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Chorus Curriculum Map
3/1/2018

2017-18 Ooltewah Middle School Weekly Curriculum Map

Chorus Classes

3rd Quarter

(Note: Map subject to change with student progressi

 Content:             Grade Level: 7th & 8th                                                                                                                                                                                                                       Teachers: Sarah Allen

                                                          (Compiled and Creativity by Sarah Allen)

 

Week 1

Essential Question(s):

·          Did I hear or see some choral music over my winter break?

·          If so, was I a knowledgeable audience? Explain.

·          In 2017, did I exemplify positive rehearsal climate?

·          What should formal rehearsal look and sound; from entrance to exit?

·          Where can this information be located?

·          How is our class learning climate?

·          Why is it important to review the syllabus letter; especially behavioral expectations?

·          How essential was vocabulary towards communication skills in my early school years, and how can this be connected with music vocabulary?

·          How important is vocabulary for vocal critique skills?

·          Are my vocal critiques specific and targeted to what is observed and heard?

·          Are you defining or re-wording in a way that reader will understand your feed-back?

·          Do I have the knowledge and skills to determine the difficulty level of a new piece of music?

·          Did I remember to analyze my music by utilizing “music mapping skills”?

·          What have I concluding about the direction of the new pieces of music?

·          Why are scales essential for a singer or instrumentalist?

·          What are scales?

·          How many steps are in a diatonic scale?

·          What are intervals?

·          Why should a vocalist also learn to play the keyboard or vice versa?

 

 

 

 

 

Week 2

Essential Question(s):

·          How will voice change affect my singing?

·          How do quality warm-ups promote superior singing?

·          Is my warm-up quality? What are some indicators?

·          Am I learning to be an artist?

·          What aspects do a “fine artist” (one who paints) and a vocal artist have in common?

·          Do I talk, sing, read, write, interpret, and communicate like a musician?

·          Can I analyze and describe diatonic scales for warming up, rehearsal and performance literature?

·          Did I observe the time and key signatures of new pieces of music?

·          How do I determine the key of a piece?

·          Were there any modulations in music?

·          What is a modulation?

·          What indicates a modulation?

·          How can learning to play a pitched instrument/keyboard enhance diatonic singing?

·       What is diatonic singing?

·       Do I know letter names of the keys on a musical keyboard?

·          Do I know how notate diatonic scales?

 

Week 3

Essential Question(s):

·      Do I know how notate diatonic scales?

·    Can I compare and contrast a singing a diatonic scale with playing it?

·    Since there are 8 steps or keys to play a diatonic scale.   How can I play with five fingers?

·    Does group collaboration assist with developing and notating scales?

·    Am I prepared to play diatonic scales C-B?

·    Can I develop a melodic or non-notated vocal warm-up for a specified goal?

·    Can I play my composed warm-up?

·    Am I using proper vowels and consonant placement, while singing?

 

Week 4

Essential Question(s):

·          Am I struggling to play diatonic scales C-B? What is the problem?

·          Do I know how scales are built?

·          Can I, along with a group, make a poster of selected diatonic scales on a keyboard?

·          How do playing scales enhance singing scales?

·          How important is resonance and pharyngeal posture for voice quality?

·          What is resonance?

·          What or where is pharyngeal?

 

Week 5

Essential Question(s):

·      Do I visualize a keyboard, while singing scales?

·      How do visualization of scales and auditing pitch compare?

·      Is a vocalist an artist? Explain.

·      Does improvisation of a piece make it personal?

·      What is improvisation?

Week 6

Essential Question(s):

·    Do I know music vocabulary well enough to critique a live or recorded vocal performance?

·    Are my vocal critiques specific and targeted to what I observed and heard?

·    Am I using music terminology when doing a vocal critique?

·    What are some music terms that best describe individual vocal performances?

·    Am I still focused on music elements in my music?

·    Can I follow the music direction or music map of music?

·    How well don I know time signatures?

·    How does the bottom number of a time signature significantly affect the values of the notes and rests?

·    Can I determine the values of notes and rests, using varied time signatures?

 

Week 7

Essential Question(s):

·    Do I know how to conduct

a musical composition?

· What determines the conducting

pattern?

· Can I determine the timing

of a piece, while observing the

conductor or director?

· How does a conductor or

director instruct the chorus to

sing with certain dynamics and

expression; without speaking?

· What are some good strategies

to “cue” in and out of a piece of

music, while conducting?

· What does “cueing” mean?

 

 

Week 8

Essential Question(s):

·    While singing, am I looking at the director?

·    How can I look at the music and director, while singing?

·    Can I conduct a piece of music from our repertoire?

·    What is a repertoire?

·    What are some elements, in the sheet music, that a conductor must focus to conduct?

·    What indicate modulations?

·    How can I anticipate modulations?

 

 

 

Week 9

Essential Question(s):

·    Am I prepared to conduct and unfamiliar piece of music?

·    What knowledge or skill am I lacking to be able to conduct?

·    How can group collaboration and practice assist with conducting strategies?

·    Why is important that chorus members are familiar with individual conducting strategies?

·    How is a formal group rehearsal important, from a conductor’s point of view?

·    What happens when a chorus isn’t familiar with a conductor’s style or way of conducting?

 

 

Learning targets:

·   Critique

·   Music Vocabulary

·   Self-evaluation

·   New Music Analysis

·   Music Mapping

·   Connection of Vocal & Instrumental Scales

·   Singing using good posture, breath support and control, and vocal technique

 

Learning targets:

Ÿ Make connections of fine art and music art

Ÿ Developing skills for singing, playing and notating Diatonic Scales

Ÿ Key Signatures and Modulations

Ÿ Sight-reading

Ÿ Singing using good posture, breath support and control, and vocal technique

 

Learning targets:

·    Composing a warm-up

·    New Music Analysis

·    Music Mapping

·    Sight-reading

·    Key Signatures and Modulations

 

Learning targets:

·    Diction

·    Musicality

·    Playing and singing major scales

·    Techniques for vocal production

·    Vocal anatomy

·    Common principles and elements for singing

·    New Music Analysis

·    Music Mapping

·    Sight-reading

 

 

Learning targets:

·    Diction

·    Musicality

·    Playing and singing major scales

·    New Music Analysis

·    Key Signatures and Modulations

·    Techniques for vocal production

·    Common principles and elements for singing

·    Music Mapping

·    Sight-reading

 

Learning targets:

·    Diction

·    Musicality

·    Singing major scales

·    Techniques for vocal production

·    Common principles and elements for singing

·    Music Mapping

·    Sight-reading

·    Time Signatures and Modulations

 

Learning targets:

·    Techniques for vocal

production

·    Music Analysis

·    Diction

·    Musicality

·    Common principles and

elements for singing

·    Music Mapping

·    Sight-reading

·    Choral Conducting

 

Learning targets:

·    Techniques for vocal production

·    Music Analysis

·    Diction

·    Musicality

·    Common principles and elements for singing

·    Music Mapping

·    Sight-reading

·    Choral Conducting

 

Learning targets:

·    Common principles and elements for singing

·    Key Signatures and Modulations

·    Choral Conducting

 

TN Standards:

Standard 1.0

Singing

Standard 5.0

Reading

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 2.0

Playing Instruments

Standard 4.0

Composing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 2.0

Playing Instruments

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

TN Standards:

Standard 1.0

Singing

Standard 5.0

Reading and Notating

Standard 6.0

Listening and Analyzing

Standard 7.0

Evaluating

Standard 8.0

Interdisciplinary Connections

Standard 9.0

Historical and Cultural Relationships

 

Unit/Text pieces

 

Unit/Text pieces

Ÿ Book: SINGING the Mechanism and the Technic, by William Vennard

 

Unit/Text pieces

Ÿ Diction - Book: Something New To Sing About by G. Schirmer Inc.

Unit/Text pieces

Ÿ Vocal Anatomy - Book: Something New To Sing About by G. Schirmer Inc.

Unit/Text pieces

Ÿ Additional repertoire for Spring Concert TBA

 

Unit/Text pieces

Ÿ Additional repertoire for Spring Concert TBA

 

Unit/Text pieces

Spring Concert TBA

Ÿ Book: Foundations of

Choral Conducting, by

Kevin Fenton

(TN Arts Academy)

Unit/Text pieces

Ÿ If I Could Catch a Rainbow

Ÿ Dona Nobis Pacem

Ÿ Additional repertoire for Spring Concert TBA

Ÿ Book: Foundations of Choral Conducting, by Kevin Fenton (TN Arts Academy)

 

 

 

 

 

Unit/Text pieces

Ÿ Additional repertoire for Spring Concert TBA

Ÿ Book: Foundations of Choral Conducting, by Kevin Fenton (TN Arts Academy)

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will compare and contrast keyboard scale intervals with vocal intervals

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will compare and contrast singing and playing diatonic scales

·   Student will determine key signatures and modulation

·   Student will begin learning to do a written analysis of key signatures and modulations

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will play diatonic scales

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will play diatonic scales

·   Group Project: poster of selected diatonic scales on a keyboard

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will use music math, while determining the values of notes and rests

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing

scales and arpeggios

·   Practice correct posture,

breath support, balancing head

and chest voices

·   Student will sing, alone and

with others, in tune, rhythmic

accuracy, dynamic accuracy

and stylistic expression

·   Student will have pencil,

cognitive dictionary form,

sheet music and black folder

·   Student will write new

vocabulary words or technique

words on dictionary form/graphic

organizer that is seen in music

·   Student will analyze, read &

sing music from formal repertoire,

as well as, use correct music

vocabulary

·   Student will identify the uses

of musical elements in rehearsal

and performance literature

·   Student will practice

conducting patterns

·   Student will view videos

of formal conductors/directors

·   Students will determine

conducting patterns from

sheet music and viewing

conducted formal

performances

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will practice conducting patterns

 

 

 

 

 

 

 

 

 

Activities/Lessons:

·   Vocal warm-up; singing scales and arpeggios

·   Practice correct posture, breath support, balancing head and chest voices

·   Student will sing, alone and with others, in tune, rhythmic accuracy, dynamic accuracy and stylistic expression

·   Student will have pencil, cognitive dictionary form, sheet music and black folder

·   Student will write new vocabulary words or technique words on dictionary form/graphic organizer that is seen in music

·   Student will analyze, read & sing music from formal repertoire, as well as, use correct music vocabulary

·   Student will identify the uses of musical elements in rehearsal and performance literature

·   Student will select piece, from vocal repertoire, to conduct

·   Student will do written identifications of key signatures and time signature modulations for unfamiliar pieces

 

 

 

 

 

 

 

 

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

 

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

Assessment

(formative/summative)

·       Oral, Vocal & Written

Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points

(mirror)

·    Warm-up - 25 points

(mirror required)

·    Vocal Technique –

Facial Posture

(mirror required)

·    Posture - Sitting or

standing

 

 

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

 

 

 

 

 

Assessment

(formative/summative)

·       Oral, Vocal & Written Feedback

·       Performance

·       Essential Questioning

·       Exit Ticket

·       Self-Assessment

 

Rehearsal Grading:

·    Preparation - 25 points (mirror)

·    Warm-up - 25 points (mirror required)

·    Vocal Technique - Facial Posture (mirror required)

·    Posture - Sitting or standing

 

 

 

 

 

 

Seminar Topic and Text Piece:

Culminating Task: Compare and Contrast Professional vs Amateur Performances (Vocal and Conducting)

Focus: Formal Critique and Essay Feedback

(CCSS.ELA-Literacy.CCRA.R.3, CCSS.ELA-Literacy.CCRA.R7, CCSS.ELA-Literacy.W.6.1)

 

Performance Task (Skills/Standards to be Assessed)

Sight-Reading, Theory, Composition Vocal Performances (classroom

and after-school rehearsals, school singing/),Analysis, Singing Posture

(facial, sitting & standing), Vocal Technique, Vocal Production

(breathing and vocalizing), Formal Vocal Performances , Piano Performance & Group Project& Conducting