West Virginia Department of Education



PUBLISHER:SUBJECT:3621 - Choral Music Level ISPECIFIC GRADE:Grades 6-12COURSE:TITLECOPYRIGHT:SE ISBN:TE ISBN:NON-NEGOTIABLE EVALUATION CRITERIA2020-2026Group I – MusicCCR Choral Level I – Grades 6-12Equity, Accessibility and FormatYesNoCRITERIANOTESINTER-ETHNICThe instructional resources meet the requirements of inter-ethnic: concepts, content and illustrations, as set by WV Board of Education Policy 2445.41.EQUAL OPPORTUNITYThe instructional material meets the requirements of equal opportunity: concepts, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures.FORMATThis resource includes an interactive electronic/digital component for students.BIASThe instructional material is free of political MON COREThe instructional resources do not reference Common Core academic standards. (WV Code §18-2E-1b-1)GENERAL EVALUATION CRITERIA2020-2026Group I – MusicCCR Choral Level I – Grades 6-12INSTRUCTIONAL RESOURCES ADOPTION: COLLEGE- AND CAREER-READINESS Learning EVALUATION CRITERIAThe general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.(Vendor/Publisher)COMPLETE CORRELATION OF SPECIFIC LOCATION OFCONTENT WITHIN PRODUCT(IMR Committee) ResponsesI=In-depthA=AdequateM=MinimalN=NonexistentIAMNIn addition to alignment with the College- and Career-Readiness Standards (CCRSs), resources must also clearly connect to the Student Success Standards which include opportunities for students to develop:Developing personal and educational skillsThinking and Problem-Solving SkillsFoster complex analysis of content that is presented in a variety of media; promote development of mental perspectives; develop life-long curiosity about the arts; and/or reference the historical influences of the arts.Present music theory (standard rhythmic and melodic notation) in a developmentally appropriate sequence.Use global connections to expand musical experiences.Support personalized learning through developmentally appropriate resources and content, including enrichment rmation and Communication Skills/ For student proficiency in content standards, the instructional resources will include multiple strategies that provide students with the opportunity to:Support student understanding through inquiry-based learning that builds on prior knowledge and experiences of singing alone and with others.Provide supplemental resources of a varied repertoire of music.Provide multiple and varied instructional resources for improvisation and composition utilizing different media.Provide varied and multiple movement-based activities.Personal and Workplace Productivity SkillsFor student proficiency in content standards, the instructional resources will provide students with the opportunity to:Conduct research, validate sources, and report ethically on findings.Identify, evaluate, and apply appropriate technology tools for a variety of purposes.Work collaboratively.Engage in self-directed inquiry.Practice time-management and project-management skills.Developmentally Appropriate Instructional Resources and StrategiesFor student proficiency in content standards:Offer interdisciplinary connections.Provide multiple and varied resources to study works of art.Career Development/Life Planning/Global CitizenshipFor student proficiency in content standards, the instructional resources will provide students with the opportunity to:Include a variety of patriotic, world, and folk music selections.Provide multiple and varied resources for the study of arts careers to increase arts literacy across disciplines.Provide resources to connect to the social, political, cultural, and economic contexts of works of art.Assessment Provide tools for assessment to include diagnostic, formative, and summative assessments. These assessments will be presented in multiple formats.Provide opportunity for student self-assessments.Provide teachers with tools to develop student self-anization, Presentation and FormatOffer a variety of visual aids including graphic organizers, graphs, charts, and listening guides.Provide interactive resources for teachers.Support differentiated instruction.Present resources in developmental scope and sequence.Include text-based questions and performance tasks that address and support music terminology and music literacy.SPECIFIC EVALUATION CRITERIA2020-2026Group I – MusicCCR Choral Level I – Grades 6-12The sequential program of choral music (choir) will include three levels of study in choral music education. Sufficient time should be allotted for students to achieve the choral standards at each level. Outstanding music programs bring richness to the school curriculum; therefore, it is highly recommended that schools provide more than a sufficient amount of time for the delivery of the choral music curriculum. The standards are written in a way to maximize teacher expertise in singing and choral ensemble pedagogy and creativity in delivering quality instruction.PerformingExploringSing, alone and with others, a varied repertoire of music.Read and notate music.Listen to, and describe musicEvaluate music and music performances.CreatingRelating Improvise melodies, variations and pose and arrange music within specified guidelines.Understand relationship between music, the arts, and disciplines outside the arts.Understand music in relation to history and culture.Choral Level I - Grades 6 - 12All West Virginia teachers are responsible for classroom instruction that integrates content standards, learning skills, and technology tools. In Choral Level I, students will begin the study of voice and choral music. Students will learn basic singing skills and performance criteria and begin exploring relationships between music and other disciplines. (Vendor/Publisher)COMPLETE CORRELATION OF SPECIFIC LOCATION OFCONTENT WITHIN PRODUCTIMR Committee ResponsesI=In-depthA=AdequateM=MinimalN=NonexistentIAMNPerformingSing scales and a variety of vocal warm-ups.Sing music with various dynamic levels.Sing a variety of songs (e.g., choral literature and singing styles).Sing with proper vocal technique (e.g., posture, breath support, pitch).Sing a variety of accents and articulationsDemonstrate proper ensemble singing characteristics (e.g., balance, blend, sense of ensemble).Develop personal productivity through practice habits.ExploringRead and sing literature containing various notations, e.g., rhythms, pitches, clefs, articulations and dynamics.Identify and note various meters, dynamics, rhythm and tempo markings (basic and syncopated.Aurally identify major and minor tonalities.Visually and aurally identify musical phrases and various forms (e.g. AB or ABA)Identify voice classifications (e.g., Soprano, Alto, Tenor, Bass).Listen to and evaluate models of quality choral performances.Visually and aurally identify intervals (e.g., steps, skips, leaps).Interpret musical symbols (e.g., bar lines, measures, ties, accidentals fermata, repeat sign, D.C al Fine, D.S. al Fine and multiple endings).CreatingImprovise a melodic or rhythmic response. Create new lyrics for a known melody.Collaborate to compose a vocal warm-up.Relating Identify physical and anatomical characteristics of vocal tone production. Explain how the text affects choral interpretation.Describe the stylistic differences of selected global choral literature. Discuss the role of the conductor and accompanist.Relate note values to fractions in mathematics.Discuss social responsibility through appropriate concert etiquette. ................
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