6 - 8 Beginning Chorus Version: 2010-2011

Scholastic Area that Course Is Active In: Music

Strand: Skills and Techniques/Performance

Singing, alone and with others, a varied repertoire of music
Element: MMSBC.1a
Demonstrate appropriate singing posture and breathing techniques
Element: MMSBA.1b
Identify basic vocal anatomy
Element: MMSBC.1c
Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants
Element: MMSBC.1d
Utilizes aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend
Element: MMSBC.1e
Identify aspects of voice change as reflected in physiological changes, vocal range, tone, and vocal agility
Element: MMSBC.1f
Demonstrate aspects of expressive performance through dynamics, tempo, and phrasing
Element: MMSBC.1g
Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression and vocal technique

Performing on instruments, alone and with others, a varied repertoire of music
Element: MMSBC.2a
Play percussion and melodic instruments to demonstrate basic knowledge of rhythm, melody, tempo, and dynamics
Element: MMSBC.2b
Utilize percussion and melodic instruments to support vocal performance with attention to balance, blend, and style

Reading and notating music
Element: MMSBC.3a
Utilize a rhythmic and melodic language to read and sing music appropriate to ability
Element: MMSBC.3b
Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements
Element: MMSBC.3c
Notate simple rhythms and melodies utilizing a dictation method
Element: MMSBC.3d
Read and notate music using software

Strand: Creative Expression and Communication

Improvising melodies, variations, and accompaniments
Element: MMSBC.4a
Improvise simple rhythmic and melodic patterns
Element: MMSBC.4b
Improvise variations of short melodic fragments taken from a varied repertoire of music including folk songs and chants
Element: MMSBC.4c
Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g., ostinati)

Composing and arranging music within specified guidelines
Element: MMSBC.5a
Arrange and perform existing songs by making creative decisions regarding tempo and dynamics and justify those decisions
Element: MMSBC.5b
Set short poetic phrases and texts to music
Element: MMSBC.5c
Compose short rhythms and original melodies

Strand: Critical Analysis/Investigation

Listening to, analyzing, and describing music
Element: MMSBC.6a
Analyze and describe a musical score in terms of melodic intervals, rhythmic structure, and musical form
Element: MMSBC.6b
Listen to and analyze a musical recording or video in terms of form, voicing, and dynamic contrast
Element: MMSBC.6c
Utilize writing skills to describe the elements of music and the emotions and thought that music communicates

Evaluating music and music performances
Element: MMSBC.7a
Listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch and rhythm, diction, and dynamics through discussion and writing
Element: MMSBC.7b
Reflect on the nature of performance in music through discussion and writing
Element: MMSBC.7c
Discuss and apply audience etiquette and active listening in selected musical settings

Strand: Cultural and Historical Context

Understanding relationships between music, the other arts, and disciplines outside the arts
Element: MMSBC.8a
Identify common characteristics between music, dance arts, theatre arts, and visual arts
Element: MMSBC.8b
Demonstrate literacy skills through reading and discussing musical settings of varied literature

Understanding music in relation to history and culture
Element: MMSBC.9a
Identify historical and cultural characteristics of a varied repertoire including world music
Element: MMSBC.9b
Demonstrate stylistic characteristics of a varied repertoire including world music through vocal performance
Element: MMSBC.9c
Identify historical period, composer, culture and style of music presented in class
Element: MMSBC.9d
Discuss how music relates to personal development and enjoyment of life
Element: MMSBC.9e
Discuss the relationships between music, world events, history and culture

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save