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Performing Arts: Choir Subject Group Overview Performing Arts: Choir Subject Group Overview Years 1-3 Key Concept Related MYP Content Concept(s) Statement of Inquiry Questions ATL Skill(s) Summative Objective and Global Inquiry Assessment Context Unit 1: Communication People can Factual- What is solfege? Thinking Skills A. Knowing 1. Read and notate music using Becoming a Identity communicate Where is an Eb on the treble --How do we best A. Summative and standard notation such as dotted Musician Identities and and express clef? What are the notes of memorize Packet/Rhythm/Music Understanding rhythms, clefs, mixed meters Relationships & sounds through the alto clef? How do you notation Reading and multipart scores, with or Personal and the language of count rhythms? What is an systems? Assessments/Vocabul B. Developing without the use of notation Cultural musical eighth rest? What should you ary tests. skills software. 1. Analyze the Expression notation. By do when the conductor is Research Skills elements of music including becoming fluent standing on the podium? - Inquire into the B. Showing that we D. melody, rhythm, harmony, in this language What do I need to do for the history of music know how to read Responding dynamics, tone color, texture, we can fulfill our concert? How do I hold my notation music by sight singing form and their related concepts. individual roles instrument? How do I breathe and learning the hand 1. Compare and contrast and become correctly? Communication signs, being able to connections among works in part of a team. skills perform them and music, their purposes and their Conceptual-What does it -Solfege and sing solfege scales personal, cultural and historical mean to be on a team? How music notation and intervals (submit contexts, including the can we work together better? are some of the recordings, perform contributions of Minnesota How do we capture music so “languages” of in-class) American Indian tribes and it's accessible? What are music communities. 2. analyze the practices of a good D. Arts Process meanings and functions of ensemble? Journal Entries - music. 1. Improvise, compose, Responding to music or arrange a new musical Debatable-Do we need performances composition using available musical notation? Why or technology to preserve the why not? Are live creation. 2. Revise a musical performances better or composition, improvisation or recordings? arrangement based on the feedback of others, self-reflection and artistic intent. Updated 1.29.19 Unit 2: Systems Voices are all Factual- What are some Critical thinking A. Vocabulary A-Knowing 1. Analyze the elements of Musical Role different and different voice types? What Reflection test, Kahoot and music including melody, rhythm, Identity Identities and make distinct are other ways to describe challenge Understanding harmony, dynamics, tone color, (beginning Relationships sounds voices? texture, form and their related choir only) concepts. 1. Compare and Conceptual- Can someone contrast connections among change their voice? How can works in music, their purposes we develop our voices? What and their personal, cultural and are ways to produce good historical contexts, including the tone? How should we feel contributions of Minnesota about our own voices? How American Indian tribes and can we increase our ranges? communities. 2. analyze the meanings and functions of music Debatable- Do you like your voice? Why or why not? How can you develop your own singing voice and get "better tone?" Unit 3: Aesthetics Through the Factual- What is proper Self-management A.Concert D-Responding 6.1.1.3.1. Analyze the elements Concert Role, development of singing/breathing technique? (rehearsal skills) performance B-Developing of music including melody, Preparation Presentation skills and B. Submit recordings Skills rhythm, harmony, dynamics, s Identities and preparation for Conceptual- What are some or perform in class to tone color, texture, form and Relationships presentation, well-researched rehearsal show they know they their related concepts. 2. Sing we create techniques? What are good songs alone and in a group (two- and works of warm-up strategies? D. Concert reflection three-part harmony) aesthetic value paper resulting in Debatable- What is the best positive identity way to practice? What are the formation. best types of songs to sing in choir? Should all students learn classical style music? Why or why not? Unit 4: Role, Role, By singing in Factual- What is a canon? Organization A. Vocabulary Test A.Knowledge 6.1.1.3.1. Analyze the elements Harmony/ Canon, harmony and What is texture in music? skills B. Singing in B-Developing of music including melody, A Capella Presentation exploring their What is harmony? harmony, sing in Skills rhythm, harmony, dynamics, Music Identities and roles singing canon, hold your own C-Creating tone color, texture, form and Relationships different parts, Conceptual-What is our role part - also concert their related concepts. 2. Sing (Years 2-3 students as a member in an performances - alone and in a group (two- and only) strengthen their ensemble? submit three-part harmony) or play an individual and recordings/performan instrument alone and in a group Updated 1.29.19 group musical How does our individual part ces and in-class using musical expression such skills. contribute to the whole? performing as phrasing, dynamic contrast, C. Create a short a technique, balance and accurate Debatable- Which part is capella song in a articulation. 1. Rehearse and most important? group, use harmony. perform music from a variety of How do we create balance in contexts and styles alone or a piece? within small or large groups. How can we improve this piece? Unit 5: Creativity People can use Factual - What are the Creative Thinking C. Create a song, you C. Creative Analyze the meanings and Song Composition music to structures of pop and art choose the genre and Thinking functions of music.6.2.1.3.1 Writing Expression communicate songs? What are the genres the structure D. Improvise, compose or arrange (Simplified Genre with others, we listen to? Responding - a new musical composition using Artistry communities, create an available technology to preserve for year 1 - Craft and try to bring Conceptual - How do you artistic the creation.6.2.1.3.2 Revise a years 2-3 Histories of ideas about change in express your feelings in a statement musical composition, more Development of themselves, song? How do we convey about your improvisation or arrangement advanced) the history of folk others, or mood when we create music? song based on the feedback of others, music society Why do people write songs? self-reflection and artistic intent.6.2.1.3.3 Develop an Debatable - Who is the best artistic statement, including how composer/songwriter and audience and occasion influence why? What are the most creative choices.6.3.1.3.1 important factors when Develop an artistic intent, creating a song or expressing including how audience and yourself creatively? How occasion impact performance does it change when you are choices creating for an audience? Unit 6: Creativity By creating our Factual- What is a transition? Collaboration C. Large group - C-Thinking .6.2.1.3.2 Revise a musical Concert Composition own "mash-up" mash-up file - shared Creatively composition, improvisation or (spring) Identities and medley of song Conceptual- How do other in google docs with all D - arrangement based on the Relationships fragments, groups perform medleys of members Responding feedback of others, students use songs? D. Reflection Paper self-reflection and artistic intent creativity and composition Debatable-Which songs skills , working should be in which order? as a team to What lines make sense and create a song why? that "makes Updated 1.29.19 sense" to the listener. Year 4-5: Key Concept Related MYP Content Concept(s) Statement of Inquiry Questions ATL Skill(s) Summative Objective MN State Standards and Global Inquiry Assessment Context Unit 1: Change, The elements of Factual- What are the Thinking Skills Presentation on the 7 A Knowing 6.1.1.3.1. Analyze the Elements of Communication music work elements of music and their -How do we best elements of music and elements of music Music Composition, together to form definitions? (Melody, memorize understandin including melody, presentation, patterns of sounds harmony, rhythm, tone color, notation systems? g rhythm, harmony, structure and silences people dynamics, texture, form) How dynamics, tone color, Identities and recognize as music. do the elements of music texture, form and their relationships function in relation to each Communication related concepts. other? skills -Solfege and Conceptual- How do the music notation are elements of music function in some of the relation to each other? How “languages” of do melody and harmony work music together? Debatable- Which element of music is most important? Does each genre appear to have different elements that seem more important than others? Does it matter if a song has no rhythm? Unit 2: Music Change & People can Factual— What are clefs? Research skills A - labeling the staff, A - Knowing 1. Read and notate Elements: Communication communicate and What is a staff? What are the Thinking skills explaining different and music using standard Melody Composition, express how letters of the staff? What is Communication notation systems, being Understandin notation such as dotted Expression, sounds change solfege? What are the skills able to explain where g rhythms, clefs, mixed structure through Curwen hand signs? the notation systems meters and multipart composition and come from scores, with or without Updated 1.29.19 Personal and structure, using the Conceptual— How can we B- sight reading, B - the use of notation cultural language of musical become musically literate? reading music with their Developing software. expression notation, and How did different notation instrument or voice Skills 1. Analyze the elements through practice we systems come about? How C- Composing a four C - Creating of music including can become does notation help us measure melody for D - melody, rhythm, competent and communicate? voice or a melody Responding harmony, dynamics, tone literate in a musical instrument.
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