SYLLABUS Vocal Level 2 - Mixed Chorus II Block(s) 3 (Mon/Wed/Fri) and 6, (Mon/Tue/Thu)

INSTRUCTIONAL GOALS

At the high school level, physical changes begin to slow. Voices become more mature. The male voice becomes clearer and more focused, though it lacks the resonance that additional years will bring. The female voice begins to lose its child-like quality, and a richer, fuller sound emerges.

High school students make the transition from adolescence to independence. They are capable of abstract thought and are seriously considering their postsecondary options. During this time, some are thinking about how music will fit into their futures. Some will sing in collegiate groups, church choirs, or civic choral groups. A few may choose music as a career. Hopefully, all will become members of an audience, and their participation in the vocal music program will enable them to have a greater appreciation of music performances.

The experiences gained by students participating in the high school vocal music program are many. Students possess knowledge of other cultures and times, better knowledge of self, and a more sophisticated knowledge of their own voices. They have confidence to appear before a group, express themselves with poise, and function as responsible members of a group. These students are also better-prepared to meet the challenges of the world due to connections they can make to the history and culture of mankind through the achievement of music literacy.

At the end of this course, you will: • Demonstrate emotional and academic independence. • Sing choral literature in a minimum of two languages other than English. • Perform two- and three-part literature in treble and bass clef. • Demonstrate legato and staccato articulations, supporting tone with proper breath support, and using correct diction and intonation • Demonstrate the use of chest and head voices while singing; • Sight-sing two- and three-part literature in treble and bass clef. • Be able to identify musical compositions, composers, and musical styles. • Understand the value of listening to various composers. • Compare music from cultures around the world. • Use available music software to learn theoretical concepts and improve ear training and sight-reading skills. • Create compositions using keyboards and music instrument digital interface (midi) software. • Develop and correctly use a comprehensive music vocabulary. • Know how the voice works and connect vocal practice to vocal health. • Demonstrate and use the takadimi rhythm method and the solfege system of pitch vocalization. • Demonstrate an increasing mastery of rehearsal skill and vocal technique. • Demonstrate a basic knowledge of music history, culture and styles • Demonstrate increasing mastery of music theory and vocabulary within grade level • Demonstrate understanding of music through appropriate and well-formed critique • Demonstrate performance skill by participation in performances • Demonstrates and attitude of cooperation and respect, and works well with others • Is interested in and fully engaged in the educational process • Demonstrates vocal skills appropriate to vocal level 2 as described in the alabama course of study • Demonstrates understanding of how to care for the voice • Daily demonstration of required rehearsal skills • Maintain choral folio and choral music in excellent order

NEEDS AND RESOURCES

Required Background Level 2 Vocal Music is designed for students with at least one year of experience in a vocal music program. Students must demonstrate mastery of Level 1 requirements before acceptance into Level 2.

At this level students display a wide range of intellectual and emotional development and become keenly aware of the role dynamics play in musical expression. As these students mature emotionally and musically, they exhibit a higher level of confidence in their musical abilities and performance skills.

In Level 2, sight-singing abilities are strengthened, enabling students to proficiently perform two- and three- part literature in treble and bass clef. Legato and staccato articulations, supporting tone with proper breath support, and using correct diction and intonation are important skills at this level. Students continue to sing a varied repertoire of music, including selections in two languages. They may also participate in vocal ensemble performances.

Required Materials • Classroom computer • Headset with microphone • Black, 1-inch, 3-ring binder, rigid with inside pockets • No. 2 pencil • Hi-liter (or optionally, colored pencils)

Additional Print Resources • Music Theory Workbooks 3 & 4 • Assigned choral literature

Online Resources • Sightreadingfactory.com • Noteflight.com • Youtube.com COURSE SCHEDULE

Vocal Level 2 meets weekly during third and sixth blocks in the choral room (125) at Columbia High School. A comprehensive calendar of the year’s planned activities is attached at the end of this document.

POLICIES AND PROCEDURES General Rules Generally, each student must demonstrate an attitude of cooperation and respect and must make an effort to work well with others. It is expected that the student is interested in and fully engaged with the educational process.

Formative work must be submitted on time. The student will receive a grade of zero for formative assignments not submitted on time. Students wishing to recover failing formative grades must make arrangements with the teacher within one week of the original due date to complete an alternate assignment during the regularly scheduled remediation period on Mondays from 3:15 to 4:30 p.m. or during regularly- scheduled office hours during Eagle Hour. Students may recover up to 75% the original value of the assignment.

No assignment is “optional” for the student. Failure to complete an assignment will lower the overall course average. PERFORMANCES ARE COMPULSORY.

Grading Policies Graded activities will be categorized and weighted as formative (40%) or summative (60%). Formative activities such as daily rehearsals, journals, tests and bell-ringer activities are averaged together for a “formative average”. Summative activities such as exams, performances and vocal juries will be averaged together for a “summative average”. The resulting two averages will then be weighted and averaged together for a final numerical score.

Grading Scale Numerical Letter Score Grade 90-100 - A 80-89 - B 70-79 - C 60-69 - D Below 60 - F

ADDITIONAL INFORMATION Other Assessments Columbia High School is an approved MYP (Middle Years Program) School. All 9th and 10th graders are “MYP” students and will receive an MYP score that is separate from their class grade. This grade is included on the student report card as an indicator of successful progress toward specific goals. The MYP grade will affect the overall course average. Projects will challenge the student in two or more of five areas of interaction described below:

• International Mindedness - Music in the digital age • Health and Community Service - Using music to enhance life • Human Ingenuity - The artistic, creative • Approaches to Learning - Learning styles and music • Environment - Music's impact on the environment

CONTACT INFORMATION

• Mr. James R Kendrick, Fine Arts Chair/9-12 Choral Teacher • 256-428-7576, extension 124 • [email protected] • columbia.managebac.com

2019-2020 CHOIR CALENDAR

* This calendar of choir events for the 2019-2020 school year is not to be considered final. Some event dates will be announced at a later date. We also reserve the right to add concert performances as events may come available. Some dates may be changed to accommodate unforeseen conflicts. Notification of changes to the choir calendar will be communicated to students and parents through phone, the “remind” system and on the choir web site.

August 6&7 Choir packet signature sheets and choir fees due to Mr. Kendrick. 8&9 Classroom performance assessment 20 Block 3 Student and Parent meeting in the choir room @6:00 p.m. 27 Blocks 2, 4, 6 & 7 Parents Only meeting in the choir room @6:00 p.m.

September 2 Labor Day (no school) 5&6 Mid 9-weeks Exam 13 Choir formal photos taken for yearbook (those in correct uniform ONLY) 19 First 9-weeks performance and reception at Columbia High in the school library @6:00 p.m. 23 All-City Auditions for 9th Grade Girls at Whitesburg Middle School 24 All-City Auditions for 9th Grade Boys and all 10th, 11th and 12th graders at Huntsville High School 30 IB/MYP Project 1 Final Submission Due

October 3&4 End 1st 9-weeks. Comprehensive 9-weeks exam, all groups. 7-11 Fall Break (no school) 28&29 All-City Choral Festival @First Baptist Church, downtown Huntsville.

November 4&5 Alabama All-State Auditions @Mayfair Church of Christ, Huntsville 12&13 Mid 9-weeks exam 25-29 Thanksgiving Break (no school)

December 2 IB/MYP Project 2 Final Submission Due 11 “Move In”, Dress Rehearsal: Winter Fine Arts Festival 12 Winter Fine Arts Festival Performance, 6:00 p.m., Columbia High Auditorium 13 Winter Fine Arts Festival “Move Out” day 16-20 Semester Exam Week

January 3 Music IB MLI Final Submission Due 16&17 Alabama All-State Honor Choir 20 Martin Luther King Holiday (no school)

February 17 President’s Day (no school) 19&20 Solo and Ensemble Festival TBA Black History Month Presentation 24 IB/MYP Project 3 Final Submission Due

March 5&7 Alabama All-State Festival 23 IB/MYP Project 4 Final Submission Due 30-31 Spring Break… April 1-3 Spring Break. 13&14 State Choral Performance Assessment @Grissom High School, Huntsville 29 IB Music SL Concert Rehearsal in the Columbia High Library, 4:00-7:00 p.m. 30 IB Music SL Concert at Columbia High School, 4:00-9:00 p.m.

May 21 Last day of school 21&22 Columbia High School Graduation Exercises

Vocal Music Grades 6-12 Level II

Level II Vocal Music is designed for students with at least one year of experience in a vocal music program. Students display a wide range of intellectual and emotional development and become keenly aware of the role dynamics play in musical expression. As these students mature emotionally and musically, they exhibit a higher level of confidence in their musical abilities and performance skills. Content in Level II Vocal Music may be used to fulfill the requirements of a one-half or one- credit vocal music course. One credit may be awarded for mastery of all content standards included in Level II. For a one-half credit course, content standards 1, 2, 3, 5, and 9 must be mastered.

In Level II, sight-singing abilities are strengthened, enabling students to proficiently perform two- and three-part literature in treble and bass clef. Legato and staccato articulations, supporting tone with proper breath support, and using correct diction and intonation are important skills at this level. Students continue to sing a varied repertoire of music, including selections in two languages. They may also participate in vocal ensemble performances.

Produce

Students will:

1. Produce a characteristic tone throughout the vocal range. • Describing the function of the diaphragm as related to singing • Singing legato and staccato articulations • Supporting tone with proper breath control for 12 beats • Singing with correct diction and intonation

2. Sight-sing two- and three-part literature in treble or bass clef. • Identifying the relationship of the key signature to “do” or l • Performing music containing the intervals of a 2nd , 3rd , 4th , 5th, and octave • Counting rhythm patterns, including a dotted quarter note and eighth-note patterns in a 2 meter signature 2

3. Sing a varied repertoire of three-part literature, including selections in two languages. • Performing accurately literature that indicates tempo markings of allegro, andante, and accelerando • Performing accurately literature that indicates dynamic markings of crescendo and decrescendo • Performing accurately literature that indicates an accent mark • Responding vocally to conductor cues concerning dynamic contrasts

4. Embellish melodies vocally using neighboring tones.

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Respond

5. Critique vocal performances to determine the accuracy of intonation and vocal techniques.

6. Analyze a musical selection to identify the elements of music.

7. Write melodic dictation composed of scale degrees 1 through 5 in a diatonic scale.

Understand

8. Describe the importance and impact of vocal music in American history. Example: songs used as coded information to find a path to freedom during the Civil War

9. Identify major key signatures up to three flats and sharps.

70 Alabama Course of Study: Arts Education Appendix A

Audience and Performer Etiquette

Audience When attending a performance or visiting a museum, gallery, or exhibit, the following rules of courtesy should be observed by all audience members:

• Wear appropriate attire. • Follow rules of the facility. • Be attentive; refrain from talking and making inappropriate noises. • Sit and become quiet when light or sound signals are given for performances. • Remain quiet and seated during performances. (If necessary to leave the auditorium, do so at intermissions, between acts of a play, or between musical selections.) • Watch the conductor during a musical performance and applaud when appropriate. • Refrain from touching works of art or production displays unless permitted. • Refrain from photographing or videotaping performances or exhibits. • Participate in all museum activities as directed by a docent or tour guide. • Be aware of others when reviewing exhibits. • Walk; do not run in museums, galleries, or performance halls. • Speak quietly and avoid making loud noises in museums and galleries. • Turn all electrical devices off or to silent mode during a performance. • Avoid chewing gum and consuming food and drink during a performance and in an exhibition space.

Performer

Performer behavior begins before entering the concert or performance area and continues until the performers exit. Tradition and heritage designate the appropriate manner for specialty groups to present their performances. These are general courtesy rules that apply to all performers. They include the following:

• Enter and exit in an orderly manner. • Remain silent in concert formation prior to entering the performance area. • Remain attentive to the conductor or director. • Maintain correct posture while standing or sitting during a performance. • Maintain proper performance etiquette, including refraining from chewing gum and consuming food or drink.

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Music Glossary

A tempo – Return to previous tempo. Da capo, D. C. – Return to the beginning. AB – Form of music that incorporates two parts Decrescendo – Gradually softer; synonymous (binary form). with diminuendo ( ). ABA – Three-part form in which the middle Descant – Countermelody, usually above the section is different from other sections. principal melody, to be sung by a few (ternary form). voices. Accelerando – Gradually faster. Diaphragm – Muscular area that separates the Accent – Placed above a note to indicate stress or chest cavity and the abdomen; an important emphasis ( >). muscle in the inhalation-exhalation cycle. Adagio – Indicating a slow tempo. Diatonic – The notes in a major or minor scale. Aesthetics – A philosophy dealing with the nature Diction – Degree of clarity and distinctness of and expression of beauty, as in the fine arts. pronunciation in singing. Alto – Low treble voice. Dynamics – Varying degrees of loud and soft. Arpeggio – Term used to describe the pitches of a Elements of music – Basic units that on their own chord as they are sung or played one after or when combined make up music. the other rather than simultaneously. Expression, expressive, expressively – Arrangement – An adaptation of a piece of music Appropriate articulation, phrasing, for a medium different from that for which style, and interpretation and it was originally composed. appropriate variations of dynamics Articulation – In performance, the characteristics and tempo. of attack and release of tones and the Form – Design or structure of a musical manner and extent to which tones in composition. sequence are connected or disconnected. Harmony – Sounding of two or more Balance – An appropriate arrangement of musical tones simultaneously; the vertical elements and sections. aspect of music. Bar line – Vertical line placed on the staff to Melody – In general, a succession of divide the music into measures. musical tones; represents the linear Bass – Lowest singing voice or instrumental or horizontal aspect of music. range. Rhythm – Term that denotes the Beat – Pulse of the music. organization of sound in time; the Blend – Quality of sound that gives an ensemble temporal quality of sound. its own distinctive sound. Texture – Term used to describe the way Body percussion – Rhythmical use of snaps, in which melodic lines are combined claps, pats, and stomps. either with or without Canon – Composition where the melody is sung accompaniment. Types include or played at staggered times. monophonic, homophonic, Chord – Combination of two or more tones polyphonic, and contrapuntal. simultaneously. Timbre – Characteristic quality of a Chromatic – Moving by half steps. voice or instrument. Classroom instruments – Instruments typically Fermata – Hold; pause ( ). used in the general music classroom; for Flat – Symbol that lowers the pitch of a note one- example, percussion instruments, recorders, half step ( ). keyboards. Folk song – A song that has been preserved by Clef – Symbol placed at the beginning of the staff oral tradition. to indicate the pitch of the notes on the Forte – Loud ( f ). staff. The most commonly used clefs in Fortissimo – Very loud (ff). choral music are the G, or treble clef ( ) Genre – Type or category of music such as sonata, and the F, or bass clef ( ). opera, art song, gospel, work song, lullaby, Coda – Closing section of a composition; an spiritual, jazz, or march. added ending. Half step – The pitch between adjacent keys on a Compose – To write music. keyboard instrument. Crescendo – Gradually louder ( ).

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Head tone – The upper register of a voice because Orchestra – Group of instruments that includes the sound seems to vibrate in the head of the brass, woodwind, string, and percussion singer; a flute-like quality in a young child. sections. Improvise – Art of playing or inventing music that Ostinati – Repeated melodic or rhythmic pattern. has not already been composed. Pentatonic scale – A scale composed of five notes Interval – Difference in pitch between two tones. in an octave. Intonation – Degree to which pitch is accurately Phrase – Relatively short portion of a melodic line produced in performance, particularly that expresses a musical idea, comparable to among the players in an ensemble. a line or sentence in poetry. Jazz – Style of music that evolved in the Southern Pianissimo – Very soft (pp). states at the turn of the century; Piano – Soft (p). characterized by syncopated rhythms and Pitch – Vibrations in sound. the use of improvisation. Rallentando – Gradual slowing. Key signature – Indication of sharps or flats to be Range – Gamut of pitches from low to high that a played or sung. singer may perform. Legato – Smooth and connected. Recorder – Straight end-blown flute, as opposed Literature – A musical composition. to side-blown or concert flute. Notes can be Major scale – Diatonic scale with half steps played by opening or closing eight holes in occurring between 3rd and 4th and 7th and 8th the instrument with the fingers. scale degrees. Repeat – Repetition of a section or a composition Measure – Group of beats containing a primary as indicated by particular signs ( ). accent and one or more secondary accents, Rest – Symbol used to denote silence. indicated by the placement of bar lines on Ritardando – Slowing down. the staff. Rondo – Form of music that incorporates a Melodic contour – The shape of the melody, recurring theme (as in ABACA). moving higher, lower, or staying the same. Rudiment – Basic percussion sticking pattern, Meter – Systematically arranged and measured such as rolls, paradiddle. rhythmic pulses or beats indicated by a Scale – Succession of tones. The scale generally meter signature at the beginning of a work. used in Western music is the diatonic scale, Meter signature – Numbers placed at the consisting of whole and half steps in a beginning of a composition to indicate the specific order. meter of the music; upper number indicates Sforzando – Loud or accented, then immediately the beats in a measure; the lower number softer. tells which kind of note receives one beat. Sharp – Symbol that raises the pitch of a note one- Mezzo forte – Medium loud (mf). half step ( ). Mezzo piano – Medium soft (mp). Slur – A curved line indicating need to connect MIDI (Music Instrument Digital Interface) – notes smoothly (legato). Standard specifications that enable Solfège – Vocal exercise sung on vowels or electronic instruments, such as the syllables. synthesizer, sampler, sequencer, and drum Solo – Singing or playing alone. to communicate with one another and with Soprano – Highest singing voice or instrumental computers. range. Minor – Designation for certain intervals and Spiritual – Type of religious folk song or hymn scales; a key based on a minor scale is developed by black and white Americans in called a minor key. the eighteenth and nineteenth centuries. Moderato – At a moderate pace. Staccato – Short and separated. Natural – Musical symbol that cancels a previous Staff – Horizontal lines (usually five) used to sharp or flat ( ). notate pitches. Nonpitched – Containing no pitch; usually Style – Distinctive or characteristic manner in describes instruments such as tambourines, which the elements of music are treated. triangles, or claves. Technique – Ability to perform with appropriate Notation – Term for a system of expressing timbre, intonation and diction; to play or musical sounds through the use of written sing the correct pitches and rhythms. characters called notes. Tempo – Rate of speed in a musical work. Octave – Eighth tone above a given pitch. Tenor – Singing voice or instrumental range between baritone and alto.

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Tie – Curved line over or below two or more notes of the same pitch; first pitch is sung or played and held for the duration of the notes affected by the tie. Tonality – Term used to describe the organization of the melodic and harmonic elements; a feeling that one pitch, the tonic, is the pulling force or center. Triple meter – Meter based on three beats, or a multiple of three, in a measure. Triplet – Group of three notes performed in the time of two of the same kind. Unison – Singing or playing the same notes by all singers or players, either at exactly the same pitch or in a different octave. Verse – Words and music that make up the body of a song and that may alternate with the refrain. Vocal technique – Control of the voice and vocal sounds; method of producing and phrasing notes with the voice. Whole step – Pitch interval made by two half steps.

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