Rose Tree Media School District s10

ROSE TREE MEDIA SCHOOL DISTRICT

COURSE CURRICULUM

COURSE TITLE: Chorus GRADE LEVEL: Grade 7 CREATION DATE: August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology A. SINGING  Written  Materials A. MIE KEYBOARD LAB 1. Vocal Development Assessment with Orff instruments 1. Introductory Keyboard Lab Lesson  Vocal Range – Continue to develop vocal Rubric Rhythm instruments 2. MIDI Keyboard Lessons 1-10 range, based on specific vocal part  Playing Melodic instruments a. Steady Beat  Posture - Reinforce proper singing posture, Assessment with Multicultural instruments b. Registers and Clusters tongue and jaw placement as well as breath Rubric MIE Keyboard Lab c. Up, Down and the Same control  Individual Worksheets d. Tempo  Tone Quality – Develop skills to help students Performance Study Guides e. Quarter Note and Rest diagnose breathy tone quality and work with Rubric Music Alive Magazine f. Ostinato towards a more focused sound  Ensemble Visual Aids g. Music Alphabet  Vowel Production – Continue to practice Performance Transparencies h. Steps Up Down, or the Same sustainning words on the vowel sound, rather with Rubric Compact Discs i. Skips than the consonant  MIE Keyboard Assessment Tools j. Repeated Melodic Patterns  Blend – Develop skills to help students listen Quiz  Resources for blending within their vocal class, part and  Lyric Quiz Musical scores B. RHYTHM INSTRUMENTS 1. African Drumming Unit the chorus as a whole  Notation Quiz Textbooks 2. Use body percussion  Solfeggio – Development of syllables and hand  Dictation Quiz Curriculum Guide Compact Discs 3. Mallet technique signs to be directly applied to increasingly  Class Assessments 4. Playing pitched and non-pitched challenging choral repertoire Participation Silver Burdett 2002, “Making percussion instruments 2. Rhythm  Class Discussion  Rhythm Values – Rehearse and perform Music” (Grade Level Six)  Individual C. ORFF INSTRUMENTS AND literature including whole notes/rests, half Jazz at Lincoln Center 2002, Feedback MELODY BELLS notes/rests, quarter note/rests, dotted half “Jazz for Young People  Teacher 1. Reggae Unit notes/rests, quarter notes/rests, dotted quarter Curriculum” Observation 2. Asian Unit notes/rests, eighth notes and rests, dotted Yamaha 1993, “Music in  Journal Writing 3. Jazz Unit (improvisation) quarter notes/rests, and sixteenth notes/rests Education”  Self Assessment  Meter – Rehearse and perform literature in  Technology D. HANDCHIMES AND various meters including 2 / 4, 3 / 4, 4 / 4, and Finale HANDBELLS 6 / 8 time MIE Yamaha Keyboard Lab 1. Pitch and Rhythm Unit 3. Intonation Notepad Internet Research 2. Reggae Unit Grade 7 Chorus Page 2 - 2 - August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology  Pitch – Matching pitch (within range) with the vocal teacher, piano, accompanying instruments and fellow students  Solfeggio – Review of hand signs and Solfeggio syllables, introduction to singing vocal patterns (using all seven hand signs) based on teacher demonstration, introduction to correct intonation when singing intervals using syllables 4. Harmony  Interval of a 3 rd – Ability to perform scales in harmonies of a third in three part round  Rounds and Canons – Perform at a proficient level rounds and canons within a pentatonic, and major range  3 part singing – Perform at a beginner level singing in three part harmony, (soprano, alto, baritone,) Intermediate performance in singing their particular part independently and within the ensemble, increased development in singing harmonies (obviously unison) of major 3rds, 4ths, 5ths, and 6ths, introduction to singing in 7ths, 2nds 5. Expression  Dynamics – sing using dynamic levels including pp, p, mp, mf, f, ff, sing using crescendo, and decrescendo  Tempo – sing demonstrating varying tempi, and tempi changes, including accelerando, ritardando, and fermata  Articulation – sing demonstrating accents,

Grade 7 Chorus Page 3 - 3 - August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology legato, and staccato styles  Phrasing – sing using correct phrasing supported by good breath control including staggered breathing 6. Song Repertoire  Multi-Cultural Literature – rehearse, memorize, and perform music from diverse genres and cultures, with expression reflective of the style and culture of the song  Concert Literature – rehearse, memorize and perform a varied repertoire of vocal literature with a difficulty level of 3-4 on a scale of 1 to 6, including literature performed in various languages and a capella B. MIE KEYBOARD LAB  Keyboard Functions – review skills for basic operation of midi keyboard system  Posture and Playing Position – review of correct playing position and posture for keyboard playing  Basic Music Concepts – Reinforcing basic concepts of music reading; specifically in pitch, rhythm, and expression  Solo and Ensemble Playing – Playing alone and together as a class  Improvising – Creating rhythmic and melodic accompaniments to songs  Song Repertoire – Performing music from diverse genres and cultures

Grade 7 Chorus Page 4 - 4 - August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology C. RHYTHM INSTRUMENTS (Select Performance Ensembles)  Playing Technique – Introduction and/or review of correct playing position and technique  Basic Music Concepts – Reinforcing basic concepts of music reading; specifically in pitch, and rhythm  Solo and Ensemble Playing – Playing alone and together as a class  Improvising – Creating rhythmic and melodic accompaniments to songs  Song Repertoire – Performing music from diverse genres and cultures D. ORFF INSTRUMENTS / MELODY BELLS (Select Performance Ensembles)  Playing Technique –Review of correct playing position and mallet technique  Basic Music Concepts – Reinforcing basic concepts of music reading; specifically in pitch, and rhythm  Solo and Ensemble Playing –

Grade 7 Chorus Page 5 - 5 - August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology Playing alone and together as a class  Improvising – Creating rhythmic and melodic accompaniments to songs  Song Repertoire – Performing music from diverse genres and cultures E. Handchimes and Handbells (Select Performance Ensembles)  Playing Technique –Introduction of correct ringing technique and special care for instruments  Basic Music Concepts – Reinforcing basic concepts of music reading; specifically in pitch, and rhythm  Ensemble Playing – Playing alone and together as a class  Song Repertoire – Performing music from diverse genres and cultures

Grade 7 Chorus Page 6 - 6 - August, 2003 Essential Question, Concept or Theme: I. Performing a varied repertoire of music Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Specific adaptations for each child should  Special groups  Social Studies be in keeping with the intent of the lesson  Interdisciplinary Native American songs and dances and the lesson’s activities. connections African songs, drumming, and  Peer tutors or teacher aides when  Media (video, distance spirituals necessary learning) Asian songs and dances  Preferential seating  Supplemental songs, Latin songs and dances  Simplify task when necessary materials, games American Historical Connections  Adaptive assessment (oral quiz vs.  Student lead activities written) (leadership opportunities)  Language Arts Songs in foreign languages Journaling Reading and analyzing articles, magazines, and reading aloud

 Mathematics Rhythms and numerical values Time Signatures

 Science Structure of instruments Timbre

 Art Relating music to fine arts Using art to express feelings about music

 Physical Education Dance Eurhythmics

Grade 7 Chorus Page 7 - 7 - August, 2003 Essential Question, Concept or Theme: II. Listening Critically Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology A. PROFESSIONAL  Written Assessment with  Materials A. Songs that Communicate RECORDINGS Rubric Orff instruments Project  Singing Performance Skills -  Playing Assessment with Rhythm instruments B. Analyzing basic form – for Identify and analyze vocal quality, Rubric Melodic instruments example AB, ABA, rondo (all blend, balance, basic music form,  Individual Performance Multicultural instruments units) mode, instrumentation, tempo, with Rubric MIE Keyboard Lab C. Programmatic Music Unit meter, expression and style/genre  Ensemble Performance with Worksheets D. Guided listening E. Timbre, Instrument  Write – Respond expressively Rubric Study Guides identification about lyrics or discuss qualities of  MIE Keyboard Quiz Music Alive Magazine F. Recognize and demonstrate music as mentioned above using  Lyric Quiz Visual Aids understanding of tempo, appropriate music vocabulary  Notation Quiz Transparencies Compact Discs rhythm, dynamic, texture,  Dictation Quiz  Multi-Cultural Music - Identify Assessment Tools harmony, melody, and phrase  Class Participation music from diverse cultures and  Resources structure (all units)  Class Discussion styles Musical scores  Timbre - Recognize various vocal  Individual Feedback Textbooks and instrumental sounds  Teacher Observation Curriculum Guide  Audience- Behave and respond  Journal Writing Compact Discs appropriately to performance  Self Assessment Assessments B. PEER PERFORMANCES Silver Burdett 2002, “Making  Singing Performance Skills - Music” (Grade Level Six) Identify and analyze vocal quality, Jazz at Lincoln Center 2002, “Jazz blend, balance, basic music form, for Young People Curriculum” mode, instrumentation, tempo, Yamaha 1993, “Music in meter, expression and style/genre Education”  Technology  Write – Respond expressively Finale about lyrics or discuss qualities of MIE Yamaha Keyboard Lab music as mentioned above using Notepad appropriate music vocabulary Internet Research  Critique – Listen for melodic,

Grade 7 Chorus Page 8 - 8 - August, 2003 Essential Question, Concept or Theme: II. Listening Critically Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology rhythmic, or expressive errors  Multi-Cultural Music - Identify music from diverse cultures and styles  Timbre - Recognize various vocal and instrumental sounds  Audience- Behave and respond appropriately to performance C. SELF REFLECTION  Singing Performance Skills - Identify and analyze vocal quality, blend, balance, basic music form, mode, instrumentation, tempo, meter, expression and style/genre  Write – Respond expressively about lyrics or discuss qualities of music as mentioned above using appropriate music vocabulary  Critique – Listen for melodic, rhythmic, or expressive errors D. RESPONDING TO LISTENING THROUGH MOVEMENT  Stationary movement – Perform small motor patterns while singing  Basic loco-motor movement – Perform basic choreography while singing

Grade 7 Chorus Page 9 - 9 - August, 2003 Essential Question, Concept or Theme: II. Listening Critically Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Specific adaptations for each child should be  Special groups  Social Studies in keeping with the intent of the lesson and  Interdisciplinary Native American songs and dances the lesson’s activities. connections African songs, drumming, and  Peer tutors or teacher aides when necessary  Media (video, distance spirituals  Preferential seating learning) Asian songs and dances  Simplify task when necessary  Supplemental songs, Latin songs and dances  Adaptive assessment (oral quiz vs. written) materials, games American Historical Connections  Student lead activities (leadership  Language Arts opportunities) Songs in foreign languages Journaling Reading and analyzing articles, magazines, and reading aloud

Grade 7 Chorus Page 10 - 10 - August, 2003 Essential Question, Concept or Theme: III. Creating and Composing Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology  Melody – Improvise in a  Written Assessment with  Materials A. Compose and perform various proficient manner, melodies based Rubric Orff instruments patterns (all units) on a pentatonic scale  Playing Assessment with Rhythm instruments B. Improvising melodic and  Rhythm – Improvise proficient Rubric Melodic instruments rhythmic patterns (all units) rhythmic patterns, based on an  Individual Performance with Multicultural instruments C. Programmatic Unit (creating) ostinato, meter, or appropriate to Rubric MIE Keyboard Lab D. Rhythmic Unit (composing) style within a piece of music  Ensemble Performance with Worksheets E. Rock Amusement Park Unit  Melody - Compose in a Rubric Study Guides proficient manner melodies and  MIE Keyboard Quiz Music Alive Magazine ostinati based on the pentatonic  Lyric Quiz Visual Aids scale  Notation Quiz Transparencies Compact Discs  Rhythm – Compose in a  Dictation Quiz Assessment Tools proficient manner rhythmic  Class Participation  Resources patterns, based on an ostinato,  Class Discussion meter, or appropriate to style Musical scores  Individual Feedback within a piece of music Textbooks  Teacher Observation Curriculum Guide  Journal Writing Compact Discs  Self Assessment Assessments Silver Burdett 2002, “Making Music” (Grade Level Six) Jazz at Lincoln Center 2002, “Jazz for Young People Curriculum” Yamaha 1993, “Music in Education”  Technology Finale MIE Yamaha Keyboard Lab Notepad Internet Research

Grade 7 Chorus Page 11 - 11 - August, 2003 Essential Question, Concept or Theme: III. Creating and Composing Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Specific adaptations for each child  Special groups  Social Studies should be in keeping with the intent of  Interdisciplinary connections Native American songs and dances the lesson and the lesson’s activities.  Media (video, distance African songs, drumming, and  Peer tutors or teacher aides when learning) spirituals necessary  Supplemental songs, materials, Asian songs and dances  Preferential seating games Latin songs and dances  Simplify task when necessary  Student lead activities American Historical Connections  Adaptive assessment (oral quiz vs. (leadership opportunities) written)  Language Arts Songs in foreign languages Journaling Reading and analyzing articles, magazines, and reading aloud

Grade 7 Chorus Page 12 - 12 - August, 2003 Essential Question, Concept or Theme: IV. Reading and Notating Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology A. RHYTHM  Written Assessment with  Materials A. Rhythmic and melodic notation  Rhythm - Read and practice Rubric Orff instruments (all units) skills through singing and  Playing Assessment with Rhythm instruments B. Reading MIE, handchimes, instrumental playing, performing Rubric Melodic instruments melody bell, and Orff music specific rhythm patterns using  Individual Performance with Multicultural instruments (all units) whole notes/rests, half notes/rests, Rubric MIE Keyboard Lab quarter note/rests, dotted half  Ensemble Performance with Worksheets notes/rests, quarter notes/rests, Rubric Study Guides dotted quarter notes/rests, eighth  MIE Keyboard Quiz Music Alive Magazine notes and rests, dotted quarter  Lyric Quiz Visual Aids notes/rests, and sixteenth  Notation Quiz Transparencies notes/rests Compact Discs  Dictation Quiz  Meter – Read and practice skills Assessment Tools  Class Participation through singing and instrumental  Resources  Class Discussion playing, performing patterns in 2 / Musical scores 4, 3 / 4, 4 / 4, 6 / 8  Individual Feedback Textbooks  Dictation – Notate examples from  Teacher Observation Curriculum Guide teacher modeling and listening  Journal Writing Compact Discs examples in the scope of the  Self Assessment Assessments above ability level, using standard Silver Burdett 2002, “Making notation Music” (Grade Level Six)  Sight Reading – Rehearse Jazz at Lincoln Center 2002, “Jazz measure(s) without teacher for Young People Curriculum” modeling within the above ability Yamaha 1993, “Music in level Education”  Troubleshoot – Review or correct  Technology measures looking for missing Finale beats or excessive beats MIE Yamaha Keyboard Lab B. MELODY Notepad  Pitches - Read and identify Internet Research pitches on the treble and bass Grade 7 Chorus Page 13 - 13 - August, 2003 Essential Question, Concept or Theme: IV. Reading and Notating Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology clefs  Ledger Lines - Read and identify pitches using ledger lines above and below the treble and bass clefs  Key Signatures - Read and identify notes altered in a key signature up to 3 sharps/flats  Solfeggio – Read, practice, and identify intervals from teacher singing, Curwen Hand Signs and listening examples within C Major Scale treble clef only  Troubleshoot – Review or correct measures looking for incorrect pitches within C Major Scale only C. HARMONY  Score – Identify and label all vocal lines and piano accompaniment on a 3 part vocal score  Intervals – Practice and identify intervals when notated or sung, perform ascending intervals given the first note (obviously unison) of major 2nds, 3rds, 4ths, 5ths, and 6ths)) D. EXPRESSIVE MARKS  Dynamics – Identify symbols and demonstrate understanding of the following; pp-p-mp-mf-f-ff,

Grade 7 Chorus Page 14 - 14 - August, 2003 Essential Question, Concept or Theme: IV. Reading and Notating Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology crescendo, and decrescendo  Tempo – Identify symbols and demonstrate understanding of the following; allegro, moderato andante, accelerando, ritardando, and fermata  Articulation – Identify symbols and demonstrate understanding of the following; legato and staccato  Phrasing– Identify symbols and demonstrate understanding of breath marks, and staggered breathing D. FORM  Standard Forms - Identify and label musical form including AB, ABA, AABA  Call and Response – Identify call / response and question / answer melodic or rhythmic patterns  Song Analysis – Apply vocabulary and identify song parts including introduction, verse, chorus, bridge, and coda

Grade 7 Chorus Page 15 - 15 - August, 2003 Essential Question, Concept or Theme: IV. Reading and Notating Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Specific adaptations for each child should be  Special groups  Social Studies in keeping with the intent of the lesson and  Interdisciplinary Native American songs and dances the lesson’s activities. connections African songs, drumming, and  Peer tutors or teacher aides when necessary  Media (video, distance spirituals  Preferential seating learning) Asian songs and dances  Simplify task when necessary  Supplemental songs, Latin songs and dances  Adaptive assessment (oral quiz vs. written) materials, games American Historical Connections  Student lead activities (leadership  Language Arts opportunities) Songs in foreign languages Journaling Reading and analyzing articles, magazines, and reading aloud

Grade 7 Chorus Page 16 - 16 - August, 2003 Grade 7 Chorus Page 17 - 17 - August, 2003 Essential Question, Concept or Theme: V. Make Historical and Cultural Connections Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Aligned Materials/ Benchmark/Skills Assessment Instructional Strategies Resources/Technology  Reading – Analyzing articles,  Written Assessment with  Materials A. Analyzing articles, magazines, magazines, texts, and program Rubric Orff instruments texts, and putting music into a notes and applying to music  Playing Assessment with Rhythm instruments historical/cultural context (all content area Rubric Melodic instruments units  Viewing – Analyzing videos  Individual Performance with Multicultural instruments B. Video analysis (all units) and/or live guest performances Rubric MIE Keyboard Lab C. Multicultural strings (Asia and applying to music content  Ensemble Performance with Worksheets Unit, Africa Unit, Latin Unit) area Rubric Study Guides  Curricula – Making connections  MIE Keyboard Quiz Music Alive Magazine across subject areas (i.e. social  Lyric Quiz Visual Aids studies, language arts)  Notation Quiz Transparencies Compact Discs  Dictation Quiz Assessment Tools  Class Participation  Resources  Class Discussion Musical scores  Individual Feedback Textbooks  Teacher Observation Curriculum Guide  Journal Writing Compact Discs  Self Assessment Assessments Silver Burdett 2002, “Making Music” (Grade Level Six) Jazz at Lincoln Center 2002, “Jazz for Young People Curriculum” Yamaha 1993, “Music in Education”  Technology Finale MIE Yamaha Keyboard Lab Notepad Internet Research

Grade 7 Chorus Page 18 - 18 - August, 2003 Essential Question, Concept or Theme: V. Make Historical and Cultural Connections Approx. Time Allotment: PA Standards: See ADDENDUM I, Reference of NATIONAL STANDARDS for grades 5-8, See ADDENDUM II, Reference of PENNSYLVANIA STANDARDS Multicultural/Interdisciplinary Adaptations/Inclusion Techniques Enrichment Strategies Remediation Strategies Connection  Specific adaptations for each child should be  Special groups  Social Studies in keeping with the intent of the lesson and  Interdisciplinary Native American songs and dances the lesson’s activities. connections African songs, drumming, and  Peer tutors or teacher aides when necessary  Media (video, distance spirituals  Preferential seating learning) Asian songs and dances  Simplify task when necessary  Supplemental songs, Latin songs and dances  Adaptive assessment (oral quiz vs. written) materials, games American Historical Connections  Student lead activities (leadership  Language Arts opportunities) Songs in foreign languages Journaling Reading and analyzing articles, magazines, and reading aloud

Grade 7 Chorus Page 19 - 19 - August, 2003