2015-2016 1303000 - m/j chorus 1 curriculum mapspublic.volusia.k12.fl.us/k12-curriculum/curriculum...

2015-2016 1303000 - M/J CHORUS 1

CURRICULUM MAPS

Grades 6-8

Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate

with the knowledge, skills, and values necessary to be successful contributors to our democratic society.

The School District of Volusia County

The School Board of Volusia County

Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice‐Chairman

Mrs. Linda Cuthbert Dr. John Hill

Mrs. Melody Johnson

Superintendent of Schools Mr. James T. Russell

Chief Academic Officer Ms. Teresa Marcks

Executive Director K‐12 Curriculum Ms. Barbara Head

Performing Arts Specialist Dr. Monty Musgrave

Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map

Pacing: The recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics:

A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed

Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions

Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions

Benchmarks: The Sunshine State Next Generation Standards aligned with the learning targets and skills (see next page)

Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions

Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions

Assessment: A list of district‐required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes.

************************************************************* The curriculum maps for vocal music are divided into four sections, which align with the Big Ideas of the NGSSS: C – Critical Thinking and Reflection; S – Skills, Techniques, and Processes; O – Organizational Structure; H – Historical and Global Connections; F – Innovation, Technology, and the Future. It is common practice that many or most of the Big ideas,, and the concepts associated with them, are taught simultaneously in every lesson (hence the ‘Spiral Curriculum”). The purpose of delineation into separate sections is for assessment purposes. Teachers are encouraged to use most or all of the maps simultaneously. Further, the lessons provided in each map (which align with the Organizing Principles) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.

NEXT GENERATION SUNSHINE STATE STANDARDS USERS’ GUIDE

FOR ALL USERS:

A coding system is used in all curriculum guides to identify NGSSS and Course Content Statements.

Benchmark Code:

For easy reference, each strand, standard, and benchmark has been assigned a unique identification code.

For example:

MU.68.C.1.1

Content Area Grade Level Big Idea Enduring Understanding Benchmark

Big Ideas

C – Critical Thinking and Reflection S – Skills, Techniques, and Processes O – Organizational Structure H – Historical and Global Connections F – Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.

VOCAL MUSIC CURRICULUM MAP – CHORUS 1 Grade 6‐8

MEASUREMENT TOPIC:

Introduction to Performance Fundamentals Pacing: 1st nine‐weeks

MAP ‐ A

ESSENTIAL QUESTIONS: Does the student…

Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate the ability internalize pulse? Understand how to listen for various elements of music? Demonstrates attention, respect, and discipline during rehearsals?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future

CONCEPTS /CONTENT LEARNING TARGETS/SKILLS STANDARDS KEY TERMINOLOGY

Tone

Breathing

Posture

Sight‐Reading

Pitch Discrimination

Pulse

Musicianship

Scale

Demonstrate correct tone placement Demonstrate knowledge of correct posture, breath support and control Demonstrate correct vowel formation Understand the difference between head and chest voice Understand note & rest values of whole, half, quarter, and eighth Reads notes on the staff in appropriate clefs Consistently produce sung intervals Demonstrates the ability to sing a major scale Can sing with a steady beat and is aware of the internal pulse Identify and describe specific musical elements (ie. meter, melody, rhythm) Demonstrate musician specific behaviors in all rehearsal and performance

settings (ie. Focused attention, positive contribution to the ensemble, positive attitude)

MU.68.C.1.1MU.68.S.1.4 MU.68.S.3.3 MU.68.H.3.1

Major ScaleKey Signature Arpeggio Articulation Diction Vowels Consonants Time Signature Diaphragm Larynx Resonance Rhythm Intervals Melody See Attached Vocabulary Lists


MEASUREMENT TOPIC:

Applying Performance Fundamentals PACING: 2ND Nine Weeks

MAP – B


Demonstrate refinement of tone quality and intonation? Demonstrate principles of diction? Perform music with precision at a steady tempo? Demonstrate increased proficiency in sight‐reading? Demonstrate principles of error detection and correction? Understands historical, textual and cultural perspectives of repertoire being

studied? Consistently demonstrates attention, respect, and discipline during rehearsals?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future


Tone

Pulse

Rhythm

Pitch

Scale

Intonation

Tempo

Critique

History

Culture

Demonstrates correct tone and pitch placement Demonstrates correct posture, breath support and control Demonstrates both head and chest voice Demonstrates correct production of vowels and consonants Can sing with a steady beat and is aware of the internal pulse Performs note & rest values of whole, half, quarter, eighth, sixteenth, and

dotted rhythms Reads notes on the staff in appropriate clefs Consistently produce sung intervals Demonstrates the ability to sing a major scale Make value judgments regarding music and music performance based on

specific criteria (rhythm, melody, harmony, tone color, expressive elements, style)

Examines composer intent and origin in relation to specific repertoire Consistently demonstrates musician specific behaviors in all rehearsal and

performance settings (ie. Focused attention, positive contribution to the ensemble, positive attitude)

MU.68.C.2.2MU.68.S.3.1 MU.68.S.3.3 MU.68.H.3.1

DiphthongRepertoire Timbre See Attached Vocabulary Lists Moderato Andante Legato Marcato


MEASUREMENT TOPIC:

Developing Musical and Ensemble Concepts PACING: 3RD Nine Weeks

MAP – C


Demonstrate refinement of tone quality and intonation? Demonstrate increased awareness of diction? Understand principles of vocal blend, ensemble balance, and tonal resonance? Demonstrate increased proficiency in sight‐reading? Perform repertoire with expression, responding appropriately to the cues of

the conductor? Demonstrate increased skills of error detection and correction? Understands historical and cultural perspectives of repertoire being studied? Consistently sustains attention, respect, and discipline during rehearsals and

performances?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future


Tone

Pitch

Intonation

Expression

Gesture

Interpretation

Critique

Sight‐Singing

Ensemble

Balance

Blend

Consistently demonstrates correct tone, posture, and breath support Demonstrates the ability to discern and correct pitch discrepancy Consistently demonstrates correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Discern and correct inconsistencies in overall blend and balance Consistently practices sight‐reading exercises Interpret and perform expressive elements indicated by the musical score

and/or conductor Critique, using correct music vocabulary, changes in one’s own or others’

musical performance resulting from practice or rehearsal Describes composer intent and origin in relation to specific repertoire Consistently demonstrate appropriate behaviors as both a participant and

as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude)

MU.68.S.3.1MU.68.S.3.3 MU.68.O.1.1 MU.68.O.3.1 MU.68.H.2.3 MU.68.H.3.1

DiphthongRepertoire Timbre See Attached Vocabulary Lists


MEASUREMENT TOPIC:

Applying Musical and Ensemble Concepts PACING: 4TH Nine Weeks

MAP – D


Demonstrate refinement of tone quality and intonation? Consistently perform with appropriate vocal blend, ensemble balance, and

tonal resonance? Demonstrate increased awareness of diction? Perform repertoire with expression, responding appropriately to the cues of

the conductor? Demonstrate the ability to critique one’s own performance quality? Consistently sustains attention, respect, and discipline during rehearsals and

performances? Identify characteristics of music from a variety of styles and genres? Understand the role and function of music as related to technology, career

planning, college preparation, and real‐world settings?

BIG IDEAS: Critical Thinking and Reflection Skills, Techniques and Processes Organizational Structure Historical and Global Connections Innovation, technology, and the Future


Tone

Pitch

Intonation

Expression

Interpretation

Critique

Ensemble

Balance

Blend

Technology

Culture

Consistently demonstrate correct tone, posture, and breath support Consistently demonstrate correct production of vowels and consonants Identify tone, pitch and rhythm errors and make appropriate adjustments Transfer expressive elements and performance techniques from one style

of music to another Interpret and perform expressive elements indicated by the musical score

and/or conductor Critique, using correct music vocabulary, changes in one’s own or others’

musical performance resulting from practice or rehearsal Discuss how technology has changed the way we consume and perform

music Discuss how music relates to the world outside of the music classroom Consistently demonstrate appropriate behaviors as both a participant and

as an audience member (ie. Focused attention, positive contribution to the ensemble, positive attitude)

MU.68.C.1.4MU.68.C.2.2 MU.68.S.1.3 MU.68.S.3.1 MU.68.S.3.5 MU.68.O.1.1 MU.68.O.3.1 MU.68.H.1.1 MU.68.H.2.3 MU.68.H.3.2 MU.68.F.3.2

See Attached Vocabulary Lists

VOCAL MUSIC CURRICULUM MAP – MS CHORUS 1

Suggested Resources Links to Educational Websites

150 Rounds for Singing and Teaching Edward Bolkovac and Judith Johnson Essential Musicianship: A Comprehensive Choral Method Hal Leonard Publications Essential Repertoire for the Concert Choir Hal Leonard Publications Choral Connections McGraw‐Hill Publications Florida Vocal Association Sight‐Reading Materials Beyond Singing: Blueprint for the Exceptional Choral Program Stan McGill – Hal Leonard Publications The Kings’ Singers Book of Rounds, Canons, and Partsongs Hal Leonard Publications Suggested Assessments Performance Observation Peer Critique Attached performance assessments http://www.fva.net/wp‐content/uploads/2011/02/Adj_Choral_Performance_Yellow.pdf

Florida Music Educators Associationwww.flmusiced.org Kennedy Center Arts Edge http://artsedge.kennedy‐center.org/educators.aspx Florida Dept. of Education www.fldoe.org Florida Vocal Association http://www.fva.net/ American Choral Director Association http://www.choralnet.org/ Choral Director Magazine http://www.choraldirectormag.com/ National Association for Music Education http://www.nafme.org/ The Silvis Woodshed (MIDI Files) http://gasilvis.net/ Cipoo (Public Domain Music) http://www.cipoo.net/ Hear the Choirs Sing (mp3 files) http://www.hearchoirs.net/ Music Theory http://www.musictheory.net/

ASSESSMENT RUBRIC

4Points(Advanced)

Ascoreoffourisaresponseinwhichthestudentdemonstratesathoroughunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudenthasrespondedcorrectlytothetask,usedmusicallysoundprocedures,andprovidedclearandcompleteexplanationsandinterpretations.

3Points

(Proficient)

Ascoreofthreeisaresponseinwhichthestudentdemonstratesanunderstandingofthemusicconceptsand/orproceduresembodiedinthetask. Thestudents’ response to the task is essentially correctwith themusical procedures used and theexplanations and interpretations provided demonstratinganessentialbutlessthanthoroughunderstanding.The responsemay containminor flaws that reflect inattentive executionofmusicalproceduresor indicationsof somemisunderstandingof theunderlyingmusicconceptsand/orprocedures.

2Points(Basic)

A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/orproceduresembodiedinthetask.Althoughthestudentmayhaveusedthecorrectapproachtoobtainingasolutionormayhaveprovidedacorrectsolution,thestudents’worklacksanessentialunderstandingoftheunderlyingmusicconcepts.

1Point

(Emerging)

A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/orprocedures embodied in the task. The students’ response is incomplete and exhibitsmany flaws. Although the students’responsehasaddressedsomeof theconditionsof the task, thestudentreachedan inadequateconclusionand/orprovidedreasoningthatwasfaultyorincomplete.Theresponseexhibitsmanyflawsormaybeincomplete.

0Points

Ascoreofzeroindicatesthatthestudenthasprovidedacompletelyincorrectornon‐interpretableresponseornoresponseatall.

Vocal Music Performance Assignment Evaluation Form

Student Name ______________________________________ Exercise ___________________________________

Circle the appropriate rating for each performance task. Average the ratings for the final score.

Demonstrated correct posture 4 3 2 1 0 Comment: Demonstrated correct vowel placement 4 3 2 1 0 Comment: Demonstrated correct enunciation of lyrics 4 3 2 1 0 Comment: Demonstrated correct breathing techniques / breath support 4 3 2 1 0 Comment: Sang with appropriate tone quality 4 3 2 1 0 Comment: Sang in a steady tempo 4 3 2 1 0 Comment: Sang with correct intonation 4 3 2 1 0 Comment: Sang proper phrases 4 3 2 1 0 Comment: Sang prescribed articulations / dynamics 4 3 2 1 0 Comment: Sang with confidence / pride 4 3 2 1 0 Comment: Sang correct pitches 4 3 2 1 0 Comment: Sang correct note / rest values 4 3 2 1 0 Comment:

TOTAL SCORE 4 3 2 1 0

Course Number: 1303000 Course Path: Section: Grades PreK to 12 Education Courses » Grade Group: Grades 6 to 8 Education Courses » Subject: Music » SubSubject: Music Performance - Choral »Course Title: M/J Chorus 1 Course Section: Grades PreK to 12 Education CoursesAbbreviated Title: M/J CHORUS 1 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students with little or no choral experience develop beginning vocal technique and skills, critical and creative thinking skills, and an appreciation of music from around the world and through time. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.68.C.1.1 Develop strategies for listening to unfamiliar musical works. MU.68.C.1.4 Identify, aurally, a variety of vocal styles and ensembles. Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.68.C.2.2 Critique, using correct music vocabulary, changes in one's own or others' musical performance resulting from practice or rehearsal. SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.68.S.1.1 Improvise rhythmic and melodic phrases to accompany familiar songs and/or standard harmonic progressions. MU.68.S.1.3 Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing. MU.68.S.1.4 Sing or play melodies by ear with support from the teacher and/or peers.Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.68.S.3.1 Sing and/or play age-appropriate repertoire expressively. MU.68.S.3.3 Sight-read standard exercises and simple repertoire. MU.68.S.3.5 Notate rhythmic phrases and/or melodies, in varying simple meters, performed by someone else. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.68.O.1.1 Compare performances of a musical work to identify artistic choices made by performers. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.68.O.3.1 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time.Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.68.H.1.1 Describe the functions of music from various cultures and time periods.

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period. Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.68.H.3.1 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration. MU.68.H.3.2 Discuss how the absence of music would affect other content areas and contexts. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media. Additional Required Benchmarks: MU.68.S.3.2 Demonstrate proper vocal or instrumental technique. LACC.6.SL.1 Comprehension and Collaboration LACC.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. LACC.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. LACC.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. LACC.6.SL.2 Presentation of Knowledge and Ideas LACC.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.LACC.68.RST.2 Craft and Structure LACC.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades. LACC.68.WHST.2 Production and Distribution of WritingLACC.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. DA.68.S.2.1 Sustain focused attention, respect, and discipline during classes and performances.MACC.K12.MP Mathematical PracticesMACC.K12.MP.5 Use appropriate tools strategically.MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.

2015-2016 1303000 - m/j chorus 1 curriculum mapspublic.volusia.k12.fl.us/k12-curriculum/curriculum...

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