Alignment of Curriculum
Alignment of Curriculum
Honor Choir
KCCHS
Mrs. Marcia Thompson
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR _KCC_____ GRADE HONOR CHOIR 9-12___
Duration: Unit __1 GINGERBREAD FESTIVAL SHOWCASE_ (_5__ Weeks) MAP __1.1-1.5______Big Idea structure in ARTS
Academic Expectations
UNDERSTANDING OF THE VARIOUS STRUCTURAL COMPONENTS OF THE ARTS IS CRITICAL TO THE DEVELOPMENT OFOTHER
LARGER CONCEPTS IN THE ARTS.STRUCTURES THAT ARTISTS USE INCLUDE ELEMENTS AND PRINCIPLES OF EACH ART FORM, TOOLS, MEDIA, AND SUBJECT MATTER THAT IMPACT ARTISTIC PRODUCTS, AND SPECIFIC STYLES AND GENRE THAT PROVIDE A CONTEXT FOR CREATING WORKS. IT IS THE ARTIST’S CHOICE OF THESE STRUCTURAL COMPONENTS IN THE CREATIVE PROCESS THAT RESULTS IN A DISTINCTIVELY EXPRESSIVE WORK.STUDENTS MAKE CHOICES ABOUT HOW TO USE STUCTURAL ORGANIZERS TO CREATE MEANINGFUL WORKS OF THEIR OWN. THE MORE STUDENTS UNDERSTAND,THR GREATER THEIR ABILITY TO PRODUCE, INTERPRET,OR CRITIQUE ARTWORKS FROM OTHER ARTISTS, CULTURES, AND HISTORICAL PERIODS.
ACADEMIC EXPECTATIONS:
1.14 STUDENTS MAKE SENSE OF IDEAS AND COMMUNICATE WITH MUSIC.
1.15 STUDENTSMAKE SENSE OF AND COMMUNICATE IDEAS WITH MOVEMENT.
2.23 STUDENTS ANALYZE THEIR OWN AND OTHERS’ ARTISTIC PRODUCTS AND PERFORMANCES USING ACCEPTED STANDARDS.
2,25 IN THE PRODUCTS THEY MAKE AND IN THE PERFORMANCES THEY PRESENT,STUDENTS SHOW THAT THEY UNDERSTAND HOW TIME,PLACE, AND SOCIETY INFLUENCE THE ARTS AND HUMANITIES, SUCH AS LANGUAGES, LITERATURE, AND HISTORY.
Program of Studies: Understandings
Grade __ Enduring Knowledge – Understandings
AH-HS-SA-U1
STUDENTS WILL UNDERSTAND THAT THE ELEMENTS OF MUSIC, DANCE, AND DRAMA ARE INTENTIONALLY APPLIED IN CREATING AND PERFORMING. / Essential Vocabulary
DIAPHRAMATIC BREATHING / REPEAT DOTS
MELODY / METER
HARMONY / CONCERT MANNERS
NOTE VALUES / CHOREOGRAPHY
RESTS
Program of Studies:
Skills and Concepts
AH-HS-HA-S-Mu1
Students will describe, analyze and evaluate distinguishing characteristics of music representing a variety of world cultures and historical/style periods (European: Renaissance, Baroque, Neo-Classicism/”Classical,” Romanticism, Impressionism/Post-Impressionism, Modern and Contemporary; American: Modern and Contemporary)
AH-HS-HA-S-Mu3
Students will examine music from various world cultures and explain how music reflects the culture, cultural beliefs, or blending of cultures; use examples to illustrate how music has directly influenced society or culture / Core Content for
Assessment
DOK
AH-HS-1.1.1
Students will analyze or evaluate the use of elements of music in musical compositions.
DOK 3
(Incorporates prior knowledge about elements from primary through 8th grade)
Elements of music:
Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera: overture, aria, recitative, movements of the classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics / Essential Questions/
Learning Targets
How is music a part of KnottCounty heritage?
How are music and dance linked?
How are music and art linked? / Suggested Activities
How will we teach this content?
Students will sing with correct melody and rhythm.
Students will sing repertoire of songs.
Students will create choreography for songs. / Assessment
How will students be assessed formatively and summatively to find out what they already know, and what they’ve learned?
Students will sing a repertoire of songs daily.- formative
Students will perform a concert with choreography.- summative
Students will write critique of concert. -summative
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR K.C.C HONOR CHOIR______GRADE 9 - 12___
Duration: Unit _2 ALL- REGIONAL CHOIR __ (_4__ Weeks) MAP __2.6 – 2.9______Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.
Academic Expectations:
1.14 Students make sense of ideas and communicate ideas with music.
2.23Students analyze their own and others’ artistic products and performances using accepted standards.
2.25 In the products they make and the performances they present ,students show they understand how time, place, and society influence the arts and humanities such as languages , literature, and history.
Program of Studies: Understandings
Grade __ Enduring Knowledge – Understandings
AH-HS-SA-U-1
Students will understand that the elements of music,dance and drama are intentionally applied in creating and performimg.
AH-HS-HA-U-1
Students will understand that the arts are powerful tools for understanding human experiences both past and present. / Essential Vocabulary
Renaissance Period / phrase
Palestrina
Concert Manners
Posture
Sight-reading
Harmony / Intonation
Enunciation
Accapella
Latin text / Quartet
Vocal Diction / Scales
Tie
Balance / Interval
Dynamics
Program of Studies:
Skills and Concepts
AH-HS-SA-S-Mu1
Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics)
AH-HS-SA-S-Mu2
Students will apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others / Core Content for
Assessment
DOK
AH-HS-1.1.1
Students will analyze or evaluate the use of elements of music in musical compositions.
DOK 3
(Incorporates prior knowledge about elements from primary through 8th grade)
Elements of music:
Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera: overture, aria, recitative, movements of the classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics / Essential Questions/
Learning Target
What are the musical contributions of Palestrina ?
What are the characteristics of Renaissance
music?
What is correct diaphragmatic breathing?
What are concert manners? / Suggested Activities
How will we teach this content?
Students will sing their own vocal parts with correct pitch and rhythm.
Students will sing all state audition piece using correct pitch and rhythm.
Students will sing all state song in duets.
Students will sing allstate song in quartets.
Students will sight read melodies in various meters and meter signatures.
Students willsing all state song using correct dynamics.
Students will sing a brief 8 measure solo from all-state song. / Assentment
Students will sight read all-state audition leval sight reading examples.-
Formative
Students will sing all state music in duets;trio and quartet.Summative
Students wii sing in AllRegional choir at EKU choral festival
Formative
Students will sing at Morehead sponsored choral workshop. Formative
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR ____ GRADE ___
Duration: Unit 3: Music Theory (9 Weeks) MAP3.1-3.9Big Idea:
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods.
Academic Expectations
1.14Students make sense of ideas and communicate ideas with music.
2.23Students analyze their own and others' artistic products and performances using accepted standards.
Program of Studies: Understandings
Grade __ Enduring Knowledge – Understandings
Students will understand that
- the elements of music, dance and drama are intentionally applied in creating and performing.
- the elements and principles of design of visual art are intentionally applied in creating works of art.
- responding to or critiquing works of art involves an understanding of elements, principles and structures appropriate to each area of the arts.
- existing and emerging technologies can inspire new applications of structural components.
2.23 Students analyze their own and others' artistic products and performances using accepted standards.
/ Essential Vocabulary
Scale / Major
Minor / Harmony
Composer / Intervals
Baroque Period / J.S. Bach
Key signature
Interval / Chord
Program of Studies:
Skills and Concepts
Students will
- use appropriate terminology to analyze and evaluate the use of elements in a variety of musical compositions (rhythm, tempo, melody, harmony, form, timbre, dynamics)
- apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music and creating music independently and with others
- listen to and analyze how changing different elements results in different musical effects
- recognize, describe, and compare various musical forms (rondo, theme and variation, opera – overture, aria, recitative, movements of classical symphony)
- use appropriate terminology to analyze and evaluate the use of elements in a variety of musical compositions (rhythm, tempo, melody, harmony, form, timbre, dynamics, apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music and creating music independently and with others
- listen to and analyze how changing different elements results in different musical effects
- recognize, describe, and compare various musical forms (rondo, theme and variation, opera – overture, aria, recitative, movements of classical symphony)
Assessment
DOK
AH-HS-1.1.1
Students will analyze or evaluate the use of elements of music in musical compositions.
DOK 3
(Incorporates prior knowledge about elements from primary through 8th grade)
Elements of music:
Rhythm, Melody, Form (rondo, theme and variations, classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics / Essential Questions/
Learning Targets
How are scales used in musical literature?
What are intervals?
What are chords, and how are they demonstrated in musical compositions?
Students will learn to differentiate between major and minor chords. / Suggested Activities
Students will write examples of various music intervals.
Students will sing examples of musical intervals.
Students will listen to examples of various musical intervals.
Students will learn to aurally distinguish between major and minor chords.
Students will listen to examples of compositions in major and minor keys.
Students will listen to examples of composers within the Baroque period. (i.e. J.S. Bach) / Assessment
Students will identify intervals on written tests.
Students will write specific scales on written test.
Students will identify intervals aurally.
Students will sing songs in various keys.
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR KCC CHORUS_____ GRADE 9- 12___
Duration: Unit _4 HOLIDAY SHOWCASE (_7_ Weeks) MAP _2.3-9______Big Idea: Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media, and subject matter that impact artistic products, and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret, or critique artworks from other artists, cultures, and historical periods.
Academic Expectations:
1.12Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.
1.13Students make sense of ideas and communicate ideas with the visual arts.
1.14Students make sense of ideas and communicate ideas with music.
1.15Students make sense of and communicate ideas with movement.
2.23Students analyze their own and others' artistic products and performances using accepted standards.
Program of Studies: Understandings
Grade __ Enduring Knowledge – Understandings
AH-HS-SA-U-1
Students will understand the elements of music, dance, and drama are intentionally applied in creating and performing. / Essential Vocabulary
Oratorio
Opera / Tchaikovsky
Messiah
Aria / Sacred
Recitative
Orchestra / Secular
Ballet
Libretto
Types of Opera / Overture
The Nutcracker
George F. Handel / Form
Program of Studies:
Skills and Concepts
High School Enduring Knowledge - Understandings
AH-HS-SA-U-1
Students will understand that the elements of music, dance, and drama are intentionally applied in creating and performing.
High School Skills and Concepts - Music
AH-HS-SA-S-Mu1
Students will use appropriate terminology to analyze and evaluate the use of elements in a variety of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) / Core Content for
Assessment
DOK
AH-HS-1.1.1
Students will analyze or evaluate the use of elements of music in musical compositions.
DOK 3
(Incorporates prior knowledge about elements from primary through 8th grade)
Elements of music:
Rhythm, Melody, Form (rondo, theme and variations, musical forms of opera: overture, aria, recitative, movements of the classical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics / Essential Questions/
Learning Targets
What are the elements of an oratorio?
What is the significance of Handels Messiah?
How does a composer’s culture influence his compositions?
How are music and dance linked?
How are music and drama linked?
What impact does an orchestra have in conveying the libretto of an opera?
Compare and contrast an opera and a ballet?
How are many traditional American Christmas carols
a reflection of European culture? / Suggested Activities
How will we teach this content?
Students will demonstrate warm-ups.
Students will sing a repertoire of Holiday songs daily in preparation for a Winter holiday concert.
Students will listen to winter carols and holiday music from other countries.
Students will analyze traditional American Christmas carols as to origin and culture of song.
Students will listen to Handel’s Messiah.
Students will describe the oratorio form.
Students will view The Nutcracker. Students will write a list of the elements of a ballet.
Students will discuss the role of the orchestra in oratorios and ballets.
Students will sing a vocal edition of highlights of The Nutcracker ballet.
Students will sing a concert of Christmas songs for KCC,elem.Schools, and community concerts. / Assessment
How will students be assessed formatively and summatively to find out what they already know, and what they’ve learned?
Students will sing a repertoire of holiday Christmas songs daily. Formative
Students will write an editorial review of The Nutcracker using elements of music. Summmative
Students will write a critique of Handel’s Messiah demonstrating the elements of an oratorio. Summative Students will sing a concert of Christmas Songs for school and community. Summative
KNOTT COUNTY PUBLIC SCHOOLS
CURRICULUM FRAMEWORK FOR Chorus 1______GRADE 9-12___
Duration: Unit 5 Musical Expressions (2 Weeks) MAP2.1-2.9Big Idea:Structure in the Arts
Understanding of the various structural components of the arts is critical to the development of other larger concepts in the arts. Structures that artists use include elements and principles of each art form, tools, media and subject matter that impact artistic products and specific styles and genre that provide a context for creating works. It is the artist's choice of these structural components in the creative process that results in a distinctively expressive work. Students make choices about how to use structural organizers to create meaningful works of their own. The more students understand, the greater their ability to produce, interpret or critique artworks from other artists, cultures and historical periods.
Academic Expectations
1.14Students make sense of ideas and communicate ideas with music.
2.23Students analyze their own and others' artistic products and performances using accepted standards.
Program of Studies: Understandings
Grade __ Enduring Knowledge – Understandings
Students will understand that
- the elements of music, dance and drama are intentionally applied in creating and performing.
- the elements and principles of design of visual art are intentionally applied in creating works of art.
- responding to or critiquing works of art involves an understanding of elements, principles and structures appropriate to each area of the arts.
- existing and emerging technologies can inspire new applications of structural components.
2.23 Students analyze their own and others' artistic products and performances using accepted standards.
/ Essential Vocabulary
Dynamics / Piano
Tempo / Forte
Crescendo / Mezzoforte
Decrescendo / Allegro
Moderato
Presto
Accent / Largo
Phrasing
Program of Studies:
Skills and Concepts
Students will
- use appropriate terminology to analyze and evaluate the use of elements in a variety of musical compositions (rhythm, tempo, melody, harmony, form, timbre, dynamics)
- apply the elements of music with technical accuracy and expression while performing, singing, playing instruments, moving, listening, reading music, writing music and creating music independently and with others
- listen to and analyze how changing different elements results in different musical effects
- recognize, describe, and compare various musical forms (rondo, theme and variation, opera – overture, aria, recitative, movements of classical symphony)
Assessment
DOK
AH-HS-1.1.1
Students will analyze or evaluate the use of elements of music in musical compositions.
DOK 3
(Incorporates prior knowledge about elements from primary through 8th grade)
Elements of music:
Rhythm, Melody, Form (rondo, theme and variations, lassical symphony - four movements in typical sequence: movement 1-fast dramatic movement, movement 2-lyrical slow movement, movement 3-a dance-like movement [e.g., minuet or scherzo], movement 4-a brilliant or heroic fast movement), Timbre, Harmony, Tempo, Dynamics / Essential Questions/
Learning Targets
How are dynamics used in musical compositions?
How do dynamics change throughout a song?
How are dynamics used to convey emotion in music? / Suggested Activities
Students will define tempo markings.
Students will write dynamic markings on music examples.
Students will provide proper tempo markings for musical measures.
Students will learn to rank dynamic markings from loudest to softest.
Students will listen to examples of varying dynamics/tempos. / Assessment
Students will sing songs, while correctly interpreting dynamic and tempo markings.
Students will compose 16-measures of musical composition using proper dynamic/tempo markings.
KNOTT COUNTY PUBLIC SCHOOLS