PerformancePLUS - Maps · Concert etiquette Essential ... Unison, 2-part, sheet music of various...
Transcript of PerformancePLUS - Maps · Concert etiquette Essential ... Unison, 2-part, sheet music of various...
Teacher: ElementaryChorus, CORE Course: ElementaryChorus Year: 2012-13
Units:
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
1 of 12 5/6/2014 8:40 AM
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Grand Staff
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Breath control
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
Listen to
quality recordings
Developing the
ability to listen to
The
student will
sing alone,
with others, on
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
2 of 12 5/6/2014 8:40 AM
rhythm and rehearsal
technique.
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
pitch, in
rhythm, with
appropriate
posture and
breath control.
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will rehearse the concert music
to improve my vocal technique on
each selection.
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
3 of 12 5/6/2014 8:40 AM
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Soprano Alto
evaluation (D)
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert
behavior (R)
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
4 of 12 5/6/2014 8:40 AM
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert
Evaluation
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5 of 12 5/6/2014 8:40 AM
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
6 of 12 5/6/2014 8:40 AM
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
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7 of 12 5/6/2014 8:40 AM
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
rounds
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
Understanding
vocabulary
terms, musical
markings,
conductor's
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
8 of 12 5/6/2014 8:40 AM
music?
How can I interpret
the composer's
feelings?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
piece ques
Breathing,
diction
phrasing. Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Balance (D)
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
9 of 12 5/6/2014 8:40 AM
written in two and
three parts Students
who participate in a
choral ensemble
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert
Evaulation (R)
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
rehearsals.
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
10 of 12 5/6/2014 8:40 AM
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
posture and
breath control.
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Critique/Reflect
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I
evaluate a choral
performance?
How do I use my
evaluation skills to
improve my
performance?
How do I use
listening skills to
critique a concert
performance?
9.d - identify and
explain the stylistic
features of a given
musical work that
serve to define its
aesthetic tradition
and its historical or
cultural context
Listening and
viewing quality
recordings of like
groups
Evaluate
self-performance
by viewing and
listening to
performance
video
The
student will:
Critique music
performances
using
appropriate
musical
terminology
Devise criteria
for evaluating
performances
Tone
Production/Timbre -
breathing, posture,
diction, rhythm, pitch,
timbre
Harmony
Melody
Dynamics
Blend and balance
I will complete a written or oral
evaluation of my performance.
I will learn from my mistakes to
improve the quality of my next
performance.
I will watch or listen to our
performance on a recording or
DVD.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Concert etiquette
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I perform
with proper behavior
and stage presence?
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
discussion in
class about
proper concert
behavior,
demonstration of
proper stage
presence
The
student will
demonstrate
proper concert
etiquette
during concert
dress
posture,
acknowledgement of
applause, stage
conduct, watching the
conductor
I will use rehearsal time wisely
and will behave on stage.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
11 of 12 5/6/2014 8:40 AM
performed from
memory
rehearsals. other venues
Listening examples from various
composers
Listening/Analyzing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I use
listening skills to
improve my tone
production, pitch,
rhythm and rehearsal
technique.
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
1.c - sing music
representing diverse
*genres and cultures,
with expression
appropriate for the
work being performed
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
Listen to
quality recordings
Developing the
ability to listen to
the placement of
your voice within
the context of a
group
Develop a skill set
of rhythmic, pitch,
dynamic abilities
The
student will
sing alone,
with others, on
pitch, in
rhythm, with
appropriate
posture and
breath control.
Tone
Production/Timbre -
posture, chest voice,
head voice, vocal
strain, jaw relaxation,
vowel formation,
diction
Pitch/Intonation -
breathing, Solfege, jaw
relaxation
Rhythm - phrase,
meter
Harmony/Texture -
balance, chord,
consonance,
dissonance
Dynamics - basic
markings
I will listen to myself and
others around me to blend with
tone, pitch,and rhythm.
I will rehearse the concert music
to improve my vocal technique on
each selection.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Expression/Phrasing
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How can I make
the music more
meaningful?
How can I express
the emotion of the
music?
How can I interpret
the composer's
feelings?
1.a - sing accurately
and with good breath
control throughout
their singing ranges,
alone and in small
and large ensembles
1.b - sing with
*expression and
*technical accuracy a
repertoire of vocal
literature with a *level
of difficulty of 2, on a
scale of 1 to 6,
including some songs
performed from
memory
Look at the
dynamics of the
piece, follow
conductor's cues,
discuss the
background of the
piece
Understanding
vocabulary
terms, musical
markings,
conductor's
ques
Breathing,
diction
Phrasing,
dynamics, tempo, and
expression markings
I will look and follow the
expression markings in the
rehearsal music.
I will follow the director's cues
for dynamics, cut-offs, and
phrasing.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Reading and Notating Music Because of the nature of choral music, a weekly allocation of study units does not apply. Instead, all goals must be under constant development.
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
How do I sing
accurate rhythmic
patterns?
How do I sing
with accurate pitch?
How do I sing
with solfege?
How do I read a
two or three part
vocal score?
1.d - sing music
written in two and
three parts Students
who participate in a
choral ensemble
5.b - read at sight
simple melodies in
both the treble and
bass clefs
5.c - identify and
define standard
notation symbols for
pitch, rhythm,
dynamics, tempo,
articulation, and
expression
The student
will sing with
appropriate
rhythm and pitch.
The student will
sing in 2 or 3
parts.
Students
will:
Read common
notes and
rests
Read treble
and bass clef
Recognize
basic tempo
and dymamic
markings.
Be able to
follow part on
the vocal
score.
Melodic
dictation and
composition
Rhythm, beat,
pitch, solfege, staff,
clefs, note values
I will sing correct rhythm
patterns in our concert music.I will
sing on pitch to the best of my
ability.
I will sing warm-ups with correct
solfege syllable and pitch.
I will follow my part in the music.
Varied repertoire of music from
sources including (but not limited to):
Unison, 2-part, sheet music of various
genres and composers
Professional video recordings and past
concert videos for critiquing
Trips to see musicals and concerts in
other venues
Listening examples from various
composers
Essential
QuestionsStandards Content Skills Vocabulary
Learning
Targets/FeedbackResources/Strategies
Model
Lessons
Summative
Assessments
PerformancePLUS - Maps https://asd-pa.perfplusk12.com/admin/admin_curric_maps_display.asp...
12 of 12 5/6/2014 8:40 AM