PROJECTED CURRICULUM MAP



CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: SEPTEMBER

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

|Standards |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and |POSTURE |How if affects your singing ability |Demonstrating good posture |

|principles of each art form to create works | |Understanding what good posture looks and feels like |Verbalizing how to achieve good posture |

|in the humanities. | | |Diagnosing posture problems |

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|9.1.12.B – Recognize, know, use and | | | |

|demonstrate a variety of appropriate arts |BREATHING |Inspiration | |

|elements and principles to produce, review | |Expiration |Visual assessment |

|and revise original works in the arts. | |Breath support over 12, 16 and 20 counts |Aural assessment during warm-up |

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|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

| |VOCALIZATION | | |

| | |Face and throat shape and positions | |

| | | |Using a mirror, self-assess facial positions |

| | | |Analyzation of incorrect mirror images |

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| |READING MUSIC | | |

| | |Learn solfege syllables | |

| | |Identify solfege syllables of stepwise melodies |Sight sing basic exercises from melodia |

| | |Perform basic rhythms in common time (up to eighth notes)|Sight clap from rhythm trainers |

| | |Solfeggio exercises | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: OCTOBER

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and | | | |

|principles of each art form to create works |RHYTHM |Sight read rhythm in ¾ and 2/4. |Rhythm quiz |

|in the humanities. | |Understand relationship between note values. |Sight singing rhythm performance |

| | |Identify and define rhythmic terms such as bar line, | |

|9.1.12.B – Recognize, know, use and | |measure and time signature | |

|demonstrate a variety of appropriate arts | |Understand crusis and anacrusis | |

|elements and principles to produce, review | | | |

|and revise original works in the arts. | | | |

| | |Learn ranges and tessituras for S,A,T & B | |

|9.1.12.C – Integrate and apply advanced |VOICE PARTS |Understand how often voices change |Self-assess voice part |

|vocabulary to the arts forms. | | | |

| | | |Written solfege in repertoire |

|9.1.12.G – Analyze the effect of rehearsal | | |Hand sign demonstration |

|and practice sessions. | |Demonstrate solfege hand signs | |

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| |SOLFEGE | |Display appropriate hand sign as teacher points to chart |

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| | |Demonstrate and list aspects of proper performance | |

| | |etiquette |Homecoming performance |

| |PERFORMANCE ETIQUETTE | | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: NOVEMBER

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and | | | |

|principles of each art form to create works in|SOLFEGE |Understand link between solfege and reading music |Identify solfege syllables in current repertoire |

|the humanities. | |Understanding on how to label pitches with a solfeggio | |

| | |syllable | |

|9.1.12.B – Recognize, know, use and | | | |

|demonstrate a variety of appropriate arts | | | |

|elements and principles to produce, review and| |Understand the importance of a vocal warm-up |State the significance of warm-up |

|revise original works in the arts. | |Demonstrate multiple exercises for warm-up |Write up a lesson plan for a warm-up |

| |WARM-UP | |Students will run an in class warm-up in pairs |

|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

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|9.1.12.G – Analyze the effect of rehearsal and| |Connect breath support concepts to musical phrases | |

|practice sessions. | | |Performance of repertoire with use of breath support |

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| | |Ensemble balance of a Major and minor triad | |

| |BREATHING | |Vocalization of mixed triads |

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| |CHORD STRUCTURE | | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: DECEMBER

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and |VOCALIZATION |E-O and A vowels |Self-assess with mirrors and aurally |

|principles of each art form to create works in | | | |

|the humanities. | | | |

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|9.1.12.B – Recognize, know, use and demonstrate| | |Pitch quiz |

|a variety of appropriate arts elements and |PITCH |Understand pitch names for your voice part |Write pitch names into repertoire |

|principles to produce, review and revise | |Define clef, treble, bass, staff, grand staff, sharp, | |

|original works in the arts. | |flat and natural | |

| | |Relate solfege syllables to pitch names | |

|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

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| | |Understand how to reflect and provide feedback on a |Students will critique a recorded performance of their |

| |CRITIQUING A PERFORMANCE |specific performance in terms of musical categories |concert using a concert critique |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: JANUARY

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and |TONE |Define tone |Teacher questioning/ student demonstration |

|principles of each art form to create works in | |Understand how different genres require different tone |Class critique on tone and projection |

|the humanities. | |Understand focus vs. breathiness | |

| | |Understand the link between tone and breath support | |

|9.1.12.B – Recognize, know, use and demonstrate| | | |

|a variety of appropriate arts elements and | | | |

|principles to produce, review and revise | |Define balance and blend | |

|original works in the arts. | |Recognize both proper and improper balance and blend |Analyzation of each individual’s blending and overall |

| |BALANCE AND BLEND | |chord sound |

|9.1.12.C – Integrate and apply advanced | | |Questioning on balance issues |

|vocabulary to the arts forms. | | |Critiquing a past recorded performance for balance and |

| | | |blend issues |

| | |Specify sharp, natural and flat pitches | |

| | |Define and identify key signature | |

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| | | |Identification of pitches and key signatures in |

| |PITCH | |repertoire |

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| | |List in order and define dynamic terms | |

| | |Perform dynamics on a number system based from 1-10 | |

| | | |Critique ensemble for dynamics |

| | | |Accurately perform dynamics in repertoire |

| |DYNAMICS | | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: FEBRUARY

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and | | | |

|principles of each art form to create works in|VOCALIZATION |I and E |Self-assess with mirrors |

|the humanities. | | | |

| | | |Students will locate phrases within their repertoire and |

|9.1.12.B – Recognize, know, use and | | |provide the appropriate musicality |

|demonstrate a variety of appropriate arts | | | |

|elements and principles to produce, review and| | | |

|revise original works in the arts. | | |Demonstrate knowledge by playing a musical phrase from |

| |KEYBOARD |Students can locate pitches on the keyboard |the repertoire |

|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

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|9.1.12.H – Incorporate the effective and safe | | | |

|use of materials, equipment and tools into the| | | |

|production of works in the arts at work and | |Students can define and alter interpretation |Analyzation of recordings for form |

|performance spaces. |INTERPRETATION | | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: MARCH

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

| | | | |

|9.1.12.A – Know and use the elements and | |Students will be able to identify diatonic intervals |Interval aural and written quiz |

|principles of each art form to create works in |INTERVAL TRAINING |from “DO” using solfege syllables | |

|the humanities. | | | |

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|9.1.12.B – Recognize, know, use and demonstrate| | | |

|a variety of appropriate arts elements and | |Students will be able to identify the key signatures to | |

|principles to produce, review and revise | |each of their pieces in Major keys | |

|original works in the arts. |KEY SIGNATURES | | |

| | | |Key signature worksheets |

|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

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| | |Understand the placement of a consonant. | |

| | |Understand the difference between voiced and unvoiced | |

| | |consonants | |

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| |CONSONANTS | | |

| | | |Assessment through vocal performance |

| | | |Verbal quiz on voiced vs. unvoiced consonants |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: APRIL

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

| | | | |

|9.1.12.A – Know and use the elements and | |Define intonation and recognize when intonation within |Analyzation of group recording |

|principles of each art form to create works in|VOCAL INTONANTION |the choir is off |Demonstrate pitch matching within the sections |

|the humanities. | |Understand that pitch is a very specific place | |

| | |Understand that pitch is dependent on breath support | |

|9.1.12.B – Recognize, know, use and | |Recognize vulnerable descending lines | |

|demonstrate a variety of appropriate arts | | | |

|elements and principles to produce, review and| | | |

|revise original works in the arts. | | | |

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|9.1.12.C – Integrate and apply advanced | |Build and notate Major scales from current repertoire | |

|vocabulary to the arts forms. | | |Demonstrate scales on the piano |

| |SCALE BUILDING | |Scale notation worksheet |

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| |EXPRESSION AND EMOTION | | |

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CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: MAY

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

| |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and |MUSICAL TERMS |Understand and define musical terms specific to choral |Musical terms quiz |

|principles of each art form to create works in| |music |Identification of terms within repertoire |

|the humanities. | | | |

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|9.1.12.B – Recognize, know, use and |RHYTHM AND TIME SIGNATURES | | |

|demonstrate a variety of appropriate arts | |Understand time signatures and rhythmic note values in | |

|elements and principles to produce, review and| |6/8, 9/8 and 12/8 |Rhythm quiz |

|revise original works in the arts. | |Sight read rhythm in the above time signatures |Sight singing rhythm performance |

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|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | |Understand how judges use a scoring system | |

| |ADJUDICATING AND RATING A PERFORMANCE |Understand the categories the judges use and how they | |

| | |are rated |Using a scoring rubric, students will adjudicate a |

| | | |recorded performance of their concert |

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| | | |Concert critique on April-May content and skills |

CURRICULUM MAP

Course/ Subject: 9TH GRADE CHOIR Grade: 9 Teacher: NICHOLS

Month: JUNE

Big Ideas/ Enduring Understandings:

• Singing is one of the oldest, most intimate forms of communication and expression.

• Reading and notating music are essential skills for an independent, well-rounded vocalist.

• Educated music listeners learn to describe, analyze and evaluate music and music performances as an expressive art form.

• Vocal technique and style vary based on the musical genre and ensemble.

Essential Questions:

• Why and how do people sing?

• How is music analyzed and understood?

• How does music reflect as well as shape history and culture?

• How is vocal music communicated and received?

• What different ways can people sing?

• How and why is a vocal performance evaluated?

|Standards |Content |Skills |Assessment |

|9.1.12.A – Know and use the elements and |MUSICAL GENRES |Identify common vocal genres of music |Group annual repertoire into genres |

|principles of each art form to create works in | | |Classify sight singing repertoire into genres and |

|the humanities. | | |verbalize process for classifying |

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|9.1.12.B – Recognize, know, use and demonstrate | | | |

|a variety of appropriate arts elements and | | | |

|principles to produce, review and revise | | |Student assessment and discussion on sight singing |

|original works in the arts. |SIGHT SINGING | |performance of each piece |

| | |Sight singing 4-part vocal literature | |

|9.1.12.C – Integrate and apply advanced | | | |

|vocabulary to the arts forms. | | | |

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|9.1.12.D – Demonstrate specific styles in | | |Final Exam to assess content and skills from September |

|combination through the production or |REVIEW OF YEAR |Students can properly incorporate learned skills to a |to June |

|performance of a unique work of art | |new musical selection | |

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