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Instructional Map Intermediate Choir (Middle School)

Knowledge and Skills Outcomes Assessments Instructional Menu

First Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture Students will

1. Demonstrate proper seated body alignment: a. Back away from chair b. Both feet flat on floor c. Chest held high, chin level--not forward2. Demonstrate proper standing body alignment: a. Feet shoulder-width apart b. Knees slightly bent c. One foot slightly forward d. Chest held high, chin level e. Both arms at sides

Singing Posture RubricEmbedded Assessments

Self/Peer assessments

MCS Adopted Textbook:Experiencing Choral MusicTeacher Resource Kit“Feet, Feet, Flat on the Floor” – MSM Method/Judy Bowers

B. Phonation and Resonation Students will1. Identify and demonstrate proper use of the following parts of the vocal anatomy while singing a. lungs b. diaphragm c. larynx 2. Demonstrate how to properly begin the tone3. Demonstrate knowledge of the vocal folds a. location and operation of b. describe use of in vocalization 4. Demonstrate awareness of the full body as the vocal instrument: a. proper posture resulting in energized tone b. body activation from head to toe c. alert facial expression, raised eyebrows d. expanded abdominal area--front, sides, and back e. free, unrestrained vocal tone

Vocal Anatomy Written AssessmentTeacher observationOn-demand demonstrations

MCS Adopted Textbook:Experiencing Choral MusicTeacher Resource Kit“Rep-ah-tik-ah” exercise – MSM Method/Judy BowersChoral Voicing – MSM Method/Judy BowersInnocent Sounds – Marie StultzStrategies for Teaching Jr. High and Middle School Male Singers – Terry J. Barham, Ph.D.

C. Breathing Students will 1. demonstrate expanded abdomen on inhalation, relaxed abdomen on exhalation 2. understand relationship between breath support and pitch accuracy 3. consistently apply proper breathing techniques on each phrase

Diaphragmatic Breathing RubricTeacher observationOn-demand demonstrationsRubric

MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource KitInnocent Sounds – Marie Stultz

1 of 18Memphis City Schools


Knowledge and Skills Outcomes Assessments Instructional MenuD. Diction

Students will 1. demonstrate basic vowel placements--ee, eh, ah, oh, oo 2. show proper use of the articulators--lips, teeth, tongue, soft and hard palate 3. develop placement of initial and final consonants

Performance Assessment RubricFormative, Structured Experience

Resource: Pronunciation Guide for Choral Literature (MENC Publication)

II. Expression The students will: 1. consistently perform with a sense of ensemble 2. perform while paying attention to vocal blend and ensemble balance

Ensemble Performance Event MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit

A. Dynamics The students will: 1. define and execute the following dynamic markings: pp, p, mp, mf, f, ff 2. accurately demonstrate the following dynamic changes a. crescendo b. decrescendo c. mesa di voce 3. demonstrate awareness and understanding of relative dynamics

Performance Assessment RubricFormative, Structured Product

MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit

B. Tempo

Students will correctly perform various tempo markings for assigned vocal pieces including: 1. allegro 2. andante 3. largo

Performance Assessment RubricPerformance EventTeacher Observation


C. Text painting and word/syllable stress Students will 1. accurately perform word stress when text painting occurs in assigned vocal literature 2. consistently place stress on important syllables of text and less stress on unimportant syllables

Performance Assessment RubricSelf-EvaluationPeer Evaluation

Approved Vocal Music Literature

D. Phraseology

Students will: 1. properly manage breath to sustain an entire phrase 2. demonstrate awareness of "phrase shape" 3. define and demonstrate phrase arsis and thesis

Performance Assessment RubricOn Demand Performances

Approved Vocal Music LiteratureInnocent Sounds – Marie Stultz

III. LiteracyA. Pitch Notation Students will:

1. Identify names of lines and spaces on treble and bass clefs 2. Identify, define, and write sharp, flat, and natural 3. Construct major scales form 0 to 2 sharps and flats

Ear Training with NotationWritten Assessment

MCS Adopted Textbook: Experiencing Choral Music: Beginner and Intermediate Sight-Singing



Knowledge and Skills Outcomes Assessments Instructional Menu 4. Write and explain key signatures for 0 to 2 sharps and flats

B. Sight-Singing and Ear-Training Students will: 1. Identify and define harmonic intervals 2. Identify and define melodic intervals 3. Identify and notate half and whole steps 4. Identify, upon hearing, half and whole steps 5. Sing and/or play whole, half, quarter notes and rests 6. Demonstrate understanding of sight-reading technique in unison and 2 parts in the key of G major 7. Echo sing in the key of G major 8. Sing assigned intervals correctly on neutral vowel and lyrics

Ear Training with NotationMusic Reading Assessment RubricRubricOn-demand PerformancesSequential Formative Assessments

MCS Adopted Textbook: Experiencing Choral Music: Beginner and Intermediate Sight-SingingEcho Chain Singing Games – Grace NashBuilding Choral Excellence – Steven M. Demorest

C. Use of music terminology

The students will: 1. Accurately follow a choral score, responding appropriately to the following symbols: a. staff b. bar line c. double bar line d. repeat sign e. grand staff f. page, system, measure numbers 2. Use appropriate terminology and vocabulary to describe music and performances 3. Locate all vocal parts in a choral score 4. Accurately number the measures in a choral score

Written Assessment MCS Adopted Textbook: Experiencing Choral Music: Teacher Resource Kit

D. Time Signatures

Students will 1. Sing, clap, chant in duple, triple, and quadruple meters 2. Interpret meaning of the top and bottom numbers of 2/4, 3/4, 4/4 time 3. Respond to and perform conducting patterns of the above time signatures

Self-AssessmentClass Performance


E. Rhythm Students will 1. Clap, chant, and sing whole, half, quarter notes and rests 2. Describe, define, and identify upon seeing, whole, half, quarter notes and rests 3. Identify parts of each note and its significance

Rhythm Card AssessmentSequential Formative Assessment


IV. Performance Literature and Practices

Students will: 1. Attend all required rehearsals, including before and after

Attendance ChecklistWTVMEA Rating List/Inventory

Teaching Music Through Performance in Choir Vols. 1 and 2--



Knowledge and Skills Outcomes Assessments Instructional Menuregular school hours 2. Attend all required performances 3. Develop awareness/understanding of the following topics in vocal care a. lubricating the vocal mechanism b. causes of and how to avoid hoarseness c. laryngitis, common cold d. proper use of medication 4. Proficiently perform unison and 2 part music at a difficulty level of at least 2 on a scale of 1-6 on the Texas UIL List 5. Identify, define, and sing an ostinato 6. Demonstrate proficiency with WTVMEA All-West choral literature

Field TripsSchool Performances

GIA PublicationsWTVMEA All-West LiteratureDistrict/Regional All-West ClinicMiddle School Memphis Repertoire Lists – Judy Bowers

Ex. O Music – Mason, arr. RaoHitori – Donnelly and Strid

Respond: Listen

Evaluate

The students will:1. Listen to recording or attend performances of various choral ensembles including, elementary, middle, high school choirs, treble chorus, boy choir, gospel choir2. Critique performances of choral ensembles using rubrics and adjudication instruments from various choral festivals

Concert EvaluationsOral CritiqueWritten Critique

Music Technology via Pocketrak Audio Recording

Create: Arrange

ComposeImprovise

Notate

The students will 1. Improvise short melodic and rhythmic patterns in response to aural prompts 2. Use technology and multimedia applications to create original music 3. Notate several measures of rhythmic and melodic dictation in simple meters 4. Create vocal harmony to a given melody 5. Compose a descant or partner song to a given melody

Class DemonstrationsAudio Portfolio

Music Technology via Pocketrak Audio Recording

Connect: RelateApply

1. Identify, sing, and describe canons 2. Accurately hold voice part in imitative and non-imitative canons3. Compare and contrast the use of vocal/choral music in various cultures4. Research careers in music

In Class PerformancesTeacher ObservationWritten/Oral Critique

MCS Adopted General Music Textbook: Spotlight on Music



Summative Assessment: Memphis Middle School Choir 1st 9-week Benchmark Assessment


Second Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture The students will continue to demonstrate proper sitting and standing

postureSinging Posture RubricEmbedded AssessmentsSelf/Peer assessments

MCS Adopted Textbook:Experiencing Choral MusicTeacher Resource Kit

B. Phonation and Resonation The students will 1. Demonstrate proper placement of the five basic vowel sounds: a. Dark--oo, oh

Performance Assessment RubricsTeacher observation

Resource: Innocent Sounds-Books 1 and 2-Marie Stultz-Cokesbury Publishers MCS Adopted Textbook:



Knowledge and Skills Outcomes Assessments Instructional Menu b. Neutral--ah c. Bright-- ee, eh 2. Show proper embouchure for producing tall, rounded vowels 3. Recognize support vs. unsupported tone 4. Show proper use of neutral vowel (schwa)

On-demand demonstrations Experiencing Choral MusicTeacher Resource KitStrategies for Teaching Jr. High and Middle School Male Singers – Terry J. Barham, Ph.D.

C. Breathing The students will 1. Compare and contrast diaphragmatic and clavicular breathing 2. Show expansion in front, on sides, and back of abdominal area

Diaphragmatic Breathing RubricTeacher observationOn-demand demonstrationsRubric


D. Diction

The students will 1. Demonstrate proper embouchure and placement for all vowels 2. Demonstrate effective use of the schwa (neutral) vowel 3. Demonstrate basic understanding of Latin vowels and consonants 4. Sing with crisp, accurate placement of all initial and final consonants

Performance Assessment RubricsFormative, Structured Experience


MCS Adopted Textbook:Experiencing Choral Music

II. Expression Performance Assessment Rubrics

A. Dynamics The students will 1. Develop a sense of ensemble as it relates to dynamic changes 2. Demonstrate sensitivity to blend and balance 3. Demonstrate Baroque terraced dynamics 4. Demonstrate awareness that melody predominates choral texture, regardless of vocal section

Performance Assessment RubricsEnsemble Performance Event

Formative, Structured Product


B. Tempo

The student will 1. correctly perform various tempo marking for assigned vocal pieces 2. demonstrate sense of ensemble as it relates to tempo changes, including accelerando, and ritardando 3. demonstrate rubato in appropriate literature

Performance Assessment RubricsPerformance EventTeacher Observation


C. Text painting and word/syllable stress The student will 1. demonstrate proper use of agogic accents in all literature, including foreign languages pieces 2. consistently apply the rule of the steady beat 3. demonstrate proper execution of the slur

Performance Assessment RubricsPeer Evaluation


D. Phraseology The student will demonstrate how to musically perform repeated Performance Assessment Approved Vocal Music Literature6 of 18

Memphis City Schools



phrases, text, or sections of a piece Rubrics

Teacher ObservationIII. LiteracyA. Pitch Notation The student will:

1. Demonstrate basic knowledge of the piano keyboard a. Pitch direction (up-right, down-left) b. Identify, sing, and notate half and whole steps c. Show sharps and flats on the keyboard 2. Give the arrangement of whole and half steps in a major scale

Ear Training with NotationWritten AssessmentsSequential Formative Assessment


B. Sight-Singing and Ear-Training Students will 1. Sing the following intervals using solfege--major second, major third, perfect fifth 2. Recognize and sing the above intervals in sight-singing and assigned literature. 3. Sing a major triad (D-M-S) in various keys 4. Sing assigned sight-reading material unaccompanied 5. Identify and sing skips, step, and repeats in exercises

Music Reading RubricsEar Training with NotationOn-demand PerformancesSequential Formative Assessments



The students will define, recognize, and use the following in a choral score: 1. fine 2. da capo 3. d. c. al fine

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)


D. Time Signatures

The student will: 1. Demonstrate by singing or playing, various time signatures 2. Respond to and demonstrate basic conducting gesture for music in duple, triple, quadruple meters 3. Demonstrate understanding of the bottom number

Self-AssessmentPeer Assessment


E. Rhythm The student will: 1. Define downbeat 2. Define anacrusis (pick-up note) 3. Define, recognize, and understand the incomplete measure 4. Identify and define the use of the dot

Rhythm Card AssessmentSelf-AssessmentPeer Assessment




Knowledge and Skills Outcomes Assessments Instructional MenuIV. Performance Literature and Practices

The students will: 1. Perform an assigned vocal part in unison and 2 part harmony 2. Sing at least three of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing literature in three/four part harmony. 4. Sing literature with and without instrumental accompaniment. 5. Sing at least two pieces, Grade 2 or higher, from the Texas UIL List 6. Study and perform literature representing diverse historical periods, styles, and cultures 7. Attend all required performances 8. Attend all required rehearsals, including before and after regular school hours 9. Maintain the voice in proper singing condition

Performance EventField Trips

Teaching Music Through Performance in Choir Vols. 1 and 2-- GIA PublicationTexas UIL List atwww.uil.utexas.edu/music/pml.htmlWTVMEA All-West Honor Choir Auditions and ConcertRock N Soul Museum Musical Guide for Educators

Ex.Kaki Lambe – arr. Brian TateSahayta – Allaway

Respond: Listen

Evaluate1. Use movement to illustrate contrasting styles of music.2. Use body percussion and classroom instruments to practice and perform rhythms.3. Identify basic form of assigned literature4. Design an individual and a group performance rubric based on knowledge of technique and musicianship5. Listen to recordings of school performances and rehearsals and various other choral ensembles, and accurately critique tone, intonation, diction, and overall vocal technique

Concert EvaluationsOral CritiqueWritten CritiqueStudent-Developed Rubric

MCS Adopted General Music Text: Spotlight on Music

Create: Arrange

ComposeImprovise

Notate

1. Using voice, percussions, or keyboard, compose melodies, harmonies, and rhythms to complement assigned literature2. Given a four measure chord patterns, students will improvise with voice, rhythms, or keyboards3. Compose, record, notate music using Yamaha Pocket Tracks digital recorder, Sibelius and Finale notation software, and improvise or harmonize using SmartMusic software


World Music Drumming--A Cross- Cultural Curriculum by Will Schmid (Hal Leonard Publishing)





1. Identify distinguishing characteristics of Baroque music and art.2. Demonstrate knowledge of the Singing Schools3. Perform literature from various cultures associated with the holiday season 4. Compare and contrast holiday celebrations of domestic and international regions, cultures, and countries and sing representative literature of each5. Identify, describe, and demonstrate polyphonic texture6. Investigate the relationship of music to other fine arts and disciplines outside the arts.

Individual/Group ProjectWritten/Oral Reports


Guest Speakers from Local Arts Community

Summative Assessment: Memphis Middle School Choir 2nd 9-Week Benchmark


Third Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture Students will consistently demonstrate proper sitting/standing posture

for singingSinging Posture RubricEmbedded Assessment


B. Phonation and Resonation The student will: 1. Demonstrate proper mouth space while singing each vowel 2. Demonstrate a lifted soft palate 3. Define and demonstrate resonance and the resonating

Performance Assessment RubricsRubric/Checklist

Resource: Innocent Sounds-Books 1 and 2-Marie Stultz-Cokesbury Publishers



Knowledge and Skills Outcomes Assessments Instructional Menuchambers--sinuses, mouth, throat, chest 4. Demonstrate singing "in the mask"

Strategies for Teaching Jr. High and Middle School Male Singers – Terry J. Barham, Ph.D.MCS Adopted Textbook:Experiencing Choral Music

C. Breathing The student will: 1. Develop proficiency in breath/phrase management 2. Employ breath and engage articulators to cleanly execute all consonants 3. Demonstrate proficiency in diaphragmatic breathing while singing: a. high chest at all times b. abdominal expansion and control c. use of abdominal wall to sustain breath flow d. constant air flow/breath pressure to sustain pitch

Diaphragmatic Breathing RubricTeacher ObservationOn Demand Demonstrations


D. Diction

The student will: 1. Define, describe, and demonstrate the following diphthongs a. an-ee b. eh-ee c. aw-ee d. oh-oo e. ee-oo f. oo-ah 2. Accurately place the nucleus and off-glides of the above diphthongs 3. Demonstrate voiced vs. voiceless consonants a. t vs. d b. p vs. b c. f vs. v

Performance Assessment RubricsVocal Exam Rubric



II. Expression

The student will: 1. Demonstrate proper vocal technique for the following styles of music a. madrigal b. classical bel canto tone (baroque, classical, etc.) c. American/African American spirituals e. traditional and contemporary jazz, blues, gospel f. folk music

Performance Event Approved Vocal Music Literature





A. Dynamics The student will: 1. Properly employ a wide range of dynamics and dynamic changes to effectively communicate the text of assigned literature 2. Demonstrate understanding of appropriate dynamic levels for each historical period: a. Layering of voices (terraced dynamics) for Renaissance, Baroque literature b. Controlled use of crescendo, decrescendo for Classic literature c. Use of ppp and fff and dramatic crescendos and decrescendo for Romantic, Twentieth Century literature

Performance Assessment RubricEnsemble Performance Event



B. Tempo

The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto 2. Discuss and demonstrate the use of tempo and tempo Performance Assessment Rubricschanges as a compositional device

Performance Assessment Rubrics

Performance EventTeacher Observation


C. Text painting and word/syllable stress The student will: 1. The student will consistently recognize opportunities for better expressive effectiveness in literature using text painting 2. Effectively sing short to moderate melismatic passages

Performance Assessment RubricsPeer EvaluationSelf-Evlauation


D. Phraseology

The student will sing phrases demonstrating the three basic articulations--legato, staccato, marcato

Teacher ObservationOn Demand Performance


III. LiteracyA. Pitch Notation The student will:

1. Construct a C, G, and F major scale 2. Identify, define, describe a triad 3. Identify, define, describe the tonic chord



B. Sight-Singing and Ear-Training The students will 1. Sing and recognize tonic and dominant chords in the key of F 2. Sing dotted half notes in sight singing exercises 3. Properly sing eighth notes and rests

Music Reading RubricsEar Training with NotationOn-demand PerformancesSequential Formative Assessments




Knowledge and Skills Outcomes Assessments Instructional MenuC. Use of music terminology

The student will: 1. Identify, describe, and respond to first and second endings 2. Identify, describe, and respond to repeat signs

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)


D. Time Signatures

The students will: 1. Sing literature with mixed meters 2. Respond to mixed meter conducting gestures 2. Count, chant, and/or sing in time signatures with 8 as the bottom number

Self-AssessmentPeer AssessmentIn Class Demonstrations


E. Rhythm The student will: 1. Describe and demonstrate the effect of the dot on quarter and whole notes 2. Identify, define, and sing eighth notes and rests

Rhythm Card AssessmentSelf-AssessmentPeer AssessmentWritten Assessments



The students will: 1. Sing literature in three/four part harmony, with and without accompaniment 2. Sing at least three of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing at least two pieces, Grade 2 or higher, from the Texas UIL List 4. Study and perform literature representing diverse historical periods, styles, and cultures 6. Attend all required performances 7. Attend all required rehearsals, including before and after regular school hours 8. Maintain the voice in proper singing condition a. avoiding and treating hoarseness b. avoiding and treating sinusitis/laryngitis c. proper technique for singing 'through" illness 9. Demonstrate proficiency in solo or small ensemble literature at WTVMEA Solo/Ensemble Festival

WTVMEA Solo & Ensemble RubricVocal Exam RubricAttendance Checklist

WTVMEA Solo and Ensemble Festival – UT MartinDistrict/Regional Choral FestivalResources-Pathways of Song (LaForge/Earhart) Pub. Hal leonardThe Singing Road (Ward) Pub. Carl FischerThe Young Singer (Row) Pub. R. D. Row MusicApproved Vocal Music Literature

Ex.Bonse Aba – FischerThe River Sleeps Beneath the Sky - Lightfoot

Respond: Listen

Evaluate

1. Attend performance of another school choral ensemble2. Attend performance of an area professional choral ensemble (symphony chorus or community choir)3. Discuss and describe the vocal technique, tone, intonation, and diction heard at above performances

Concert EvaluationWTVMEA or other Adjudication Rating FormVocal Exam Rubric




Create: Arrange

ComposeImprovise

Notate

1. Create and notate rhythm composition in mixed meters2. Create and notate vocal warm-ups focusing on diphthongs and initial and final consonants3. Given a harmonic and rhythmic background, improvise on keyboard using black keys only

PortfolioAudio PortfolioIn Class Performances

TMA or Piano LabMusic Technology via Pocketrak Audio Recording


The students will:1. Research the evolution of contemporary American music from the roots of African American spirituals2. Research the influence of other countries/cultures on the development of American music3. Discuss/explore poetry and other literary works of lyricists of current choral repertoire4. Further research careers in music

Performance EventField TripsWritten/Oral Critique


Summative Assessment: Memphis Middle School Choir 3rd 9-week Benchmark


Fourth Nine Weeks

Perform: Play, Sing, Read, and Move I. Tone ProductionA. Posture The student will demonstrate proper sitting and standing posture at all

rehearsals and performances.Singing Posture RubricEmbedded Assessment


B. Phonation and Resonation The student will: 1. Demonstrate proficiency in vocal production a. open, rounded tone b. tall, spacious vowels c. mouth/throat spaces 2. Demonstrate understanding of air vibration against hard surface of facial bones to produce resonance 3. Demonstrate and negotiate the passagio from head to chest

Performance Assessment RubricsRubric/Checklist

Resource: Innocent Sounds-Books 1 and 2-(Stultz) Cokesbury Publishers Strategies for Teaching Jr. High and Middle School Male Singers – Terry J. Barham, Ph.D.MCS Adopted Textbook:



Knowledge and Skills Outcomes Assessments Instructional Menuvoice Experiencing Choral Music

C. Breathing The student will: 1. Understand the function of the diaphragm in breathing 2. Correlate breath flow with pitch production 3. Locate, describe and demonstrate use of the following in breathing a. the diaphragm b. abdominal muscles c. intercostal muscles d. rib cage/sternum

Diaphragmatic Breathing RubricPerformance Assessment Rubrics

Teacher ObservationOn Demand Demonstrations


Interdisciplinary Connection:Physiology of Human Voice

D. Diction

The student will: 1. Demonstrate correct articulation with the consonant r (omit, flip, trill) 2. Use articulators to properly produce the following initial and final consonants a. both lips--m, p b. bottom lip and top teeth--v, f c. teeth and tongue--t, d, l , n 3. Demonstrate understanding of classification and proper production of the following vowels: a. bright--ee, eh b. dark--oh, oo c. neutral--ah d. schwa


Vocal Exam Rubric



II. Expression Performance Assessment Rubrics

A. Dynamics The student will: 1. Define and execute a. pianoforte b. mezzo piano c. piano d. mezzo forte e. forte


Ensemble Performance Event



B. Tempo

The student will: 1. Demonstrate competency and effectiveness in tone production and expression while singing at various tempi, largo through presto 2. Discuss and demonstrate the use of tempo and tempo

Performance EventTeacher Observation




Knowledge and Skills Outcomes Assessments Instructional Menuchanges as a compositional device

C. Text painting and word/syllable stress The student will: 1. Demonstrate proper execution of the slur over one or several notes 2. Employ appropriate crescendos/decrescendos on lengthy notes

Performance Assessment RubricsOn Demand PerformancesPeer EvaluationSelf Evaluation


D. Phraseology

The student will consistently sing musical phrases 1. Arsis and thesis of each phrase 2. Legato, marcato, or staccato singing as needed 3. Take breaths ONLY at appropriate places before or after the phrase 4. Develop staggered breathing technique to avoid interruption of lengthy phrases

Performance Assessment RubricsTeacher ObservationOn Demand Performance


III. LiteracyA. Pitch Notation The student will:

1. Identify lines and spaces of treble and bass staffs 2. Identify, define, sing, and construct a major scale 3. Construct chords and triads on the staff 4. Define and describe use of sharp, flat, natural 5. Define, identify C major, F major, and G major key signatures



B. Sight-Singing and Ear-Training The student will: 1. Identify the tonic and dominant notes and chords upon hearing and seeing 2. Recognize upon hearing and seeing the following intervals a. Perfect octaves, fourths, and fifths b. Major seconds, thirds, sixths c. Whole step (major second) and half step (minor second) 3. Define, identify, and sing the above listed intervals melodically and harmonically 4. Sing triads (do-mi-so)

Music Reading RubricEar Training with NotationRubricOn-demand PerformancesSequential Formative Assessments



The students will 1. Define and demonstrate knowledge of the following signs and symbols a. staff b. treble and bass staff c. single and double bar lines d. da capo e. first and second endings

Short-answer and sentence completion.Selected Response (matching, multiple choice, T/F)Written Assessments




Knowledge and Skills Outcomes Assessments Instructional Menu f. repeat signs 2. Define, identify, and describe basic school vocal classifications a. soprano b. alto c. tenor d. baritone e. cambiata (changing voice)

D. Time Signatures

The student will: 1. Identify constant and changing meter 2. Demonstrate understanding of x/4, x/8 time signatures

Self-AssessmentPeer AssessmentIn Class Demonstrations


E. Rhythm The student will: 1. Define and demonstrate downbeat and anacrusis 2. Display while performing, the significance of the downbeat 3. Compare and contrast rhythm and meter 4. Define, identify, and demonstrate the following notes/rests a. whole b. half c. quarter d. eighth e. dotted half and quarter 5. Sing and execute patterns in simple and compound rhythms

Music Reading RubricOn Demand DemonstrationsSelf AssessmentsPeer Assessments



The students will: 1. Sing literature in three/four part harmony, with and without accompaniment 2. Sing at least three of the following: rounds, canons, descants, partner songs, AB form, ABA form, strophic form 3. Sing at least two pieces, Grade 2 or higher, from the Texas UIL List 4. Study and perform literature representing diverse historical periods, styles, and cultures 6. Attend all required performances 7. Attend all required rehearsals, including before and after regular school hours 8. Maintain the voice in proper singing condition 9. Demonstrate proficiency in ensemble literature at WTVMEA Choral Festival/Assessment

WTVMEA Solo & Ensemble RubricVocal Exam RubricAttendance Checklist

Approved Vocal Music LiteratureTexas UIL List atwww.uil.utexas.edu/music/pml.htmlWTVMEA Choral FestivalEx.Come Joyfully Sing – Handel, arr. LiebergenDuond Akuru – Rollo Dillworth

Respond:




Listen Evaluate

1. Attend performance of another school choral ensemble2. Attend performance of an area professional choral ensemble (symphony chorus or community choir)3. Discuss and describe the vocal technique, tone, intonation, and diction heard at above performances4. Analyze a recording or performance of literature with which the ensemble is working and describe musical events using appropriate terminology5. Use appropriate terminology to describe recording of the student's own performance(s)

Concert EvaluationOral CritiqueWritten CritiqueStudent-Developed Rubric

MCS Adopted General Music Text: Spotlight on Music

Create: Arrange

ComposeImprovise

Notate

1. Compose and notate rhythmic, melodic, and accompaniment exercises within specified guidelines2. Create musical compositions demonstrating various vocal styles3. Create compositions with contrasting sections4. Create and notate descant, ostinato, or other melodic and rhythmic accompaniments to enhance assigned literature5. Compose music using computer-generated or other sound sources 6. Improvise while singing traditional American music (jazz, gospel, folk, etc.)


World Music Drumming--A Cross- Cultural Curriculum by Will Schmid (Hal Leonard Publishing)


The student will: 1. Recognize, describe Renaissance music 2. Research, listen to, and sing celebratory music of various cultures 3. Combine history, drama, art, and music in an in-class or school-wide presentation 4. Describe ways in which subject matter of others disciplines taught in the school are interrelated with music a. lyrics of well-known poets set to music b. anatomy of the voice c. awareness of social, economic, political climates and their effect on the arts during historic period of assigned choral literature (Renaissance, Baroque, Classic, Romantic, Twentieth Century, Contemporary) d. Use of mathematical operations to calculate duration of

Individual/Group ProjectWritten/Oral Reports


Guest Speakers from Local Arts Community



Knowledge and Skills Outcomes Assessments Instructional Menunotes in various time signatures

Summative Assessment: Memphis Middle School Choir Assessment


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