Alexander County Schools 2012-2013

Unit: Unit: Elements of choral tone

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

B. ML. 1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression.

Transfer: Students will be able to independently use their learning to…

*support a tone (breath support) *shape proper vowels

Meaning

Understandings: Students will understand that…

. Understandings: Students will understand that… *diaphragm breathing is essential *soft palate must be lifted to produce space *relaxed and open throat is needed

Essential Question(s):

How do we produce a proper choral tone? -How do we breath? -How do we shape our mouths for specific vowels? -How do we sing with a relaxed, open throat?

Acquisition

Students will know:

Students will know: *Proper posture needed for singing *Proper placements of tone* *How to shape vowels

Students will be skilled at: *Breathing *Shaping vowels *Placement of tone

Students will be skilled at:

How do we produce a proper choral tone? -How do we breath? -How do we shape our mouths for specific vowels? -How do we sing with a relaxed, open throat?

Essential Vocabulary:

Vocabulary associated with musical techniques. Vocal pedagogy vocabulary.

IT Standards: IT Strategies:

Unit Title: Grade: Subject:

STAGE 2

Understandings:

diaphragm

breathing is

essential.

Soft palate must

me lifted to

produce space

Relaxed and open

throat is needed.

Essential Questions:

How do we produce a

proper choral tone?

How do we breathe?

How do we shape our

mouths for specific

vowels?

How do we sing with a

relaxed, open throat?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Evaluate students for low breathing

Examine proper posture

Discuss value of “yawning” to produce

proper soung.

Summative Assessment

Vocalizations of soft palate lifts.

STAGE 3

Approximate number of days spent on unit: On-going. 36 weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

healthy body

breathing sphere

Strategies:

physical stretches to prepare for correct posture

exercises that utilize voiced and unvoiced consonants (sss, ssh, oo, etc..)

use of breathing sphere to demonstrate diaphragmatic breathing

massages

Alexander County Schools 2012-2013

Unit: Elements of basic musicianship

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

B. ML. 2 Interpret the sound and symbol systems of music.

Transfer: Students will be able to independently use their learning to….

sing correct pitch sing and identify correct rhythms and their rests (whole, half,

quarter, eighth, and sixteenth) sing a musical phrase using dynamics, correct tempo, and

basic musicak elements.

Meaning

Understandings: Students will understand that…

Music notes have a specific number of beats

Music is not all the same tempo, dynamics, etc...

Notes on a staff have proper pitch.

Essential Question(s):

What does it mean to be a good musician?

What is correct pitch? How many beats does this note get?

Acquisition

Students will know:

Rhythms (whole, half, quarter, eighth, sixteenth and corresponding rests)

Dynamic markings (<, >, p, ff, mp, etc..) solfege (do, re, mi, fa, so, la, ti, do)

Students will be skilled at:

Identifying musical rhythms and using them to sing properly. singing solfege using hand symbols.

Essential Vocabulary:

IT Standards: IT Strategies:

Unit Title: Elements of Basic Musicianship Grade: 9-12 Subject: Choral Music

STAGE 2

Understandings:

Music notes have a specific number of beats

Music is not all the same tempo, dynamics, etc...

Notes on a staff have proper pitch.

Essential Questions:

What does it mean to be a good musician?

What is correct pitch?

How many beats does this note get?

Revised Blooms

Creating:

Can the student

create new product or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between

the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate,

distinguish, examine, experiment,

question & test.

Applying:

Can the student

use the information in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret,

operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain,

identify, locate,

recognize, report,

select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Design rhythmic exercises on the

board

Analyze recordings that have different

tempos

Demonstrate proper pitch by singing

sightsinging exercise on board.

Identify steps/intervals.

Repeat exercise as needed

Summative Assessment

Ear training quiz

Sing sightsinging exercise

individually and as a group.

STAGE 3

Approximate number of days spent on unit: 36 weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

sightreading handouts

board/markers

solfege symbols

piano

Hal Leonard rhythm cards

Sibelius exercises

Strategies:

sightsinging exercise on board using whole, half, quarter, eighth, sixteenth, & corresponding rests

have students use names of cars for specific rhythms (can use months, foods, etc..)

practice rhythms audibly (clap, vocalize, etc.) call/response activities

Alexander County Schools 2012-2013

Unit: Creating music through different sounds.

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards:

B.ML. 3- Create music using a variety of sound and notational sources.

Transfer: Students will be able to independently use their learning to…

create rhythmic measures using voiced/unvoiced consonants improvise rhythmic passages using snaps, claps, pats, etc... dictate rhythms on staff paper

Meaning

Understandings: Students will understand that…

. rhythms have a specific beat non-traditional sounds an create music tempo is essential

Essential Question(s):

What is music?

Acquisition

Students will know:

Basic rhythms Call/response exercises What a steady beat is How to maintain a steady beat.

Students will be skilled at:

echoing/imitating teacher keeping a steady beat identifying correct rhythms and corresponding rests.

Essential Vocabulary:

call/response voiced/unvoiced consonants elements of music vocabulary rhythm (whole, half, quarter, eighth, sixteenth,and their corresponding rests)

IT Standards: IT Strategies:

STAGE 2

Unit Title: Creating music through different sounds Grade: 9-12 Subject: Choral Music

Understandings:

rhythms have a specific beat

non-traditional sounds an create music

tempo is essential

Essential

Questions:

What is music?

Revised Blooms

Creating:

Can the student

create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student

justify a stand

or decision?

appraise, argue, defend,

judge, select, support,

value & evaluate

Analyzing:

Can the student

distinguish between

the different parts?

appraise, compare,

contrast, criticize,

differentiate, discriminate, distinguish, examine,

experiment,

question & test.

Applying:

Can the student use the information

in a new way?

choose, demonstrate, dramatize, employ,

illustrate, interpret,

operate, schedule, sketch, solve,

use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe,

discuss, explain, identify, locate,

recognize, report,

select, translate & paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat,

reproduce & state

Formative Assessments (Evidences)

Write a rhythmic pattern on the board.

Demonstrate beats using different

sounds (snap, clap, pat)

Identify different rhythms.

Repeat pattern using call and

response.

Summative Assessment

Rhythmic dictation quiz

Written evaluation

STAGE 3

Approximate number of days spent on unit: 36 weeks

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Rhythm chart pencils/markers, etc. cd/cd player

Strategies:

students will clap, ta, etc... correct rhythm for specific notation

students will keep a steady beat with music

students will be able to identify rhytmic notation

students will be able to write a rhythmic dictation using whole, half, quarter, eighth, sixteenth notes and their corresponding rests.

Alexander County Schools 2012-2013

Unit: External factors affecting music performance

Q1 Q2 Q3 Q4

Common Core and/or Essential Standards: B.CR.1 - Understand global, interdisciplinary and 21st century connections with music

Transfer: Students will be able to independently use their learning to…

- experience music from different cultures and style periods - understand the importance of the law in protecting the creative efforts of musicians and composers - reflect a basic understanding of the acoustics of sound - identify factors of health and wellness that can affect performance

Meaning

Understandings: Students will understand that…

- music from different style periods is reflective of external factors - shape, size and material make-up of room affects music performance - vocal production requires physical effort

Essential Question(s):

What factors affect performance? - room shape and size - musical style - copyright considerations - physical fitness

Acquisition

Students will know:

- dates of style periods - musical considerations required to perform music from each period - factors in room design that influence

Students will be skilled at:

- identifying musical style - identifying differences in performance venues - knowing outside factors that affect performance

Essential Vocabulary:

acoustics, renaissance, baroque, recoco, classical, romantic, impressionism, 20th-century techniques,

IT Standards: IT Strategies:

STAGE 2

Unit Title: External factors affecting music performance Grade: 9-12 Subject: Choral Music

Understandings:

Music from different style periods is reflective of external factors

Shape, size and material make-up of a room affects music performance

Vocal production requires physical effort

Essential Questions:

What physical factors affect performance

How do copyright laws influence music performance?

Revised Blooms

Creating:

Can the student create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine,

experiment, question & test.

Applying:

Can the student use the information

in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret, operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Analyze recordings from different style

periods

Perform in different performance

venues to understand the differences

in sound

Exhibit proper breathing techniques in

everyday performance

Have knowledge of style period

historical dates

Summative Assessment

Perform music of different styles Record and evaluate recordings of concert performances

STAGE 3

Approximate number of days spent on unit: 90

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Select repertoire

Listening examples

YouTube videos

piano

different venues

Strategies:

Have students listen to excellent examples of selected repertoire from different venues.

have students watch excellent demonstrations from YouTube

Sing a cappella and with accompaniment in room and in different performance halls.

Sing learned music in different venues

Alexander County Schools 2012-2013

Unit: Developing effective musical interpretation

Common Core and/or Essential Standards:

MR.1 - Understanding the interacting elements to respond to music and musical performance

Transfer: Students will be able to independently use their learning to…

- interact musically with other students - respond to direction

Meaning

Understandings: Students will understand that…

- musical styles are unique to certain types of music - there are differences in creating music of different cultures (20th century, spiritual, renaissance, etc.) - certain techniques are unique to certain styles

Essential Question(s):

- What are the musical concepts and skills necessary for the effective interpretation of music from different genres? - What are the vocal differences in performing music from different style periods? - What are ethnic and cultural differences that should be considered when performing a piece of music?

Acquisition

Students will know:

- differences in vocal production through history - differences in vocal production across cultures

Students will be skilled at:

- identifying and performing proper style - identifying and performing music from different cultures

Essential Vocabulary:

spiritual, style periods, interpretation

IT Standards: IT Strategies:

STAGE 2

Unit Title: Developing effective musical interpretation Grade: 9-12 Subject: Chorus

Understandings:

musical styles are unique to certain types of music

there are differences in creating music of different cultures (20th century, spiritual, renaissance, etc.)

certain techniques are unique to certain styles

Essential Questions:

What are the musical concepts and skills necessary for the effective interpretation of music from different genres?

- What are the vocal differences in performing music from different style periods?

- What are ethnic and cultural differences that should be considered when performing a piece of music?

Revised Blooms

Creating:

Can the student create new product

or point of view?

assemble, construct,

create, design, develop,

formulate & write.

Evaluating:

Can the student justify a stand or decision?

appraise, argue, defend, judge, select, support,

value & evaluate

Analyzing:

Can the student distinguish between the different parts?

appraise, compare, contrast, criticize,

differentiate, discriminate, distinguish, examine,

experiment, question & test.

Applying:

Can the student use the information

in a new way?

choose, demonstrate,

dramatize, employ, illustrate, interpret, operate, schedule,

sketch, solve, use & write.

Understanding:

Can the student explain ideas or

concepts?

classify, describe, discuss, explain, identify, locate,

recognize, report, select, translate

& paraphrase

Remembering:

Can the student recall or remember

the information?

define, duplicate, list,

memorize, recall, repeat, reproduce & state

Formative Assessments (Evidences)

Play music from different musical eras

to evaluate differences in style

periods.

Compare different instruments used in

different musical eras.

Recognize variety of choral

performances.

Identify different sounds used in

different countries and cultures.

Summative Assessment

Listening assessment.

Concert featuring repertoire from different musical eras.

STAGE 3

Approximate number of days spent on unit: 90

W – Where are we going? Why? What is expected?

H – How will we Hook and Hold students?

E – How will we Equip students to Explore and Experience?

R – How will we help students Rethink, Rehearse, Revise, and Refine?

E – How will student self Evaluate and reflect on learning?

T – How will we Tailor learning to vary needs, interests, and styles?

O – How will we Organize and sequence the learning?

Resources:

Select repertoire

Listening examples

YouTube videos

piano

sight singing exercises that go with selected repertoire

Strategies:

Have students listen to excellent examples of selected repertoire.

have students watch excellent demonstrations from YouTube

Rehearse passages for daily rehearsal Sing a cappella and with accompaniment Use different teaching strategies to reach visual, auditory, and

kinesthetic learners.