that serve to define

its aesthetic tradition and its historical or cultural context.G. Identify and describe music genres or styles that show the influence of two or more

cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences.

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COURSE of STUDY

34

6th Grade General MusicCourse Objectives

STANDARD ONE: PerformingStudents will use the performance of music as a means for creative expression and communication.INDICATOR ONE:

1. Students will sing, alone and with others, a varied repertoire of music.Benchmarks: A, B, C, D, & E


Benchmarks: A, B, C, D, & E

STANDARD TWO: CreatingStudents will communicate their thoughts and ideas through the creation of music.INDICATOR ONE:

1. Students will improvise melodies, variations, and accompaniments.Benchmarks: A, B, C, & D


Benchmarks: A & B

STANDARD THREE: ReadingStudents will read and notate music.INDICATOR ONE:

1. Students will read and notate music.Benchmarks: A, B, C, D, E, & F

STANDARD FOUR: ListeningStudents will listen to, analyze, and evaluate music.INDICATOR ONE:

1. Students will listen to, analyze, and describe music.Benchmarks: A, B, & C


Benchmarks: A & B

STANDARD FIVE: Understanding RelationshipsStudents will understand music’s relationship to society, the other arts, disciplines outside the arts, history, and culture.INDCATOR ONE:

1. Students will understand relationships between music, the other arts, and disciplines outside the arts.

Benchmarks: A & BINDICATOR TWO:

1. Students will understand music in relation to history and culture.Benchmarks: A, B, & C

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COURSE CONTENT6th Grade

Establish Classroom and rehearsal routine Rehearsal Habits Proper Ensemble and voice parts

Instruct students in: Proper tone production and intonation Skills of musicianship Rhythm and pitch notation Music symbols and terms Use of music technology equipment and materials Constructive evaluation of their own and others’

performances Comparison of music to other academic studies

Provide Independent part singing opportunities Sight-reading instruction Performance skills including movement activities Opportunities to sing solos and small ensembles Opportunities to improvise on melodies and harmonies Use of standard music resource materials Opportunities to create simple compositions and

accompaniments in standard and non-standard notation Proper use and care of equipment and uniforms Exposure to guest musicians and clinicians Activities that build self-esteem and cooperation

Prepare Music selections from a wide variety of styles,

cultures, genres, historical periods and composers At least one concert performance

Methods of Instruction

Student Evaluation Standards for passing Pre-test through vocal assessment at the beginning of class Pre-test of knowledge of basic music terms and symbols Vocal testing alone and in small ensembles over assigned music Use of standardized tests where appropriate Daily assessment of classroom participation including

participation in rehearsal, discussion, and classroom activities Frequent written quizzes and test over basic theory, history, &

technique Assessment of concert participation Extra Credit for concert attendance (when not assigned to be

performing) Extra Credit for activity performance opportunities (church,

clubs, etc.)

Pass on 70% of singing during class participation

Pass on 70% of singing tests Pass on 70% of all written examinations Attendance at all performances or pass on

70% of make-up assignment

37

Small Group Instruction Large Group Instruction Music technology aids (as listed in Resources &

Materials for 6th Grade) Written and aural assignments Class discussion and participation in classroom

activities Exercises in guided repetition as well as

spontaneous creativity Observation of others modeling desired outcome Pre-test and post-test

7th Grade Choral MusicCourse Objectives








Benchmarks: A & B






Benchmarks: A & B





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Instruct students in: Proper tone production and intonation, cont. Skills of musicianship, continued Rhythm and pitch notation, continued Music symbols and terms, continued Use of music technology equipment and materials Constructive evaluation of their own and others’

performances Comparison of music to other academic studies Constructive evaluation of their own and others’

performancesProvide

Independent part singing opportunities Sight-reading instruction Performance skills including movement activities Opportunities to sing solos and small ensembles Opportunities to improvise on melodies and harmonies Use of standard music resource materials Opportunities to create simple compositions and


Prepare Music selections from a wide variety of styles, cultures,

genres, historical periods and composers At least two concert performances




technique Assessment of concert participation Final test over vocal technique, sightsinging, intonation, and

progress Extra Credit for concert attendance (when not assigned to be


clubs, etc.)




39



activities Exercises in guided repetition as well as spontaneous

creativity Observation of others modeling desired outcome Pre-test and post-test Music teaching aides (private music instructors) to

give individual lessons









Benchmarks: A & B






Benchmarks: A & B





40



Instruct students in: Proper tone production and intonation, cont. Skills of musicianship, continued Rhythm and pitch notation, continued Music symbols and terms, continued Use of music technology equipment and materials Constructive evaluation of their own and others’

performances Comparison of music to other academic studies Constructive evaluation of their own and others’

performancesProvide

Independent part singing opportunities Sight-reading instruction Performance skills including movement activities Opportunities to sing solos and small ensembles Opportunities to improvise on melodies and harmonies Use of standard music resource materials Opportunities to create simple compositions and


Prepare Music selections from a wide variety of styles,

cultures, genres, historical periods and composers At least two concert performances




technique Assessment of concert participation Final test over vocal technique, sight-singing, intonation, and

progress Extra Credit for concert attendance (when not assigned to be


clubs, etc.)




41



activities Exercises in guided repetition as well as

spontaneous creativity Observation of others modeling desired outcome Pre-test and post-test Music teaching aides (private music instructors) to

give individual lessons



1. Students will sing, alone and with others, a varied repertoire of music.Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, D, E, & F

INDICATOR TWO:1. Students will perform on instruments, alone and with others, a varied repertoire of

music.Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, & D


1. Students will improvise melodies, variations, and accompaniments.Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, D, E, & F


Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, & D


1. Students will read and notate music.Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, D, & E


1. Students will listen to, analyze, and describe music.Proficient Benchmarks: A & B Advanced Benchmarks: A, B, & C


Proficient Benchmarks: A & BAdvanced Benchmarks: A, B, C, D, & E

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Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, D, & E


Proficient Benchmarks: A, B, C, Advanced Benchmarks: A, B, C, D, E, F, & G

43


Establish Classroom and rehearsal routine Rehearsal habits Proper ensemble and voice parts

Introduce Use of solfege and number systems of sight-

singing Exercises in note identification and chords Basic study of musical forms Choral literature representative of various

styles, historical periods, genres, and cultures

Provide: Instruction in sight-reading drills including

scales and intervals Instruction in basic music theory skills Instruction in basic composition and

improvisation skills Instruction in the use of standard music

resource materials Instruction in performance skills including

memorization, stage presence, concert etiquette, etc.

Instruction in the proper use and care of equipment and uniforms

Comprehensive study of musical terms and symbols

Awareness of the correlation between music to other disciplines and art forms

Enrichment activities for development of higher-level thinking skills

Exposure to guest musicians and clinicians

Study: Vocal technique including posture, breath

support, vowel formation, etc. Independent part-singing Use of music technology equipment and

materials Diction of music in English, Latin, Italian,

Spanish, etc. A variety of music styles and cultural

contexts

Develop Tone quality appropriate to voice, range, and

age Vowel formation, and awareness of pitch and

intonation Ensemble skills of balance and blend Individual and group skills including

cooperation, responsibility, self-motivation, punctuality, and self-discipline

Prepare Fall, Winter, Spring and Pops Concerts Solo and Small Ensemble Recital Auditions for honors choirs, music festivals,

and select ensembles, specifically for SD-ACDA Junior Honor Choir

Emphasize Rhythm drills covering beat, rhythm, and

meter Skills of musicianship including dynamics,

phrasing, articulation, etc. The expressive quality of vocal art

Encourage Constructive evaluation of their own and

others’ performances

44

Methods of Evaluation

Small Group Instruction Large Group Instruction Music technology aids (as listed in Resources & Materials for 9th Grade) Written and aural assignments Class discussion and participation in classroom activities Exercises in guided repetition as well as spontaneous creativity Observation of others modeling desired outcome Pre-test and post-test Music teaching aides (private music instructors) to give individual lessons

Student Evaluation

Pre-test through vocal assessment at the beginning of class Pre-test of knowledge of basic music terms and symbols Quarter and semester tests of musical terms and symbols Vocal testing alone and in small ensembles over assigned music Use of standardized tests where appropriate Daily assessment of classroom participation including participation in rehearsal, discussion,

and classroom activities Frequent written quizzes and test over basic theory, history, & technique Assessment of concert participation Final test over vocal technique, sight-singing, intonation, and progress

Extra Credit for concert attendance (when not assigned to be performing) Extra Credit for activity performance opportunities (church, clubs, etc.)

Standards for Passing

Pass on 70% of singing during class participation Pass on 70% of singing tests Pass on 70% of all written examinations Attendance at all performances or pass on 70% of make-up assignment

45
















46






47


Continuation of 9th grade level activities at a more complex degree and covering more difficult concepts and music selections


Expand Instruction In Use of solfege and number systems of sight-

singing Exercises in note identification and chords Study of musical forms Choral literature representative of various

styles, historical periods, genres, cultures, and idioms

Provide: Instruction in sight-reading drills including

scales and intervals Instruction in basic music theory skills Instruction in basic composition and

improvisation skills Instruction in the use of standard music

resource materials Instruction in performance skills including






Opportunities to hear professional musicians and clinicians

Prepare Fall, Winter, Spring and Pops Concerts Solo and Small Ensemble Contest and Region

VIII Music Contests Auditions for honors choirs, music festivals,

and select ensembles, specifically for SD All-State Chorus and SD-ACDA Senior Honor Choir


support, vowel formation, etc. Independent part-singing Use of music technology equipment and

materials Diction of music in English, Latin, Italian,

Spanish, French, and German, etc. A variety of music styles and cultural

contexts Vocal Solo and Small Ensemble repertoire

independently

Develop Tone quality appropriate to voice, range, and

age Vowel formation, and awareness of pitch and

intonation Ensemble skills of balance and blend Individual and group skills including

cooperation, responsibility, self-motivation, punctuality, and self-discipline

Emphasize Rhythm drills covering beat, rhythm, and

meter Skills of musicianship including dynamics,


Encourage Constructive evaluation of their own and

others’ performances Collaboration with band and other fine arts to

present all-school talent show Participation in the planning and production

of programs appropriate for winter festivities Participation in school activities that offer

choral opportunities, i.e. school assemblies, ceremonies, and national anthem

48



Student Evaluation

Pre-test through vocal assessment at the beginning of class Pre-test of knowledge of basic music terms and symbols Quarter and semester tests of musical terms and symbols Vocal testing alone and in small ensembles over assigned music Use of standardized tests where appropriate Daily assessment of classroom participation including participation in rehearsal,

discussion, and classroom activities Frequent written quizzes and test over basic theory, history, & technique Assessment of concert participation Demonstration of skill mastery at Solo & Ensemble and Large Group Contests Final test over vocal technique, sight-singing, intonation, and progress




49
















50






51





singing Exercises in note identification and chords Study of musical forms Choral literature representative of various styles,

historical periods, genres, cultures, and idioms

Provide: Instruction in sight-reading drills including scales

and intervals Instruction in basic music theory skills Instruction in basic composition and improvisation

skills Instruction in the use of standard music resource

materials Instruction in performance skills including







Prepare Fall, Winter, Spring and Pops Concerts Solo and Small Ensemble Contest and Region VIII

Music Contests Auditions for honors choirs, music festivals, and

select ensembles, specifically for SD All-State Chorus and SD-ACDA Senior Honor Choir


support, vowel formation, etc. Independent part-singing Use of music technology equipment and materials Diction of music in English, Latin, Italian,

Spanish, French, and German, etc. A variety of music styles and cultural contexts Vocal Solo and Small Ensemble repertoire

independently

Develop Tone quality appropriate to voice, range, and age Vowel formation, and awareness of pitch and

intonation Ensemble skills of balance and blend Individual and group skills including cooperation,

responsibility, self-motivation, punctuality, and self-discipline

Emphasize Rhythm drills covering beat, rhythm, and meter Skills of musicianship including dynamics,


Encourage Constructive evaluation of their own and others’

performances Collaboration with band and other fine arts to

present all-school talent show Participation in the planning and production of

programs appropriate for winter festivities Participation in school activities that offer choral

opportunities, i.e. school assemblies, ceremonies, and national anthem

Individual responsibility for classroom activities and performances

Individual responsibility for all production aspects of Spring Pops Concert – including publicity, programming, set design, and production

52



Student Evaluation

Pre-test through vocal assessment at the beginning of class Pre-test of knowledge of basic music terms and symbols Quarter and semester tests of musical terms and symbols Vocal testing alone and in small ensembles over assigned music Use of standardized tests where appropriate Daily assessment of classroom participation including participation in rehearsal, discussion,

and classroom activities Frequent written quizzes and test over basic theory, history, & technique Assessment of concert participation Demonstration of skill mastery at Solo & Ensemble and Large Group Contests Final test over vocal technique, sight-singing, intonation, and progress




53
















54






55





singing Exercises in note identification and chords Study of musical forms Choral literature representative of various styles,

historical periods, genres, cultures, and idioms

Provide: Instruction in sight-reading drills including scales

and intervals Instruction in basic music theory skills Instruction in basic composition and improvisation

skills Instruction in the use of standard music resource

materials Instruction in performance skills including







Prepare Fall, Winter, Spring and Pops Concerts Solo and Small Ensemble Contest and Region VIII

Music Contests Auditions for honors choirs, music festivals,

college ensemble and scholarship auditions; specifically for SD All-State Chorus and SD-ACDA Senior Honor Choir

Study: Vocal technique including posture, breath support,

vowel formation, etc. Independent part-singing Use of music technology equipment and materials Diction of music in English, Latin, Italian, Spanish,

French, and German, etc. A variety of music styles and cultural contexts Vocal Solo and Small Ensemble repertoire

independentlyDevelop

Tone quality appropriate to voice, range, and age Vowel formation, and awareness of pitch and

intonation Ensemble skills of balance and blend Individual and group skills including cooperation,

responsibility, self-motivation, punctuality, and self-discipline

Leadership skills by assisting in hosting Region VIII Music Contests

Emphasize Rhythm drills covering beat, rhythm, and meter Skills of musicianship including dynamics,


Encourage Constructive evaluation of their own and others’

performances Collaboration with band and other fine arts to

present all-school talent show Participation in the planning and production of

programs appropriate for winter festivities Participation in school activities that offer choral

opportunities, i.e. school assemblies, ceremonies, and national anthem

Individual responsibility for classroom activities and performances

Individual responsibility for all production aspects of Spring Pops Concert – including publicity, programming, set design, and production

Participation in Young Vocal Artists’ Competition and similar activities

56



Student Evaluation

Pre-test through vocal assessment at the beginning of class Pre-test of knowledge of basic music terms and symbols Quarter and semester tests of musical terms and symbols Vocal testing alone and in small ensembles over assigned music Use of standardized tests where appropriate Daily assessment of classroom participation including participation in rehearsal,

discussion, and classroom activities Frequent written quizzes and test over basic theory, history, & technique Assessment of concert participation Demonstration of skill mastery at Solo & Ensemble and Large Group Contests Final test over vocal technique, sight-singing, intonation, and progress




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