SECONDARY VOCAL MUSIC

CURRICULUM

Grades 6–12

Approved by the Board of Education, November 2003

Update approved by the Board of Education, May 7, 2009

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RAPID CITY AREA SCHOOLS

300 6th Street

Rapid City, South Dakota

BOARD OF EDUCATION:

Mrs. Sheryl Kirkeby...... President

Mrs. Leah Lutheran...... 1st Vice President

Mr. Doug Kinniburgh...... 2nd Vice President

Mrs. Daphne Richards-Cook...... Board Member

Mr. Arnie Laubach...... Board Member

Mr. Wes Storm...... Board Member

Mr. Bret Swanson...... Board Member

ADMINISTRATION:

Dr. Peter M. Wharton...... Superintendent of Schools

Dr. James F. Ghents ...... Director of Curriculum, Assessment, Instruction

and Gifted Education Services

6-12 VOCAL MUSIC CURRICULUM COMMITTEE – 2009:

Andrea Elwess, Secondary Vocal Coordinator...... Central High School

Pamela Baker...... West Middle School, Stevens High School

Dara Baum...... South Middle School

Angela Bjordahl...... Southwest Middle School

Deb Book...... Dakota Middle School

Kathleen Borg...... Central High School

Ann Deckert...... Stevens High School

Tammy McCraw...... Dakota Middle School

David Sommers...... North Middle School

Laurie Torbert...... West Middle School

6-12 VOCAL MUSIC CURRICULUM COMMITTEE – 2003:

Clayton Southwick, Chair and Secondary Vocal Coordinator
Dara Baum / Judy Fauss / David Sommers
Caroline Brown / Gloria Harrison / Anella Southwick
Ann Deckert / Rebecca Kenner / Laurie Torbert

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Table of Contents

Acknowledgements...... ii

Vision Statement...... v

Mission Statement...... v

Philosophy of Music Education...... v

Standards of Practice

General Music: Grade 6...... 1

Choral Music: Grades 7 – 8...... 11

Choral Music: Grades 9 – 12...... 22

Course of Study

General Music:Grade 6...... 36

Choral Music: Grade 7...... 38

Choral Music: Grade 8...... 40

Choral Music: Grade 9...... 42

Choral Music: Grade 10...... 46

Choral Music: Grade 11...... 50

Choral Music: Grade 12...... 54

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Vision Statement

South Dakota “students in all grade levels should have access to a balanced, comprehensive, and sequential program of music instruction taught by qualified teachers” using quality literature, materials, and technology. (Adapted from Music Educator’s National Conference Opportunity to Learn Standards.)

Mission Statement

The need to express feelings through music is built into every child and will manifest itself either constructively or destructively. Our mission is to channel this drive towards the beauty of quality music, rather than leave the children subject to peer, pressure, media influences, or happenstance.

A Philosophy of Music Education

Music is a basic component in the complete intellectual development of students of all ages and abilities. Instruction in music provides opportunities for self-expression, creativity and aesthetic awareness through active participation, performance, and critical listening. Music education enriches the quality of people’s lives by giving insight into the nature of human feeling.

Music should be taught as its own discipline as well as an integral part of other curricular areas. Music serves as a connection between people of all ages, cultures, beliefs, and societies. It also serves as a frame of reference to the culture and environment in which it was created. Music instruction needs to be developmentally appropriate, relevant and lead to lifelong learning which will enhance the individual’s quality of life.

The following music standards define what Rapid City students need to know and demonstrate in music. These standards affirm that music is a vehicle for broader understanding and knowledge. The utilization of these standards and ideals will develop students who are literate consumers and producers of the art and craft of music. To achieve these standards, all Rapid City students in all grade levels must have access to a balanced, comprehensive, and sequential program of music instruction taught by qualified teachers using quality literature, materials, equipment, and technology.

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2009 Curriculum Revision

Secondary Vocal Music

Standards of Practice

General Music

Grade

6

STANDARD ONE:

Performing

Students will use the performance of music as a means for creative expression and communication.

RATIONALE: Musical performance is one way of developing effective communicators. Through the performance of music, students develop confidence, self-discipline, and the ability to work with others. They see themselves as a relevant part of their world and integrate prior knowledge and personal experiences into a variety of endeavors. The music they perform or study often becomes an integral part of their personal musical repertoire.

INDICATOR ONE:

1. Students will sing, alone and with others, a varied repertoire of music.

Corresponding National Standard:

Standard 1 – Singing, alone and with others, a varied repertoire of music

Students will:

  1. Sing with good vocal technique, pitch and rhythmic accuracy, and expression throughout their singing ranges.
  2. Develop knowledge of the vocal mechanism, as well as the changing voice.
  3. Develop correct posture and breathing skills
  4. Perform with a clear, centered tone throughout the vocal range
  5. Perform with pitch accuracy through out the range of the voice
  6. Continue to build skills in performing rhythmic patterns accurately
  7. Sing with expression and technical accuracy a repertoire of both read and memorized, age-appropriate vocal literature, which includes changes in tempo, key and meter.
  8. Perform with control of dynamic contrast throughout the vocal range
  9. Develop skills using articulation markings and techniques
  10. Perform with attention to melodic phrasing
  11. Demonstrate skills of accurate diction in English and familiar foreign texts
  12. Develop stylistically appropriate expression in singing
  13. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.
  14. Sing music written in two and three parts.
  15. Perform speech and vocal ostinati, rounds, canons, partner songs, descants, and countermelodies
  16. Demonstrate ability to balance and blend within the ensemble

Students who participate in a choral ensemble will:

  1. Sing with expression and technical accuracy a varied repertoire of vocal literature, which includes moderate technical demands, ranges, and varied interpretive requirements, including some songs performed from memory.
  2. Demonstrate proper concert etiquette
  3. Respond appropriately to conducting

INDICATOR TWO:

1. Students will perform on instruments, alone and with others, a varied repertoire of music.

Corresponding National Standard:

Standard 2 – Performing on instruments, alone and with others, a varied repertoire of music

Students will:

  1. Perform on at least one instrument accurately and independently with proper instrumental technique.
  2. Perform with expression and technical accuracy on at least one string, wind, percussion, or classroom instrument, a developmentally appropriate repertoire of instrumental literature.
  3. Perform music representing diverse genres and cultures, with expression appropriate for the work being performed.
  4. Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

Students who participate in an instrumental ensemble or class will:

  1. Perform with expression and technical accuracy a varied repertoire of instrumental literature, which includes moderate technical demands, ranges, and varied interpretive requirements.

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STANDARD TWO:

Creating

Students will communicate their thoughts and ideas through the creation of music.

RATIONALE: Composing and improvising provide students with unique insight into the form and structure of music and, at the same time, help them to develop their creativity. Working within the form and structure of music, students gain the ability to problem-solve and apply their basic knowledge using higher level thinking skills. These skills are enhanced through emerging technology.

INDICATOR ONE:

1. Students will improvise melodies, variations, and accompaniments.

Corresponding National Standard:

Standard 3 – Improvising melodies, variations, and accompaniments

Students will:

  1. Improvise simple harmonic accompaniments.
  2. Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major and minor keys.
  3. Improvise short melodies, unaccompanied and over given rhythmic accompaniments, each in a consistent style, meter, and tonality.
  4. Improvise “call and response” patterns to given harmonic and rhythmic sequences in a consistent style, meter, and tonality

INDICATOR TWO:

1. Students will compose and arrange music within specified guidelines.

Corresponding National Standard:

Standard 4 – Composing and arranging music within specified guidelines

Students will:

  1. Compose short pieces that demonstrate the elements of unity and variety tension and release, and balance.
  • Create or arrange simple pieces for voices or instruments using a variety traditional and nontraditional sound sources and electronic media
  • Write simple compositions with nontraditional notation
  • Write simple compositions in treble clef
  • Compose brief compositions using percussion instruments or sounds available in the classroom
  1. Compose or arrange simple pieces for voices or instruments using a variety of sound sources.

STANDARD THREE:

Reading

Students will read and notate music.

RATIONALE: Learning to read and notate music gives students skills with which to explore music independently and with others. Reading music promotes higher level thinking skills through translation of symbols and serves as a means of communication throughout the world. A firm grounding in this standard lays the foundation for life long learning.

INDICATOR ONE:

1. Students will read and notate music.

Corresponding National Standard:

Standard 5 – Reading and notating music

Students will:

  1. Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4 , 3/4 , 4/4 , 6/8 , 3/8 , and alla breve meter signatures.
  • Demonstrate ability to read and perform rhythms while maintaining a steady beat
  • Demonstrate ability to echo-sing/chant/clap rhythmic patterns
  • Demonstrate ability to use either a counting system or syllable system for reading rhythmic notation
  1. Read at sight simple melodies in treble and/or bass clefs.
  • Use solfege syllables and letters to read melodies in treble clef
  • Demonstrate knowledge of melodic patterns and intervals
  1. Read standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
  • Demonstrate control of dynamic contrast (pp, p, mp, mf, f, ff)
  • Demonstrate ability to change tempo though the use of accelerando, ritardando, and rubato
  • Demonstrate legato, slur, and staccato articulation
  • Demonstrate knowledge of repeat signs, first and second endings, da capo, dal segno, and coda signs
  1. Use standard notation to record their musical ideas and the musical ideas of others.
  2. Read non-standard notation symbols used by some 20th century composers.

Students who participate in a choral ensemble will:

  1. Sight-read music that contains changes of tempo, key and meter.

STANDARD FOUR:

Listening

Students will listen to, analyze, and evaluate music.

RATIONALE: Listening to, analyzing, and evaluating music are important building blocks of musical learning. These skills expand musical appreciation, expression, and the justification of musical preferences, leading to knowledgeable consumers and supporters of music. They also provide a foundation for critical thinking.

INDICATOR ONE:

1. Students will listen to, analyze, and describe music.

Corresponding National Standard:

Standard 6 – Listening to, analyzing, and describing music

Students will:

  1. Describe specific music events in a given aural example, using appropriate terminology.
  • Identify the intro, verse, refrain, and coda sections of song form
  • Identify a two-part (binary) form
  • Identify the theme and variation form, and call and response form
  • Identify Da Capo and Dal Segno
  • Identify repeats, and first, and second endings
  1. Analyze the uses of elements of music in aural examples representing diverse genres and cultures.
  • Identify the type of musical instruments used to produce the music
  • Identify vocal timbres including voice registers: soprano, alto, tenor, and bass
  1. Demonstrate understanding of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music.
  • Identify the use of accelerando and ritardando
  • Identify melodic direction, melodic phrases, repeated tones, and intervals
  • Experience the creation of mood through dynamics and style

INDICATOR TWO:

2. Students will evaluate music and music performances.

Corresponding National Standard:

Standard 7 – Evaluating music and music performances

Students will:

  1. Develop criteria including the basic elements of music for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing.
  2. Consider accuracy of note and rest values, duration, pulse, steadiness, and correctness of meters as they relate to rhythm
  3. Consider style, phrasing, tempo, dynamics, and emotional expression as they relate to interpretation
  4. Consider appropriateness of appearance, poise, posture, conduct, and mannerisms as they relate to performance before an audience
  5. Consider accuracy of pitch as related to a standard tuner and /or musical context
  6. Evaluate the quality and effectiveness of their own and others' performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement.

STANDARD FIVE:

Understanding Relationships

Students will understand music’s relationship to society, the other arts, disciplines outside the arts, history, and culture.

RATIONALE: Integration of other disciplines with music helps students see relevance and connections among all curricular areas. Music is a frame of reference for the culture and environment that created it. Because music is an integral part of human history, the ability to listen with understanding is essential if students are to gain a broad cultural and historical perspective. By understanding the cultural and historical forces that shape social attitude and behaviors, students are better prepared to live in communities that are increasingly multicultural. Through an understanding of others, we increase our understanding of self.

INDCATOR ONE:

1. Students will understand relationships between music, the other arts, and disciplines outside the arts.

Corresponding National Standard:

Standard 8 – Understanding the relationships between music, the other arts, and disciplines outside the arts

Students will:

  1. Compare in two or more arts how the characteristic materials of each art can be used to transform similar events, scenes, emotions, or ideas into works of art.
  2. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.
  3. Discuss the relationship of rhythm patterns in music to number values and divisions of numbers values in mathematics
  4. Discuss the relationship of sound production in music and the physics of sound waves, and harmonic overtones in science
  5. Discuss the comparison of the use of musical notation to convey ideas and emotions to the uses of written languages

INDICATOR TWO:

1. Students will understand music in relation to history and culture.

Corresponding National Standard:

Standard 9 – Understanding music in relations to history and culture

Students will:

  1. Describe distinguishing characteristics of representative music genres and styles from a variety of cultures and ethnic groups.
  2. Identify tonality (major/minor) and style (i.e. dance, march, jazz, or song)
  3. Classify a variety of musical works by genre, style, and culture and explain the characteristics that cause each work to be considered exemplary.
  4. Compare, in several cultures of the world, functions music serves, roles of musicians, and conditions under which music is typically performed.
  5. Perform using music, drama, and dance
  6. Demonstrate audience behavior appropriate for the context and style of music performed.

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2009 Curriculum Revision

Secondary Vocal Music

Standards of Practice

Choral Music

Grades

7 - 8

STANDARD ONE:

Performing

Students will use the performance of music as a means for creative expression and communication.

RATIONALE: Musical performance is one way of developing effective communicators. Through the performance of music, students develop confidence, self-discipline, and the ability to work with others. They see themselves as a relevant part of their world and integrate prior knowledge and personal experiences into a variety of endeavors. The music they perform or study often becomes an integral part of their personal musical repertoire.

INDICATOR ONE:

1. Students will sing, alone and with others, a varied repertoire of music.

Corresponding National Standard:

Standard 1 – Singing, alone and with others, a varied repertoire of music

Students will:

  1. Sing with good vocal technique, pitch and rhythmic accuracy, and expression throughout their singing ranges.
  2. Study of the vocal mechanism, as well as the changing voice
  3. Develop correct posture and breathing skills
  4. Perform with a clear, centered tone throughout the vocal range
  5. Perform with pitch accuracy through out the range of the voice
  6. Continue to build skills in performing rhythmic patterns accurately
  7. Expand experiences with pentatonic, major, minor, and other scales
  8. Sing with expression and technical accuracy a repertoire of both read and memorized, age-appropriate vocal literature, which includes changes in tempo, key and meter.
  9. Perform with control of dynamic contrast throughout the vocal range
  10. Develop skills using articulation markings and techniques
  11. Perform with attention to melodic phrasing
  12. Demonstrate skills of accurate diction in English and familiar foreign texts
  13. Develop stylistically appropriate expression in singing
  14. Sing music representing diverse genres and cultures, with expression appropriate for the work being performed.
  15. Sing music written in two and three parts.
  16. Perform speech and vocal ostinati, rounds, canons, partner songs, descants, and countermelodies
  17. Demonstrate ability to balance and blend within the ensemble

Students who participate in a choral ensemble will:

  1. Sing with expression and technical accuracy a varied repertoire of vocal literature, which includes moderate technical demands, ranges, and varied interpretive requirements, including some songs performed from memory.
  2. Perform accompanied and unaccompanied music written for chorus/solo
  3. Perform contemporary music composed for chorus/solo
  4. Perform choral literature from various periods including the Renaissance, Baroque, Classical, Romantic, and 20th Century
  5. Perform popular, jazz, folk, show, and rock music arranged for chorus/solo
  6. Perform technical exercises from a vocal method book
  7. Demonstrate proper concert etiquette
  8. Respond appropriately to conducting

INDICATOR TWO: