HS Choir Intermediate Level (II)
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;
Expressive Singing; Repertoire; Concert Prep./Fund. Skills; Concert Etiquette; Eval.; Assess.; UIL Solo & Ens. Performance; Non-Varsity Pre-UIL &
Week 1 UIL C&SR Prep.; 4th 9 weeks Concert Fourth Grading Period
TEKS Choir Level II§ 1A Define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology;
§ 1B Compare and contrast music forms of literature selected for performance and/or listening
§ 2A Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles;
§ 3A Sight-read ensemble parts;
§ 3C Interpret music symbols and terms referring to dynamics, tempos, and articulation during solo and/or ensemble performances; /
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Key of E & A-flat / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
· Continue posture and breathing mechanics
· Continue sirens, vocal warm-ups, and vocalises to find correct singing register
· Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-s-l-t-d’)
· Continue demonstrating Long, Round, Tall vowels (LRT)
· Continue sight reading and audiation in Major keys up to 3 flats/sharps with solfege syllables and pitch names
· Present Key Signatures: E and A-flat with solfege syllables and pitch names
· Continue music staff, treble/bass clef(s), note identification, rhythms, simple/compound meter
· Continue interval and rhythm drills of increasing difficulty
· Continue chanting to practice rhythm, articulation of text, and phrasing
· Introduce UIL Concert/3rd nine weeks repertoire
· Guide score analysis of repertoire
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~What is a “UIL” event? Why do we attend? How do we prepare for it?
~What is Simple Meter?
~What is Compound Meter? What is the difference? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables and pitches with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the Major keys of 3 flats/sharps
~Recognize and sing basic intervals and subdivided rhythm patterns
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
~Begin learning and singing repertoire / Analyzing perspectives
Brainstorming
Explanation
Assessment
Ø Have students define and discriminate compound and simple meters in presented examples.
Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalises Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, and expressively singing interpretative markings. Have students write and sing subdivided notes and compound meter.
During: Have students demonstrate ability to musically sight read phrases with solfege syllables/hand signs, correct rhythm, and accurate pitches.
After: Check students for correct rhythms, pitches, diction, LRT vowel, and expressive singing during rehearsals. Students listen and evaluate small group performances during rehearsals.
Click here for more information on compound meter
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
HS Choir Intermediate Level (II) - –
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;
Expressive Singing; Repertoire; Concert Prep./Fund. Skills; Concert Etiquette; Eval.; Assess.; UIL Solo & Ens. Performance; Non-Varsity
Week 2 Pre-UIL & UIL C&SR Prep.; 4th 9 weeks Concert Fourth Grading Period
TEKS Choir Level II§ 1A Define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology;
§ 1B Compare and contrast music forms of literature selected for performance and/or listening
§ 2A Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles;
§ 3A Sight-read ensemble parts;
§ 3B Read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters;
§ 3C Interpret music symbols and terms referring to dynamics, tempos, and articulation during solo and/or ensemble performances; /
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
UIL Sight-reading Criteria
Si Fi
Accidentals
Vowel Modification
Diphthongs / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
· Continue posture and breathing mechanics
· Continue sirens, vocal warm-ups, and vocalizes to develop vocal range
· Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-fi-s-si-l-t-d’)
· Continue demonstrating Long, Round, Tall vowels (LRT) and clear, concise diction
· Continue music staff, treble/bass clefs, note identification, subdivided notes, rhythms, simple/compound meter
· Continue sight reading and audiation in the Major keys of 4 flats/sharps with solfege syllables and pitch names
· Continue interval and rhythm drills of increasing difficulty
· Continue chanting to practice rhythm, articulation of text, and phrasing
· Continue to introduce UIL Concert/3rd nine weeks repertoire
· Continue to guide score analysis of repertoire
· Introduce Si and Fi solfege syllables and corresponding hand signs
· Identify and demonstrate vowel modification on appropriate upper register pitches and diphthongs
· Present and demonstrate UIL Sightreading criteria, rules, and procedures
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~What are accidentals? What do they do for music?
~What are the sight-reading rules for UIL?
~Have we completed our score analysis for our upcoming concert? How does it help? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables, pitches, and accidentals/altered tones with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce unified LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the major keys of 4 flats/sharps
~Recognize and sing subdivided notes and rhythmic patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, diphthongs, and form)
~Practice and perform sight reading sessions according to UIL rules and procedures
~Continue learning and singing UIL/3rd 9 weeks repertoire / Group Discussion
Reflective Discussion
Assessment
Ø Have students show hand signs for new accidental notes while sight-reading.
Ø Have students score study a new piece of music in preparation for UIL.
Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalises. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, and expressively singing interpretative markings. Have students review sight reading rules and procedures.
During: Have students practice a UIL sight reading session using an appropriate octavo demonstrating solfege/hand sign, correct rhythm, accurate pitches, and interpreting score markings. Have students demonstrate correct vowel modification on high pitches to achieve the best tone quality and intonation. Have students write and demonstrate altered tones/accidentals and hand signs of “si” and “ fi” in a diatonic scale.
After: Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, expressive singing, and correct sight reading procedures during rehearsals. Students evaluate sight reading session and small group performances. Have students locate, mark, and sing altered tones/accidentals of “si” and “fi”, diphthongs, and modified vowels in repertoire.
Click here for more information on University Scholastic League
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
HS Choir Intermediate Level (II)
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;
Expressive Singing; Repertoire; Concert Prep./Fund. Skills; Concert Etiquette; Eval.; Assess.; UIL Solo & Ens. Performance; Non-Varsity Pre-UIL & UIL
Week 3 C&SR Prep.; 4th 9 weeks Concert Fourth Grading Period
TEKS Choir Level II§ 1A Define melody, harmony, rhythm, and texture of music listened to or performed, using standard terminology;
§ 1B Compare and contrast music forms of literature selected for performances and/or listening
§ 2A Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles;
§ 3A Sight-read ensemble parts;
§ 3B Read and write music that incorporates rhythmic patterns in simple, compound, and asymmetric meters;
§ 3C Interpret music symbols and terms referring to dynamics, tempos, and articulation during solo and/or ensemble performances; /
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Tonality
Circle of Fifths
UIL Sight reading / Experiencing Choral Music
McGraw Hill Glencoe 2005
Teaching Masters
Evaluation Masters
Music & History
Vocal Development
Skill Builders
Sight-singing Masters
Kodály, Dalcroze, Interdisciplinary
Supporting Resources
Repertoire
Fine Arts Transparencies
The Singing Musician
Patti DeWitt Co., 2004
John Curwen Hand signs
Conducting Patterns
Preparatory Pages
Sequential Sight-reading
IPA Chart
District Score Study
Curwen/Kodály Hand Signs
Concert Requirements
Repertoire (9 weeks concert minimum are 3 octavo length songs appropriate for grade level)
SAISD Concert Template
Sight-reading materials
Repertoire
Metronome
Tape/CD Recorders
SAISD Weekly Rubric
SAISD 9 Weeks Rubric
Region 12 information /
The teacher will:
· Continue posture and breathing mechanics
· Continue sirens, vocal warm-ups, and vocalizes to develop vocal range
· Continue solfege syllables and hand signs for a diatonic scale (d-r-m-f-fi-s-si-l-t-d’)
· Continue demonstrating Long, Round, Tall vowels (LRT) and clear, concise diction
· Continue music staff, treble/bass clefs, note identification, subdivided notes, rhythms, simple/compound meter
· Continue sight reading and audiation in the Major key of 4 flats/sharps with solfege syllables and pitch names
· Continue interval and rhythm drills of increasing difficulty
· Continue chanting to practice rhythm, articulation of text, and phrasing
· Continue to guide score analysis of repertoire
· Continue to rehearse and prepare for UIL Sight Singing Contest
· Continue to teach UIL Concert/3rd 9 weeks repertoire
· Present the Circle of Fifths and strategies for identifying tonality/key
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ ~Describe the Circle of Fifths.
Ø
Ø What does “enharmonic” mean? / ~Sing with proper posture and breathing mechanics
~Reproduce vocal warm-ups and vocalizes to develop vocal range and flexibility
~Sing correct solfege syllables, pitches, and accidentals/altered tones with appropriate hand signs in sight reading exercises/octavos and repertoire
~Produce LRT vowels and clear, concise diction
~Continue chanting to practice rhythm, articulation of text, and phrasing
~Read and write basic music theory in the Major keys of 4 flats/sharps
~Recognize and sing subdivided notes and rhythmic patterns in simple and compound meter
~Mark score analysis of repertoire (measure numbers, solfege, dynamics, vocal/harmonic line, rhythm, meter, breath marks, interpretative markings, and form)
Ø Identify the tonality/key of sight reading music and repertoire and sing with accurate pitch, correct solfege syllables and hand signs
Ø Continue to rehearse sight reading sessions according to UIL rules and procedures
Ø Continue learning and singing UIL/3rd 9 weeks repertoire / Discovery Learning
Group Discussion
Inquiry
Assessment
Ø Have students name keys in several examples.
Before: Have students review fundamental singing techniques and reproduce warm-ups/vocalises. Continue reading/writing music theory and notation, demonstrating sight reading with solfege/hand signs, reviewing score analysis, and expressively singing interpretative markings. Have students review sight reading procedures and key signatures.
During: Have students practice a UIL sight reading session with an appropriate octavo demonstrating solfege/hand sign, correct rhythm, accurate pitches, and interpretation of score markings. Have students identify key signatures and examine chords throughout selected musical pieces to determine tonality and its location in the Circle of Fifths.
After: Check students for correct rhythms, pitches, diction, LRT vowel, modified vowels, expressive singing, and correct sight reading procedures during rehearsals. Students evaluate sight reading sessions and small group performances of concert repertoire. Have students determine tonality/key of sight singing rehearsal octavos and repertoire.
Click here for more information on Circle of Fifths
Special
Education / Instructional Modifications/ Accommodations Determined by ARD/IEP
Highlighted materials
Recorded examples
Rehearsal tapes/CD / Partner special learners with another student.
Individually aurally assess students
Team bilingual students with Spanish speaking students
HS Choir Intermediate Level (II)
Unit of Study: Continue developing range/skills/LRT; Intro Music Theory/Literacy; Sight-reading/Solfege Skills; Score Analysis; Music History;