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Ringgold High SchoolGrades 9 – 12 High School Curriculum

Choral Music &Vocal TechniquePrepared byDiane Ader

October 9, 2009

Ringgold School DistrictGrades 9 – 12 Choral Music &Vocal Technique

Mission Statement

The mission of the Ringgold High School Choral Department is to provide and promote lifelong learning through its commitment to quality educational programs that prepare the students to be effective, successful, and responsible citizens. This is to be accomplished in a financially prudent manner.

Ringgold School District

Grades 9 – 12 Choral Music &Vocal Technique

Narrative Description

The ninth through twelfth grade student in choral music will develop and increase their knowledge and understanding of basic music concepts. It will lead to the achievement of reading and performing music, allowing for varied proficiency levels by individual students’ capabilities and musicianship abilities. A full rounded acquaintance to the overall awareness of styles and all factors that are involved with choral music will be explored. As the student explores these factors, he/she will develop an understanding of how each works together in achieving the overall product of music.The student will be offered opportunities to participate in activities such as school choral music concert presentations, community performance events, individual and group participation of District Contest for vocal solos, ensembles, and/or piano solos as well as the opportunity to advance to the State Contest level, County Music Festival under the direction of a guest clinician from a college or university, and perform in a licensed musical production and performance.The student will experience many avenues of music study and performance, each contributing and fulfilling the curriculum of Pennsylvania Standards for choral music being incorporated in all aspects of the choral music program.

The choral music program at the high school level is to be based on curriculum andinstruction standards that incorporate:

Student-centered curriculum with emphasis on hands-on skills for involvement Developing skills in offering a variety of choral music literature in a performance setting Developing skills in becoming more independent in abilities of reading and performing

choral music Developing performance skills designed to meet needs of students in solo and/or

ensemble Activities that carry into family, work force, church and community settings Increased efforts to maximize involvement in total school programs/concerts and in

development of goals and proficiency levels achieved for all learners. Extension of course-based experience: given opportunity to visit New York City – seeing

a professional Broadway musical production and sight-seeing expanding overall cultural knowledge/experiences

Learn the importance and benefits of working together as a group Become aware with the role of music in the life of man Extension activities to encourage creativity and composition Establish a life-long commitment to music, value its importance in the musical life of the

community Make singing an enjoyable learning/performing experience!

Course Objectives

By the end of this course of study through learning opportunities provided in choral music atthe high school level, the student will be able to:

1. Develop vocal/tone production, posture and breathing mechanics.2. Learn techniques for producing different voice qualities, (speech, falsetto, sob, twang,

opera , belt)3. Continue to develop basic skills in diction and technique.4. Demonstrate the use of choral music vocabulary and notation – presented in a logical

sequence with explanations, vocabulary, activity and practice.5. Expand singing of pitches correctly via a cappella.6. Continue skills in reading music, including elements of Rhythm, Harmony, Melody and

Form musically correct.7. Recognize, visually and aurally, what is heard in performances and in listening activities.8. Continue to recognize and interpret expressive markings.9. Expand interpretive skills – respond to choral music intellectually and emotionally.10. Expand understanding of balance and blend.11. Perform a variety of literature with attention to pitch, dynamics, and tempo.12. Become acquainted and perform a variety of world music including diverse musical

styles as well as languages.13. Expand skills in self-improvement.14. Expand skills in performance via solo and/or ensemble.15. Explore choreography, creative movement, and staging.16. Apply and demonstrate an understanding of characterization techniques through

movement, voice, costume, and make-up.

Course Concepts and Generalizations

The major benchmarks of this course/subject area, aligned with state standards. These involve higher-level thinking skills and are reflective of the major State Standards of the course.

1. Developing appropriate posture, breath support, tone production accurate pitches.2. Developing skills in identifying and defining standard music concepts and applications

of the elements of music3. Sight reading and singing SSA, TTBB, SATB arrangement of music4. District/State Vocal and Ensemble contest entries5. Christmas Concert repertoire6. County Music Festival repertoire7. Spring Concert, Recital, Scholarship & Senior Showcase or other performances



Units of Study

UNITS/AREA OF STUDY

1. Unit I – Developing sight reading and singing SATB, SSA, and SSATB arrangements of music.

2. Unit II – Developing skills in identifying and defining standard music concepts and applications of the elements of music.

3. Unit III – Introduction and development of Standard Repertoire & District/State Vocal & Ensemble contest entries.

4. Unit IV – Christmas Concert preparations of secular as well as sacred, traditional, etc.

5. Unit V – Spring Concert preparations of including but not limited to Broadway, classical, and modern pop.

6. Unit VI – Costuming

7. Unit VII – Care of Choral Music and Equipment

8. Unit VIII – Enrichment Lessons & Substitute Plans

LENGTH OF TIME

August - May (on-going) 36 weeks30 Lessons over 36 weeks

August - May (on-going) 36 weeks30 Lessons over 36 weeks

August – October - 6 weeks

October - December. 10 weeks

January - April 15 weeks

August 1 week

5 Lessons to be used before and after performances

Lessons to be used as needed for enrichment or as substitute plans



Unit Plan I

Developing Basic Skills in Singing

Developing skills in sight-reading and singing of SAB, SATB Choral Music

Individual Learner Objectives

The, 9-12 grade, student in Chorus will be able to:

1. Sing a varied repertoire of vocal literature.2. Sing accurately pitches and rhythms of assigned vocal section.3. Sing an independent vocal part combined with other vocal parts for accurate

harmony.4. Sight-read simple melodies applicable to their performance level.

Subject Outline

I. Vocal Literature.a. Varied Repertoire.b. Assortment of pitches/rhythms.

II. Accurate Pitches/Rhythms.a. SAB vocal arrangements.b. SATB vocal arrangements.

III. Accurate singing of vocal part.a. Independent vocal part singing.b. Combination of three and four part vocals part singing.

IV. Sight-readinga. Simple melodies per assigned vocal part.

Unit Plan II

Developing Basic Skills in Music Theory

Developing skills in identifying and defining standard music concepts and applications of the elements of music



1. Define basic symbols used in a musical score.2. Identify music symbols in a musical score.3. Sight-read basic rhythm patterns.4. Accurately perform a musical score observing all symbols.

Subject OutlineI. Basic Symbols.

a. Rhythm./Beatb. Pitchc. Harmonyd. Dynamicse. Temposf. Treble Clef

g. Bass Clefh. Articulationi. Time Signaturesj. Rest Valuesk. Note Valuesl. Coda

II. Identifying Symbols.a. Commonly used dynamic symbols:

i. Crescendoii. Decrescendo

iii. Pianissimo (pp)iv. Piano (p)v. Mezzo Piano (mp)

vi. Forte (f)vii. Mezzo Forte (mf)

viii. Fortissimo (ff)b. Commonly used articulation symbols:

i. Staccatoii. Accent

iii. Legatoiv. Fermata

c. Sight-reading rhythms:i. Clapping of varied rhythm patterns.

ii. Speaking varied rhythm patterns.iii. Variety of rhythms experienced.

III. Perform Musical Score.a. Sing accurately vocal part of music selection(s).b. Sing implementing symbols observed in variety of music selection(s).

Unit Plan III

Developing Basic Vocal Technique Skills

Developing Basic Singing Skills utilizing Standard Repertoire



1. Identify appropriate posture, breathing mechanics promoting good intonation.2. Identify vocal production terminology.3. Demonstrate correct tone production using appropriate vocal techniques4. Demonstrate appropriate selection of solo/ensemble music for contest purposes.5. Perform solo as well as group performance skills.6. Demonstrate an understanding of dynamic contrasts, tempo changes, and variety of

expressions in vocal solo/ensemble and accurately interpret them in performance.7. Experience being a part of a small ensemble singing SSAA, SAB and SATB vocal parts

and identifying appropriate singing balances.8. Experience being a part of a structured organization that judges in a constructive manner

the prepared performance of the individual and/or group effort of vocal singing.

Subject Outline

I. Power, Source & Filter overviewa. Posture, Effort and Power (Breathing Mechanics)

II. Source & Vocal Production Terminologya. Pitch- Tone Production.(p19)b. True Vocal Folds: Onset/Offset (p25)c. False Vocal Folds(p33)d. True Vocal Folds: Body-Cover (p41)

III. Source & Filtersa. Thyroid Cartilage (p51)b. The Siren & Finding Range (p57)c. Cricoid Cartilage (p59)d. Larynx (p65)e. Velum (p71)f. Tongue- placement effects pitch (p79)g. Aryepiglottic Sphincter (p87)h. Jaw (p93)i. Lips (p99)

IV. Bodya. Head & Neck (p105)b. Torso (p111)

V. Appropriate selection of music.

a. Patrioticb. Secularc. Sacred.d. Classical.e. Broadway Musical Show Tune.

VI. Performance Skills.a. Vocal Solos.b. Vocal Ensembles.

VII. Accurate Performance.a. Interpret and perform symbols within the song.b. Memorization of song.c. Demonstrate an understanding in music that supports expression to what is being

sung.VIII. Ensemble Balances.

a. Balance of singing parts.b. Appropriate number participants per vocal part.c. Blending of voices.

IX. Prepared Performance.

Unit Plan IV

Developing Basic Choral Skills Preparing Holiday Show

Christmas Concert – Preparations of secular, sacred, traditional music, including foreignlanguage


The, 9-12 grade, Chorus student will be able to:

1. Perform a variety of styles of Christmas music.2. Demonstrate correct tone production in SAB, SATB vocal arrangements.3. Demonstrate appropriate singing posture, breath support and diction of lyrics.4. Develop basic skills in self-improvement via rehearsals of assigned choral music.5. Demonstrate responsible conduct and representation of choral group at concert.6. Identify appropriate posture, breathing mechanics promoting good intonation.7. Identify vocal production terminology.8. Demonstrate correct tone production using appropriate vocal techniques9. Demonstrate an understanding of dynamic contrasts, tempo changes, and variety of

expressions in vocal solo/ensemble and accurately interpret them in performance.10. Experience being a part of a small ensemble singing SSAA, SAB and SATB vocal

parts and identifying appropriate singing balances.

Choral/Vocal Technique - Subject Outline

I. Variety in styles of Christmas music to be experienced.a. Secular.b. Traditional.c. Sacred.d. Lyrics in other languages.

II. Three and four part harmony music selections.a. S-A-B music.b. S-A-T-B musicc. Matching of pitches per assigned vocal part.

III. Appropriate singing mechanics.a. Proper inhale/exhale patterns of breathing.b. Correct posture.c. Pronunciation of lyrics – enunciation.

IV. Appropriate vocal techniques.a. Produce pure and unified vowel sounds.b. Match pitches and sing melody/harmony parts in tune.c. Sing a part accurately in tune with other voices to display harmony, with or

without accompaniment (a cappella).V. Concert Presentation.

a. Stage Presence.

b. Performance.

X. Power, Source & Filter overviewXI. Source & Vocal Production Terminology

XII. Source & Filters - Reviewa. Thyroid Cartilage (p51)b. The Siren & Finding Range (p57)c. Cricoid Cartilage (p59)d. Larynx (p65)

XIII. Source & Filters - Introducea. Velum (p71)b. Tongue- placement effects pitch (p79)c. Aryepiglottic Sphincter (p87)d. Jaw (p93)e. Lips (p99)

XIV. Bodya. Head & Neck (p105)b. Torso (p111)

Unit Plan V

Developing Choral Skills Preparing Spring Concert/Trip

Preparations of various vocal styles, languages and genres


The, 9-12 grade, Chorus student will be able to:

11. Experience/perform a variety of styles of music.12. Demonstrate the importance and benefits of working together as a group.13. Demonstrate responsible conduct and representation of performing in a concert.14. Demonstrate appropriate singing posture, breath support and diction of lyrics.15. Develop basic skills in self-improvement via rehearsals of assigned choral music.16. Demonstrate responsible conduct and representation of choral group at concert.17. Identify vocal production terminology.18. Demonstrate correct tone production using appropriate vocal techniques19. Demonstrate an understanding of dynamic contrasts, tempo changes, and variety of

expressions in vocal solo/ensemble and accurately interpret them in performance.20. Experience being a part of a small ensemble singing SSA, TTBB, SAB and SATB

vocal parts and identifying appropriate singing balances.

Choral/Vocal Technique - Subject OutlineChoral instruction

VI. Variety of music selections performed.a. Classical.b. Folk.c. Foreign language lyrics.d. Patriotic.e. Spirituals.f. Broadway Musical Show Tunesg. Sacred.

VII. Combined Group Performance.a. Performing with fellow choral students.b. Learning to collaborate with students in small ensemble performances

VIII. Concert Performance.a. Following cues conductor.b. Appropriate concert behavior.c. Musical quality.d. Sing a part accurately in tune with other voices to display harmony, with or

without accompaniment (a cappella).IX. Concert Presentation.

a. Stage Presence.b. Performance.

Voice qualities

I. Introduction- playing with voice charactersa. Speech (p11) [Jazz, Rapp, Folk, Punk, Musical Theatre]b. Falsetto (p21) [Celtic, Early Music, Jazz, Folk]c. Sob/Cry (p31) [Jazz, Crooning (barber shoppe), Laments, Lallabies]d. Nazalized Twang (p41) [Folk, Country, R & B, Musical Theatre]e. Oral Twang (p47) [Folk, Country, R&B, Musical Theatre]f. Opera (p53) [Opera, Musical Theatre, Oratorio, Recital]g. Belting (p65) [Pop, Musical Theatre, , Gospel, R&B]

Unit Plan VI

Costuming or Concert Robes



1. Measuring and sizing of costumes, (Robes, Gowns, Vests, slacks, shirts, ties, etc.)2. Ordering, cataloging and collection of cleaning fees and damage deposits3. Ordering of jewelry4. Demonstrate responsible care and presentation of a uniform group in a concert.

Subject Outline

I. Measuring and sizing of costumes, (Robes, Gowns, Vests, slacks, shirts, ties, etc.)II. Ordering, cataloging and collection of cleaning fees and damage deposits

III. Ordering of jewelryIV. Demonstrate responsible care and presentation of a uniform group in a concert.

Unit Plan VII

Care of Choral Music and Equipment


The, 9 – 12 grade, student in Chorus will be able to:

1. Identify appropriate elements needed to stage a Concert.2. Demonstrate through study and research, appropriate stage sets needed for a themed concert.3. Create choreography for production numbers.4. Demonstrate, through study and research, appropriate costumes/make-up for a themed concert.5. Demonstrate memorization of any repertoire introduction dialogue as well as musical singing/choral numbers.

Subject Outline

I. Elements of a musical play.a. Script and flow of show or concertb. Music.c. Stage sets – music order and staging needs, arrangements and changesd. Costumes/make-up.e. Choreography.

II. Preparation of stage and needed materials.III. Choreography.

a. Creative staging of movement.b. Dance styles appropriate to music being performed.

IV. Costumes.a. Style appropriate for concert.b. Make-up/hair-do’s to best present performers

V. Dialogue/Musica. Memorization.b. Vocal solos/Choral numbers.

Unit Plan VIII

Enrichment Lessons & Substitute Plans



1. Enrichment lessons.2. Substitute Plans

Subject Outline

ModificationsModifications of instructional content in this course may include, but are not limited to, the following:

1. Modified pace2. Modified homework assignments3. Modified tests4. Adaptive equipment5. Use of Resource Staff6. Other modifications as specified in a student’s IEP7. Other modifications for Gifted/Talented students

Units I – IX Alignment with State and National Academic Standards

ForGrades 9 – 12 Choral Music/Beginning Chorus

Barber Shoppers & Choristers

Standard I – Singing alone and with others.Students identify vocal characteristics. They sing a varied repertoire of vocal literature.NA.1.1; NA.1.2; PA9.1.12.A; PA9.1.12.B; PA9.1.12.D; PA9.2.12.AC

Students sing accurately and expressively from memory, with proper technique andsteady breath control, alone or in ensembles. Choral music students sing music written in fourparts, with or without accompaniment, and demonstrate well-developed ensemble skills. NA.1.3;NA.1.4; NA.1.5; NA.1.6; PA9.1.12.B; PA9.1.12.C; PA9.1.12.D

Students sing in small ensembles with one student on a part. NA.1.7; PA9.1.12.D;State Standard II – Playing an instrument alone and with others. Choral Ensembles,

Keyboard, Music Theory, and ElectronicStudents play by ear simple melodies or accompaniments on an instrument. NA.2.1; PA9.1.12.B;State Standard III – Reading, notating, and interpreting music.Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. NA.3.1; NA.3.2; PA9.1.12.A; PA9.1.12.B

Students correctly interpret a vocal score. They sight read simple melodies in all clefs applicable to their performance medium. They use standard notation to communicate musical ideas. NA.3.3; NA.3.4; NA.3.5; PA9.3.12.C;

Students interpret a full vocal score including transpositions and clefs. NA.3.6; NA.3.7; PA9.1.12.A; PA9.1.12.B; PA9.1.12.C;

Standard IV – Improvising melodies and accompaniments.

Standard V – Composing and arranging music within specified guidelines.

Standard VI – Listening to, analyzing, and describing music.

Students identify basic music forms when heard. They also demonstrate knowledge of vocal sounds from different cultures. Students describe specific music events in a given aural example, using appropriate terminology that demonstrates knowledge of the technical vocabulary of music. NA.6.1; NA.6.2; NA.6.3; NA.6.4; NA.6.5; NA.6.6; PA9.2.12.C; PA9.2.12.G

Standard VII – Understanding relationships between music, the other arts, and disciplines outside the arts. Students describe similarities among different disciplines and the arts. They describe similarities among different art forms across cultures. NA.7.1; NA.7.2; PA9.2.12.F;

Standard VIII – Understanding music in relation to history and culture.Students classify by historical context, genre, and style a varied body of exemplary musical works. They identify sources of American music genres and identify various roles that musiciansperform within the surrounding culture. Students also identify the uses of music in daily life as well as within various eras. NA.8.1; NA.8.2; NA.8.3; PA9.2.12.A; PA9.2.12.B; PA9.2.12.D; PA9.2.12.E; PA9.3.12.D;

Standard IX – Evaluating music and music performances.Students define the concept of musical quality. They evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. Students also demonstrate understanding of the importance of appropriate concert behavior. NA.9.1; NA.9.2; NA.9.3; NA.9.4;

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