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Solo Singing
Students will learn at least two solo pieces throughout the year. In second semester they will create a report based on their musical selection.
A.12.3**
Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of four on a scale of one to six,* including some songs performed from memory
A.12.3.a
I can sing with proper breath support.
A.12.3.b
I can sing with proper posture.
A.12.3.c
I can sing with proper pitch.
A.12.3.d
I can sing with proper rhythm.
A.12.3.e
I can sing with proper dynamics.
A.12.3.f
I can sing with proper diction.
A.12.3.g
I can sing repertoire from memory.
G.12.5.**
Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary model
G.12.5.a
I can listen to my performance, hear, and correct basic errors with some assistance.
Concert Music
Students will prepare and perform a variety of selections for several Concerts.
A.12.3**
Sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of four on a scale of one to six,* including some songs performed from memory
A.12.3.a
I can sing with proper breath support.
A.12.3.b
I can sing with proper posture.
A.12.3.c
I can sing with proper pitch.
A.12.3.d
I can sing with proper rhythm.
A.12.3.e
I can sing with proper dynamics.
A.12.3.f
I can sing with proper diction.
A.12.3.g
I can sing repertoire from memory.
A.12.3.z
I can sing a variety of genres in a choral setting from memory with a difficulty level of 3 on a scale of 1 to 6.
A.12.4
Sing music written for four parts, with and without accompaniment
A.12.4.a
I can hold my part against 2 other parts with accompaniment.
A.12.4.b
I can hold my part against 3 other parts with accompaniment.
A.12.4.c
I can hold my part against 2 other parts unaccompanied.
A.12.4.d
I can hold my part against 3 other parts unaccompanied.
A.12.5
Demonstrate well-developed ensemble skills
A.12.5.a
I can blend my vocal tone with others in the ensemble.
A.12.5.b
I can match vowels with others in the ensemble.
A.12.5.c
I can adhere to the group expectations.
A.12.5.d
I can rehearse with the ensemble in preparation for a performance.
E.12.4
Demonstrate the ability to read a vocal score of up to four staves by describing how the elements of music are used
E.12.4.a
I can follow my voice part in a 4 part vocal score.
E.12.4.b
I can identify all four voice parts in a vocal score.
E.12.4.c
I can identify unison and octave singing in a vocal score.
E.12.4.d
I can identify harmony in a vocal score.
E.12.4.e
I can identify when staggered entrances occur in a vocal score.
E.12.4.f
I can identify instrument parts in a vocal score.
F.12.6
Demonstrate extensive knowledge of the technical vocabulary of music
F.12.6.a
I can de ne technical vocabulary from a given list.
F.12.6.b
I can use appropriate musical vocabulary in context.
G.12.4
Apply and refine specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their participation in music
G.12.4.b
I can hear building events and the climax in a recorded piece.
G.12.4.c
I can accurately rate a performance based on a given set of criteria.
G.12.4.d
I can name the components of an effective performance.
G.12.4.a
I can hear intonation errors in performance recordings.
G.12.5**
Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary model
G.12.5.a
I can listen to my performance, hear, and correct basic errors with some assistance.
G.12.5.b
I can hear intonation errors in performance recordings
G.12.5.c
I can hear rhythmic errors in an example, or recording.
G.12.5.d
I can hear phrasing differences between two performances.
G.12.5.e
I can accurately rate a performance based on a given set of criteria
I.12.4**
Classify music by culture or historical period based on characteristic styles or genres and justify their classification
Sight Reading
Students will have daily practice sight reading with summative assessments at the end of each quarter.
E.12.5**
Sight-read, accurately and expressively, music with a level of difficulty of three on a scale of one to six*
E.12.5.a
I can sight read rhythms with quarter, eighth, half, dotted half and whole notes and rests with minimal practice time.
E.12.5.b
I can sight read melodies that move by diatonic stepwise motion.
E.12.5.c
I can identify the major key of a given example and find Do.
E.12.5.d
I can sight read melodic examples with diatonic skips of up to a 5th with minimal practice time.
E.12.5.e
I can sight read accidentals by step in a given example.
E.12.5.f
I can accurately sight read rhythms in 6/8 meter.
E.12.5.g
I can correctly identify pitches in the treble clef.
E.12.5.h
I can correctly identify pitches in the bass clef.
Listening and Analyzing
Students will listen to different genres of music and analyze their musical elements.
F.12.5**
Listen to and analyze examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of the elements of music and expressive devices
F.12.5.a
I can hear and recognize differences in dynamics.
F.12.5.b
I can hear and recognize differences in tempo.
F.12.5.c
I can hear and recognize differences in texture and harmony.
F.12.5.d
I can recognize standard Jazz music when played.
F.12.5.e
I can recognize Folk Songs.
F.12.6
Demonstrate extensive knowledge of the technical vocabulary of music
F.12.6.b
I can use appropriate musical vocabulary in context.
Other Standards
C.12.4
Improvise stylistically appropriate harmonizing parts
C.12.5
Improvise rhythmic and melodic variations on given pentatonic* melodies and melodies in major and minor keys
C.12.6
Improvise original melodies over given chord progressions, each in a consistent style, meter, and tonality
** Denotes Power Standard
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