Chorus 1

Course Title: Chorus 1 Course Number: 1303300 Course Description: This year-long, entry-level class, designed for students with little or no choral experience, promotes the enjoyment and appreciation of music through performance of beginning choral repertoire from a variety of times and places. Rehearsals focus on the development of critical listening skills; foundational instrumental technique and skills, music literacy, and ensemble skills; and aesthetic musical awareness culminating in periodic public performances.

Benchmarks

1 MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances.
4 MU.912.C.1.4 Compare and perform a variety of vocal styles and ensembles.
8 MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or conductor.
2 MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music.
1 MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques.
8 MU.912.S.3.5 Develop and demonstrate proper vocal or instrumental technique.
2 MU.912.O.3.1 Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer.
8 MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or conductor.
6 MU.912.S.3.3 Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills.
2 MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology.
2 MU.912.S.3.1 Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy.
3 MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and discuss their effect on structure.

Key Learning

  1. I can consistently demonstrate proper vocal technique, singing in tune with good tone quality
  2. I can accurately sight-read short rhythmic and melodic patterns in unison and two parts
  3. I can sing a major (do) and minor (la) scale in unison and as a two-part round, using solfege and hand signs
  4. I can analyze and/or notate simple rhythmic and melodic phrases performed by someone else
  5. I can describe what I hear using musical vocabulary (rhythm, melody, form, harmony, timbre, dynamics, and texture) and how these elements contribute to its expressive qualities.
  6. I can follow a vocal score applying terms and symbols accurately.
  7. I can offer various constructive suggestions to improve performances, compositions, or improvisations of others and myself, and make appropriate adjustments with practice and guidance from teachers and peers.
  8. I can identify and describe the main characteristics and functions of music of various cultures, styles, and historical periods.
  9. I can demonstrate responsible and law-abiding behavior as a consumer of musical resources and media.

Relevant Content

* Students can compare written lines of music to a recording and match the recording to the correct written line, including rhythms with 8th notes, dotted quarter notes, and syncopations.

* Students can identify various types of recordings such as TTBB, SSAA, etc from a recording. Students can also identify various styles of music such as Opera, Jazz, Folk, and Chant etc.

* Students can identify specific vocal techniques when describing recorded performances.

* Students can use musical terms to describe nonmusical feelings portrayed in music.

* Students can recognize non-musical concepts represented in recordings of musical performances.

* Students can identify musical techniques that should be rehearsed to improve basic performance elements.

* Students can recognize music common to other cultures such as Asian, Hispanic, Native American, and African American.

* Students can identify typical song genres such as chant, art, folk, popular, opera, requiem, chanteys, sprirituals, work songs, and partner songs etc.

* Students can recognize basic styles of music such as jazz, rock, country, gospel, march, and blues etc.

* Students understand basic copyright laws with regards to downloading and copying written and recorded music. (use of iTunes etc)

* Students understand the parts of the human anatomy that create sound. Students can make connections between music and other subjects such as math, science, and language arts etc.

Relevant Vocabulary

Vocal ensembles TTBB, SABB, SSAA, SATB etc.

Basic theory notation including clef signs, note values, key signatures, etc.

Tempo and tempo markings, allegro, largo, presto, etc.

Dynamics and dynamic markings, piano, forte, etc.

Basic music theory notation including teble/bass clef, time signature, staff, barline, measure, etc.

Basic music notation including note and rest values through 16th notes.

Vocal music styles including Chant, Jazz, Folk, Opera, etc.

Expressive elements including legato, rubato, staccato, marcato etc.

Various vocal genres including Opera, Requiem, art song, national anthem

Anatomy involved in human sound production including pharynx, epiglottis, vocal cord, and larynx.

Diphthong

Melody

Notation

Phrasing

Articulation

Balance

Intonation

Timbre

Folksong

Hymn

Diction

A cappella

Unison

Scat singing

D.S. al Coda

Da capo

Languages commonly used in vocal music of the Western European tradition. (German, French, Italian, Latin, etc)

Complicated, but worth it.