Week 1 First Grading Period

HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 1 First Grading Period TEKS Choir I 2A Demonstrate independently/ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderate difficult Vocal Music & Reading: literature. Research and Correlations 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ performances music/music_reading_research.pdf 2B Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures 3A Sight-read ensemble parts p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music Secondary Choir Curriculum Requirements e McGraw Hill Glencoe 2005 g Teaching Masters Solfege for Sight-reading UIL Repertoire (PML): e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) Selection of repertoire is due by the end o Sequential Sight-reading everyday of the 1st 9 weeks.

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Posture and breathing mechanics Interdisciplinary  Present sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources Repertoire  Learn solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Fine Arts Transparencies  Demonstrate Long, Round, Tall vowels (LRT) The Singing Musician  Present music staff, treble/bass clef(s), music notes/names and basic rhythms Patti DeWitt Co., 2004  Introduce basic repertoire John Curwen Hand signs Student Behaviors Conducting Patterns Key Questions Strategies Preparatory Pages Getting the Big Ideas Sequential Sight-reading  How would you differentiate between  Begin singing with proper posture and  Explaining IPA Chart LRT’s and “east-west” vowel breathing mechanics  Explicit Teaching Word Wall production?  Learn and sing exploratory exercises to  Demonstrating Solfege District Score Study  Can you recall and show the Solfege find correct singing register  Drill & Practice Hand signs Curwen/Kodály Hand Signs hand-signs?  Reproduce vocal warm-ups and Vocal Cords Concert Requirements  Describe a music staff and what it is vocalizes Repertoire (9 weeks concert used for.  Sing correct solfege syllables with Posture appropriate hand signs Sight reading minimum are 3 octavo  Produce LRT vowels LRT: Long, Round, length songs appropriate  Read and write basic music theory Tall Vowel for grade level)  Begin learning and singing basic Formation SAISD Concert Template repertoire Sight-reading materials Assessment Repertoire  Students demonstrate musical understanding of vocal production and music theory by singing correct pitches in-tune and using hand-signs. Metronome  Students will show how to produce long, round tall vowels. Tape/CD Recorders SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 1 of 19 SAISD Weekly Rubric SAISD 9 Weeks Rubric Click here for more information on breathing mechanisms Region 12 information l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Individually aurally assess students e

p Determined by ARD/IEP

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o Recorded examples i t a c u d E

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 2 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 2 First Grading Period TEKS Choir I 2A Demonstrate independently/ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderate difficult literature. Vocal Music & Reading: 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical Research and Correlations performances http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 2B Perform expressively, from memory and notation, a varied repertoire of music representing music/music_reading_research.pdf styles from diverse cultures 3A Sight-read ensemble parts p

e Vocabulary Resources Instructional Guidelines r

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire  Continue demonstrating Long, Round, Tall vowels (LRT) Fine Arts Transparencies  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms The Singing Musician  Present the concept of Audiation Patti DeWitt Co., 2004  Present the concept of Sight reading John Curwen Hand signs  Review Key Signatures and the key of C with solfege syllables and pitch names Conducting Patterns  Continue 1st 9 weeks repertoire Preparatory Pages Sequential Sight-reading  Begin Region Treble Choir repertoire IPA Chart Word Wall Student Behaviors District Score Study Key Questions Strategies Key Signature Getting the Big Ideas Key of C Curwen/Kodály Hand Signs Concert Requirements  How do the Solfege hand-signs  Continue singing with proper posture  Guided Practice Audiation correspond with the function of and breathing mechanics  Inquiry Repertoire Repertoire (9 weeks concert the note? ~How do you  Continue singing exploratory exercises  Demonstration minimum are 3 octavo length distinguish between LRT and to find correct singing register  Group Practice songs appropriate for grade “east-west” singing?  Reproduce vocal warm-ups and  Drill & Practice level)  What is the concept of audiation? vocalizes  Review  How would you explain sight-  Sing and chant correct solfege  Memorization SAISD Concert Template reading? syllables with appropriate hand signs Sight-reading materials  Begin audiation techniques Repertoire  Begin sight reading Metronome  Produce LRT vowels Tape/CD Recorders  Read and write basic music theory in the key of C SAISD Weekly Rubric SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 3 of 19 SAISD 9 Weeks Rubric  Continue learning and singing of basic repertoire Region 12 information  Begin learning and singing Treble Region music Assessment  Students demonstrate musical understanding of vocal production and music theory by singing correct pitches in-tune and using hand-signs.  Students will show how to produce long, round tall vowels.  Students can explain and write the key of C on the treble clef or bass clef.  Students can explain the audiation process.

Click here for more information on Curwen hand signs l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Determined Individually aurally assess students e

p by ARD/IEP

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o Recorded examples i t a c u d E

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 4 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 3 First Grading Period TEKS Choir I 2A Demonstrate independently/ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderate difficult literature. Vocal Music & Reading: 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical Research and Correlations performances http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/m 2B Perform expressively, from memory and notation, a varied repertoire of music representing usic_reading_research.pdf styles from diverse cultures 3A Sight-read ensemble parts p

e Vocabulary Resources Instructional Guidelines r

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire Fine Arts Transparencies  Continue demonstrating Long, Round, Tall vowels (LRT) The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms Patti DeWitt Co., 2004  Continue the concept of Audiation John Curwen Hand signs  Continue the concept of Sight reading Conducting Patterns  Continue Key Signatures and the key of C with solfege syllables and pitch names Preparatory Pages  Present the key of F with solfege syllables and pitch names Sequential Sight-reading  Continue 1st 9 weeks repertoire & Region Treble Choir music Word Wall IPA Chart District Score Study Student Behaviors Score Study Key Questions Strategies Key of F Curwen/Kodály Hand Signs Getting the Big Ideas Concert Requirements  How does correct posture and  Continue singing with proper posture and  Review Repertoire (9 weeks concert breathing mechanics improve breathing mechanics  Work-based learning minimum are 3 octavo length singing? Demonstrate and  Continue singing exploratory exercises to  Cooperative Learning compare good and bad posture. find correct singing register  Demonstration songs appropriate for grade  What is the difference between  Reproduce vocal warm-ups and vocalizes  Drill & Practice level) solfege and pitch names?  Sing correct solfege syllables with SAISD Concert Template  Under what conditions would you appropriate hand signs Sight-reading materials use audiation?  Begin audiation techniques Repertoire  Begin sight reading  Produce LRT vowels Metronome  Read and write basic music theory in the key Tape/CD Recorders of C and F SAISD Weekly Rubric  Continue learning and singing of basic SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 5 of 19 SAISD 9 Weeks Rubric repertoire  Continue learning of Treble Read and write Region 12 information basic music theory in the key of C and F  Continue learning and singing of basic repertoire & Treble Region music Assessment Students write key of C notes on music staff. Students demonstrate correct hand-signs while sight-reading Students listen for intonation while producing correct pitches.

Click here for more information on the history of solfege and related scales

Study Guide What is opera? Giacomo Puccini Discuss the story line of Madama Butterfly 1858-1924 Find the geographical location in Japan where this story could Italian Composer have taken place. What type of singing is done in opera? How does the music make you think of oriental music? Who is Puccini? Did he compose other operas?

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 6 of 19 SAISD © 2007-08 High School Choir I (First Grading –Week Period High School 1) (First SAISD 2007-08 Choir © I EducationSpecial Recorded examples Highlighted materials by ARD/IEP Accommodations Determined Instructional Modifications/ Individually aurally assess aurally students Individually student. learners another with special Partner Page Page 7 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 4 First Grading Period TEKS Choir I 2A Demonstrate independently/ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderate difficult literature. Vocal Music & Reading: 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical Research and Correlations performances http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 2B Perform expressively, from memory and notation, a varied repertoire of music representing music/music_reading_research.pdf styles from diverse cultures 3A Sight-read ensemble parts p

e Vocabulary Resources Instructional Guidelines r

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire Fine Arts Transparencies  Continue demonstrating Long, Round, Tall vowels (LRT) The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms Patti DeWitt Co., 2004  Continue the concept of Audiation John Curwen Hand signs  Continue the concept of Sight reading Conducting Patterns  Review Key Signatures and the key of C and F with solfege syllables and pitch names Preparatory Pages  Present the key of G with solfege syllables and pitch names Sequential Sight-reading  Continue 1st 9 weeks repertoire & Treble Region music Word Wall IPA Chart District Score Study Student Behaviors Key of G Key Questions Strategies Curwen/Kodály Hand Signs Getting the Big Ideas Concert Requirements  What are the results when you use  Continue singing with proper posture  Compare & Contrast Repertoire (9 weeks concert good posture to sing? and breathing mechanics  Guided Practice minimum are 3 octavo length  Discuss the differences in vocal  Continue singing exploratory exercises  Demonstration sound when using LRT’s and to find correct singing register  Memorization songs appropriate for grade “east-west” type of singing.  Reproduce vocal warm-ups and  Review & Re-Teaching level)  Demonstrate the correct use of vocalizes  Simulation SAISD Concert Template audiation by singing the last note  Sing correct solfege syllables with  Physical Response Sight-reading materials of every measure in tune and on appropriate hand signs the correct beat.  Continue audiation techniques Repertoire  Continue sight reading Metronome  Produce LRT vowels Tape/CD Recorders  Read and write basic music theory in SAISD Weekly Rubric the key of C, F and G. SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 8 of 19 SAISD 9 Weeks Rubric  Continue learning and singing of basic repertoire in preparation for the 9 Region 12 information weeks concert.  Continue preparing Treble Region Repertoire  Read and write basic music theory in the key of C, F and G  Continue learning and singing of basic repertoire in preparation for the 9 weeks concert and auditions for Region Treble Choir music Assessment  Students demonstrate application of LRT’s and compares them to “east-west” style of singing.  Students can label and discuss the music staff and the key of C, F and G.

Click here for more information on key signatures l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Determined Individually aurally assess students e

p by ARD/IEP

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o Recorded examples i t a c u d E

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 9 of 19 HS CHS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 5 First Grading Period TEKS Choir I 2A Demonstrate independently/ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderate difficult literature. Vocal Music & Reading: 1B Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical Research and Correlations performances http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 2B Perform expressively, from memory and notation, a varied repertoire of music representing music/music_reading_research.pdf styles from diverse cultures 3A Sight-read ensemble parts p

e Vocabulary Resources Instructional Guidelines r

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze,  Continue posture and breathing mechanics Interdisciplinary  Continue sirens, vocal warm-ups, and vocalizes to find correct singing register Supporting Resources  Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’) Repertoire Fine Arts Transparencies  Continue demonstrating Long, Round, Tall vowels (LRT) The Singing Musician  Continue music staff, treble/bass clef(s), music notes/names and basic rhythms Patti DeWitt Co., 2004  Continue the concept of Audiation John Curwen Hand signs  Continue the concept of Sight reading Conducting Patterns  Review Key Signatures and the key of C and F with solfege syllables and pitch names Preparatory Pages  Present the key of G with solfege syllables and pitch names Sequential Sight-reading  Continue 1st 9 weeks repertoire & Region Treble Choir music Word Wall IPA Chart District Score Study Student Behaviors Key Questions Strategies Curwen/Kodály Hand Signs Getting the Big Ideas Concert Requirements  Identify d-r-m-f-s-l-t-d’ in the key of C  Continue singing with proper posture and  Compare & Contrast Repertoire (9 weeks concert on the staff and while sight-reading. breathing mechanics  Inquiry minimum are 3 octavo length  Can you distinguish between LRT’s and  Continue singing exploratory exercises to find  Repertoire “east-west” singing while performing correct singing register  Teacher Questions songs appropriate for grade repertoire?  Reproduce vocal warm-ups and vocalizes  Music Writing level)  While sight-reading can you always  Sing correct solfege syllables with appropriate SAISD Concert Template find “do” and sing it in-tune? hand signs Sight-reading materials  Continue audiation techniques Repertoire  Continue sight reading  Produce LRT vowels Metronome  Read and write basic music theory in the key of Tape/CD Recorders C, F and G. SAISD Weekly Rubric  Chant and sing clear, concise pronunciation of SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 10 of 19 SAISD 9 Weeks Rubric text and articulation  Continue learning and singing of basic Region 12 information repertoire in preparation for the 9 weeks concert.

Assessment  Students demonstrate correct vowel (LRT) and consonant production in repertoire.  Students demonstrate phrasing in 1st 9 weeks repertoire and Treble Region repertoire. l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Determined Individually aurally assess students e

p by ARD/IEP

S Highlighted materials n

o Recorded examples i t a c u d E

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 11 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 6 First Grading Period TEKS Choir I 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading: 2C Exhibit and explain appropriate small- and large-ensemble performance techniques for formal Research and Correlations and informal concerts http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 6A Design and apply criteria for making informed judgments regarding the quality and music/music_reading_research.pdf effectiveness of musical performances 6B Evaluate musical performances by comparing them to exemplary models 6C Practice informed concert behavior during live performances in a variety of settings p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music Secondary Choir Curriculum Requirements

e McGraw Hill Glencoe 2005 UIL Repertoire (PML): g Teaching Masters Solfege for Sight-reading Selection of repertoire is due by the end e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) of the 1st 9 weeks . o Sequential Sight-reading everyday

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze, Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources Present fundamental performance skills in performing repertoire in a concert-setting Repertoire Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the The Singing Musician Director) Patti DeWitt Co., 2004 Teach performance etiquette (getting on risers, stance, behavior, attention on director, John Curwen Hand signs Guide and present criteria for evaluating performances Conducting Patterns Demonstrate and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading Continue rehearsing Region Treble Choir music IPA Chart Word Wall Student Behaviors District Score Study Key Questions Strategies Concert Getting the Big Ideas Perform Curwen/Kodály Hand Signs Concert Requirements  Can you leave out one criterion for  Learn concert repertoire by  Demonstrations Stance performance and still have a musical memory  Compare & Contrast Rigor Criteria Repertoire (9 weeks concert performance? Why not?  Demonstrate fundamental  Drill & Practice Performance minimum are 3 octavo length B  Organize criteria for evaluating performance techniques in  Teacher Questions Etiquette songs appropriate for grade Relevance performances. rehearsal/concert-setting level)  Why is it necessary to have appropriate  Demonstrate performance etiquette Audience Etiquette audience etiquette? in rehearsal/concert-setting SAISD Concert Template  Evaluate rehearsals/performance Sight-reading materials with basic criteria Repertoire  Demonstrate appropriate audience Metronome Tape/CD Recorders SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 12 of 19 SAISD Weekly Rubric Assessment SAISD 9 Weeks Rubric  Students demonstrate concert etiquette.  Students rate a taped performance using performance criteria. Region 12 information

Click here for concert etiquette

n Instructional Modifications/ Partner special learners with another student. o i

t Accommodations Determined Individually aurally assess students

a by ARD/IEP c u d E

l a i c e p S

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 13 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 7 First Grading Period TEKS Choir I 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading: 2C Exhibit and explain appropriate small- and large-ensemble performance techniques for formal Research and Correlations and informal concerts http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 6A Design and apply criteria for making informed judgments regarding the quality and music/music_reading_research.pdf effectiveness of musical performances 6B Evaluate musical performances by comparing them to exemplary models 6C Practice informed concert behavior during live performances in a variety of settings p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music Secondary Choir Curriculum Requirements

e McGraw Hill Glencoe 2005 g Teaching Masters Solfege for Sight-reading UIL Repertoire (PML): e l l Evaluation Masters Counting System for rhythm (ex., 1 e + a, etc.) Selection of repertoire is due by the end o Sequential Sight-reading everyday of the 1st 9 weeks .

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze, Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources Present fundamental performance skills in performing repertoire in a concert-setting Repertoire Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the The Singing Musician Director) Patti DeWitt Co., 2004 Teach performance etiquette (getting on risers, stance, behavior, attention on director, John Curwen Hand signs Guide and present criteria for evaluating performances Conducting Patterns Demonstrate and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading Continue rehearsing Region Treble Choir music IPA Chart Word Wall Student Behaviors District Score Study Key Questions Strategies Concert Getting the Big Ideas Perform Curwen/Kodály Hand Signs Concert Requirements  Can you leave out one criterion for  Learn concert repertoire by memory  Demonstrations Stance performance and still have a musical  Demonstrate fundamental performance  Compare & Contrast Criteria Repertoire (9 weeks concert performance? Why not? techniques in rehearsal/concert-setting  Drill & Practice Performance minimum are 3 octavo length  Organize criteria for evaluating  Demonstrate performance etiquette in  Teacher Questions Etiquette songs appropriate for grade performances. rehearsal/concert-setting level)  Why is it necessary to have  Evaluate rehearsals/performance with Audience Etiquette appropriate audience etiquette? SAISD Concert Template basic criteria Sight-reading materials  Demonstrate appropriate audience. Repertoire Metronome Tape/CD Recorders SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 14 of 19 SAISD Weekly Rubric Assessment SAISD 9 Weeks Rubric  Students demonstrate concert etiquette.  Students rate a taped performance using performance criteria. Region 12 information Instructional Modifications/ Partner special learners with another student. n o

i Accommodations Determined Individually aurally assess students t

a by ARD/IEP c u d E

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SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 15 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 8 First Grading Period TEKS Choir I 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading: 2C Exhibit and explain appropriate small- and large-ensemble performance techniques for formal Research and Correlations and informal concerts http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/music/m 6A Design and apply criteria for making informed judgments regarding the quality and usic_reading_research.pdf effectiveness of musical performances 6B Evaluate musical performances by comparing them to exemplary models 6C Practice informed concert behavior during live performances in a variety of settings p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music Secondary Choir Curriculum Requirements

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze, Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources Present fundamental performance skills in performing repertoire in a concert-setting Repertoire Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the The Singing Musician Director) Patti DeWitt Co., 2004 Teach performance etiquette (getting on risers, stance, behavior, attention on director, John Curwen Hand signs Guide and present criteria for evaluating performances Conducting Patterns Demonstrate and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading Continue rehearsing Region Treble Choir music IPA Chart Word Wall Student Behaviors District Score Study Key Questions Strategies Concert Getting the Big Ideas Perform Curwen/Kodály Hand Signs Concert Requirements  Can you leave out one criterion for  Learn concert repertoire by memory  Demonstrations Stance performance and still have a musical  Demonstrate fundamental performance  Compare & Contrast Criteria Repertoire (9 weeks concert performance? Why not? techniques in rehearsal/concert-setting  Drill & Practice Performance minimum are 3 octavo length  Organize criteria for evaluating  Demonstrate performance etiquette in  Teacher Questions Etiquette songs appropriate for grade performances. rehearsal/concert-setting  Mock Trial level)  Why is it necessary to have appropriate  Evaluate rehearsals/performance with basic Audience Etiquette audience etiquette? criteria SAISD Concert Template  Demonstrate appropriate audience Sight-reading materials  Evaluate a mock audition of Treble Region Repertoire music. Metronome Tape/CD Recorders SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 16 of 19 SAISD Weekly Rubric Assessment SAISD 9 Weeks Rubric  Students demonstrate concert etiquette.  Students rate a taped performance using performance criteria. Region 12 information Click here for concert etiquette l a

i Instructional Modifications/ Partner special learners with another student. c

e Accommodations Determined Individually aurally assess students p by ARD/IEP S n o i t a c u d E

SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 17 of 19 HS Choir Entry Level (I) Unit of Study: Develop vocal range/skills/LRT; Intro Music Theory; Sight-reading/Solfege Skills; Score Analysis; Repertoire; Concert Preparation/Fundamental Skills; Region Treble Choir Auditions; 1st 9 weeks Concert Week 9 First Grading Period TEKS Choir I 2B Perform expressively, from memory, a varied repertoire of music representing styles from diverse cultures Vocal Music & Reading: 2C Exhibit and explain appropriate small- and large-ensemble performance techniques for formal Research and Correlations and informal concerts http://www.saisd.net/ADMIN/curric/curricms/documents/handbooks/ 6A Design and apply criteria for making informed judgments regarding the quality and music/music_reading_research.pdf effectiveness of musical performances 6B Evaluate musical performances by comparing them to exemplary models 6C Practice informed concert behavior during live performances in a variety of settings p

e Vocabulary Resources Instructional Guidelines r

P Experiencing Choral Music Secondary Choir Curriculum Requirements

C Music & History Vocal Development Yearly Plan for Repertoire/Curriculum Skill Builders Sight-singing Masters The teacher will: Kodály, Dalcroze, Choose appropriate quality repertoire for upcoming 9 weeks concert (culmination of 9 weeks preparation in Interdisciplinary appropriate choral music) Supporting Resources Present fundamental performance skills in performing repertoire in a concert-setting Repertoire Apply basic criteria in evaluating music performances ( in-tune singing, rhythmic accuracy, tempo, dynamics and Fine Arts Transparencies diction, LRT, phrasing, intonation, syllabic stress; responding appropriately to the conducting gestures of the The Singing Musician Director) Patti DeWitt Co., 2004 Teach performance etiquette (getting on risers, stance, behavior, attention on director, John Curwen Hand signs Guide and present criteria for evaluating performances Conducting Patterns Demonstrate and discuss appropriate audience etiquette Preparatory Pages Sequential Sight-reading Continue rehearsing Region Treble Choir music IPA Chart Word Wall Student Behaviors District Score Study Key Questions Strategies Concert Getting the Big Ideas Perform Curwen/Kodály Hand Signs Concert Requirements  Can you leave out one criterion  Learn concert repertoire by memory  Demonstrations Stance for performance and still have a  Demonstrate fundamental performance  Compare & Contrast Criteria Repertoire (9 weeks concert musical performance? Why not? techniques in rehearsal/concert-setting  Drill & Practice Performance minimum are 3 octavo length  Organize criteria for evaluating  Demonstrate performance etiquette in  Teacher Questions Etiquette songs appropriate for grade performances. rehearsal/concert-setting  Reflection level)  Why is it necessary to have  Evaluate rehearsals/performance with Audience Etiquette appropriate audience etiquette? basic criteria SAISD Concert Template  Demonstrate appropriate audience Sight-reading materials  Evaluate a mock audition of Treble Repertoire Region music. Metronome Tape/CD Recorders SAISD © 2007-08 High School Choir I (First Grading Period – Week 1) Page 18 of 19 SAISD Weekly Rubric Assessment SAISD 9 Weeks Rubric  Students demonstrate concert etiquette.  Students rate a taped performance using performance criteria. Region 12 information  Students use a rubric to reflect on 1st 9 weeks performance. l

a Instructional Modifications/ Partner special learners with another student. i

c Accommodations Determined Individually aurally assess students e

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