Chorus 1 EOC Review!

Because Testing is FUN!!!!!

Below is a breakdown of the kind of material you will find on this test. Keep in mind that the test is multiple choice, so the right answer will be right in front of you Make sure you are familiar with each section, and that you ask me questions about the concepts that are confusing to you! If you come across any concepts on here that you are not familiar with, write them in the margins and define them on your own!

2 Questions – Music From Different Cultures and Time Periods

You will be asked about music that could be from other cultures or from American culture in a different time period. These questions will likely give you context clues and will likely provide you with song texts (lyrics), so make sure you read the entire question carefully! You should be able to figure out the answer based on the context clues.

Possible concepts: The Star Spangled Banner, Spirituals, folk songs from other countries, etc.

Sample question: Using the following text, what was going on when Frances Scott Key wrote The Star Spangled Banner?

And the rockets’ red glare

The bombs bursting in air

Gave proof through the night

That our flag was still there

  1. a party
  2. a conference
  3. a war
  4. a peaceful demonstration

6 Questions – Demonstrate proper vocal technique.

You will be asked to answer questions based on all of the vocal technique (the correct way to sing) concepts we cover every day.

Possible concepts: posture, breath support, vowels, space, resonance, tension, etc.

Sample question: Which of the following is not a part of good posture?

  1. sternum lifted
  2. feet together
  3. crown of head aligned with spine
  4. shoulders back and relaxed

4 Questions – Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and or image.

Think about how we are expressive through things like dynamics, major/minor keys, etc. What parts of music make people feel things?

Possible concepts:dynamic markings (pianissimo/pp, piano/p, mezzo-piano/mp, mezzo-forte/mf, forte/f, fortissimo/ff, crescendo, decrescendo), articulations (slur, accent, staccato, tenuto), expressive markings (ritardando/slow down, accelerando/speed up, fermata/hold a note out longer than its actual value), tempo, major, minor

Sample question: Which of the following will make the tempo of a piece of music faster, adding urgency?

  1. accelerando
  2. crescendo
  3. staccato
  4. diminuendo

5 Questions – Classify the literature being studied by genre, style, and/or time period.

Similarly to the first section, you will be given context clues that will help you to figure out what time period a piece of music is from. Choose the most logical answer that makes sense to you.

Possible concepts: classical, folk song, Spiritual, opera, rock, pop, jazz

Sample question: Which genre of music contains music composed by Wolfgang Amadeus Mozart?

  1. classical
  2. blues
  3. pop
  4. rock

4 Questions – Critique, using correct music vocabulary, changes in a musical performance resulting from practice or rehearsal.

You will most likely be given a situation in which a student or group of students is performing something poorly, and then you’ll either be a) told what they need to fix and asked how to fix it or b) told how they fixed something and asked what the performance result would be.

Possible concepts: blend, balance, intonation, vocal technique, tone quality

Sample Question: Timmy Tenor was singing with collapsed tone, so his director instructed him to lift his soft palate. How would his vocal tone change as a result?

  1. more tension
  2. more pushing
  3. more vowels
  4. more space

15 Questions – Determine the meaning of musical symbols, key terms, and phrases.

This is where all of our music reading instruction will come in handy! Anything you’ve taken notes on (word of the day!) or done worksheets on in class will be helpful for these questions, as well as your music theory workbook. You will be asked to define vocabulary, use symbols in context, etc. This section could also include more vocal technique questions.

Possible vocabulary: sixteenth/eighth/quarter/half/whole notes and rests (know what they look like), notehead, stem, dot, staff, bar line, measure, measure number, open/closed repeat sign, first/second ending, treble/bass clef, time signature, key signature, dynamic symbols (see above), coda, segno, sharp, flat, natural, posture, breath support

Sample question: Name this symbol:

  1. key signature
  2. repeat sign
  3. quarter rest
  4. eighth note

2 Questions – Sustain focused attention, respect, and discipline during classes and performances.

These questions will all have to do with performance/audience etiquette and classroom behavior.

Possible content:how to behave in a rehearsal, how to behave in a concert audience, appropriate time to applaud during a concert

Sample question: which of the following should not be brought to a choral rehearsal?

  1. pencil
  2. gum
  3. sheet music
  4. water bottle

2 Questions –Identify connections among music and other content areas.

These questions will ask you to connect music to areas like social studies, dance, science, health, math, community, culture, traditions, advertising, ceremonies, and communications. These questions could really cover anything, but they’ll be logical and easy to relate to your world. Just read the questions carefully and choose the best answer 

Possible content: anything that connects music to the world beyond the choral classroom.

Sample question: if someone is trying to calm down by listening to music, which tempo would most likely help them relax?

  1. very fast
  2. fast
  3. moderate
  4. slow

1. C 2. B 3. A 4. A 5. D 6. C 7. B 8. D