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Greenwich Music Objectives Grades 9-12 -- Chorus

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Greenwich Music Objectives Grades 9-12 -- Chorus Greenwich Music Objectives Grades 9-12 -- Chorus Elements and Styles Proficient Student 1. Learns and performs music of various composers and of varying styles (*6a) 2. Identifies which voice parts contain melody at any given time (*6a) 3. Demonstrates knowledge of basic rhythm/tempo terminology (i.e. adagio, andante, allegro, moderato, accelerando, rallentando, ritardando and tie) (*6b) 4. Demonstrates knowledge of basic dynamic terminology (i.e. pianissimo, piano, mezzo- piano, mezzo-forte, forte, fortissimo, crescendo and diminuendo) (*6b) 5. Demonstrates knowledge of expression terms (i.e. accent, staccato and legato) (*6b) 6. Demonstrates knowledge of formal structure (i.e. barlines, repeat signs, D.C., D.S. and coda) (*6b) 7. Aurally identifies the tonality (major or minor) of a work (*6c) 8. Aurally identifies any and all instruments used in a recorded performance (*6c) 9. Aurally identifies the meter (simple or compound) of a recorded example (*6c) Advanced Student 1. Describes in detail four significant events in a work such as Handel’s Hallelujah Chorus or another piece the choir is singing (*6d) 2. Uses technical vocabulary to explain the importance of these events in unifying and varying the composition (*6d) 3. Gives examples which parallel these events in other pieces they are singing (or have sung) (*6d) 4. Compares and contrasts various works they are singing, describing similarities and differences using musical terminology (*6e) 5. Analyzes and discusses pieces being prepared for performance using appropriate and sophisticated musical terminology (*6f) 6. Describes how a musical climax is achieved in three pieces of contrasting style (*6f) Notation Proficient Student 1. Identifies the staff containing their voice part from a system which includes up to four voice parts and a grand staff for piano accompaniment (*5a) 2. Performs at sight rhythms (using neutral syllables) in 2/4, 3/4, 4/4 meter using note values of whole, half, quarter and eighth notes at a tempo of quarter note = 72 beats per minute (*5a) 3. Performs at sight step-wise diatonic pitches and diatonic intervals of M/m3, P4, P5 and M6 (*5a) 4. Identifies lines and spaces of the appropriate clef (i.e. women: treble; men: treble (tenors) and bass (tenors and basses))(*5a) 5. Demonstrates the use of basic accidentals (i.e. sharp, flat and natural) (*5a) 6. Demonstrates knowledge of basic rhythm/tempo terminology (i.e. adagio, andante, allegro, moderato, accelerando, rallentando, ritardando and tie) (*5a) 7. Demonstrates knowledge of basic dynamic terminology (i.e. pianissimo, piano, mezzo- piano, mezzo-forte, forte, fortissimo, crescendo and diminuendo) (*5a) 8. Demonstrates knowledge of expression terminology (i.e. accent, staccato and legato) (*5a) 9. Demonstrates knowledge of formal structure (i.e. bar lines, repeat signs, D.C., D.S. and coda) (*5a) 10. Performs at sight one four-part choral composition with the difficulty of a church hymn daily (*5b) 11. Attempts to sing at sight all but the most difficult passages of the performance literature (*5b) 12. Identifies major key signatures up to three sharps and three flats (*5b) 13. Applies solfege syllables to all identified keys (*5b) Advanced Student 1. Identifies the staff containing their voice part from a system which includes up to eight voice parts and a grand staff for piano accompaniment (*5a) 2. Performs at sight rhythms (using neutral syllables) in 2/4, 3/4, 4/4, 3/8, 6/8, 9/8, 12/8 and 2/2 meter using note values of whole, half, quarter, eighth and sixteenth notes at a tempo of quarter note = 72 beats per minute (*5a) 3. Performs at sight dotted quarter notes when paired with an eighth note and dotted eighth notes when paired with a sixteenth note (*5a) 4. Performs at sight step-wise diatonic pitches and all diatonic intervals (*5a) 5. Identifies lines and spaces of treble and bass clefs up to two ledger lines above and below (*5a) 6. Demonstrates the use of all accidentals (i.e. sharp, flat, natural, double sharp and double flat) (*5a) 7. Demonstrates knowledge of all rhythm/tempo terminology (i.e. adagio, allegro, andante, moderato, largo, lento, presto, accelerando, rallentando, ritardando, dot, tie, hemiola, triplet and duplet) (*5a) 8. Demonstrates knowledge of all dynamic terminology (i.e. pianissimo, piano, mezzo-piano, mezzo-forte, forte, fortissimo, crescendo, diminuendo, and sforzando) (*5a) 9. Demonstrates knowledge of expression terminology (i.e. accent, staccato, legato. marcato, maestoso and dolce) (*5a) 10. Demonstrates knowledge of formal structure (i.e. bar lines, repeat signs, D.C., D.S. and coda) and basic forms (binary, tenary and rondo) (*5a) 11. Performs at sight one four-part choral composition with the difficulty of a Bach Chorale daily (*5e) 12. Attempts to sing at sight all of the performance literature (*5e) 13. Identifies all major key signatures (*5e) 14. Identifies minor key signatures up to three flats and three sharps (*5e) 15. Applies solfege syllables to all identified keys (*5e) Vocal Performance Proficient Student 1. Matches pitch, using as a source either a piano or another student(s) (*1a) 2. Demonstrates an awareness of, and acquires proficiency in the use of, diaphragmatic breathing techniques (*1a) 3. Demonstrates proper standing and sitting posture (*1a) 4. Demonstrates an awareness of, and acquires proficiency in the use of, basic rounded vowel concepts, specifically and most importantly, “aw” as opposed to “ah” (*1a) 5. Demonstrates an awareness of, and acquire proficiency in the use of various appropriate registers; female students will understand the “head voice”, and use it at all times unless excessively low; male students will understand the “falsetto” concept, utilizing it when necessary for range or dynamic purposes (*1a) 6. Demonstrates and gains confidence in the use of one of the following vocal ranges: Soprano: a - c3 Alto: f - g2 Tenor: c - g1 Baritone/Bass: G-e1 (*1a) 7. Sings a varied repertoire of classical choral literature representing master composers from significant historical periods (renaissance, baroque, classical, romantic and 20th century) (see Appendix) (*1a) 8. Sings a varied repertoire of non-classical choral literature from musically valid popular genres (Broadway, film, jazz, patriotic) (see Appendix) (*1a) 9. Demonstrates an awareness of and beginning proficiency in the use of distinctive stylistic choices befitting different genres and historical periods. (*1a) 10. Demonstrates musical independence by singing one’s choral part alone or as part of a quartet (*1a) 11. Sings at least one selection per concert in a language other than English (*1a) 12. Demonstrates articulation of sixteenth notes at a metronome marking of 60 quarter notes per minute (*1a) 13. Performs, as a member of Chorale or Concert Choir, in at least four annual concerts and in an appropriate adjudication setting (*1a, *1b, *1c) 14. Aurally discriminates more than one vocal part (*1b) 15. Visually identifies a specific voice part in a system (*1b) 16. Consistently remains on a harmony part without “drifting” to the melody (*1b) 17. Understands the concept of, and aurally identifies, roots, thirds, and fifths of major and minor chords (*1b) 18. Sings at least one a cappella piece in each concert, maintaining the original key within one half-step see (Appendix) (*1b) 19. Sings his or her part on rhythmic syllables (*1c) 20. Demonstrates the ability to hear, and tune to, a different pitch while singing their own pitch (*1c) 21. Maintains appropriate sectional balance within the ensemble (*1c) 22. Maintains appropriate blend within the ensemble section (*1c) 23. Demonstrates awareness of basic conducting gestures (*1c) 24. Demonstrates an internal beat, with first-level subdivisions (*1c) 25. Matches the internal beat to the conductor’s beat (*1c) 26. Demonstrates appropriate rehearsal discipline while providing encouragement for other students’ efforts (*1c) Advanced Student 1. Matches pitch, using as a source either a piano or another student(s) (*1d) 2. Demonstrates an awareness of, and acquires proficiency in the use of, diaphragmatic breathing techniques (*1d) 3. Demonstrates proper standing and sitting posture (*1d) 4. Demonstrates an awareness of, and acquires proficiency in the use of, basic rounded vowel concepts, specifically and most importantly, “aw” as opposed to “ah” (*1d) 5. Demonstrates an awareness of, and acquires proficiency in the use of, rounded vowel concepts using the five basic Latin vowel sounds (aw, eh, ih, oh, oo) (*1d) 6. Demonstrates an awareness of, and acquires proficiency in the use of various appropriate registers; female students will understand the “head voice”, and use it at all times unless excessively low; male students will understand the “falsetto” concept, utilizing it when necessary for range or dynamic purposes (*1d) 7. Demonstrates, and gains confidence in the use of, one of the following vocal ranges: Soprano: a - e3 Alto: f - c2 Tenor: c - a1 Baritone/Bass: F-e1 (*1d) 8. Sings a varied repertoire of classical choral literature representing master composers from significant historical periods (renaissance, baroque, classical, romantic and 20th century) with an emphasis on advanced harmonic language and rhythm (see Appendix) (*1d) 9. Sings a varied repertoire of non-classical choral literature from musically valid popular genres (Broadway, film, jazz, patriotic) (see Appendix) (*1d) 10. Demonstrates musical independence by singing one’s choral part alone or as part of a quartet (*1d) 11. Demonstrates articulation of sixteenth notes at a metronome marking of 88 quarter notes per minute (*1d) 12. Performs as a member of Chamber Singers, Witchmen or Madrigals in at least four annual concerts, additional civic or community service events, and in an appropriate adjudication setting (*1d, *1e) 13. Aurally discriminates more than one vocal part, in a texture up to and sometimes beyond eight parts (*1e) 14. Visually identifies a specific voice part in a system (*1e) 15. Consistently remains on a harmony part without “drifting” to the melody (*1e) 16. Understands the concept of, and aurally identifies, roots, thirds, and fifths of major, minor, augmented and diminished chords (*1e) 17.
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