9 - 12 Beginning Chorus Version: 2010-2011


 
Scholastic Area that Course Is Active In: Music

Strand: Skills and Techniques/Performance


 
MHSBC.1
Singing, alone and with others, a varied repertoire of music
Element: MHSBC.1a
Identify vocal anatomy and develops proper body alignment and breathing techniques to support a clear and free tone using accurate intonation
Element: MHSBC.1b
Recognize and begin to develop pure vowels and clear consonants
Element: MHSBC.1c
Perform assigned vocal part in unison and in simple harmony, with and without accompaniment
Element: MHSBC.1d
Develop listening skills to match pitch and adjust intonation within the ensemble
Element: MHSBC.1e
Sing within the ensemble utilizing an awareness of blend and balance
Element: MHSBC.1f
Identify aspects of voice change as reflected in physiological changes, vocal ranges, tone, and vocal agility
Element: MHSBC.1g
Perform level appropriate literature with accurate dynamics, tempos, phrasing, and textual meaning
Element: MHSBC.1h
Respond to basic conducting gestures
Element: MHSBC.1i
Incorporate movement in warm-ups and repertoire to develop musical understanding
 

 
MHSBC.2
Performing on instruments, alone and with others, a varied repertoire of music
Element: MHSBC.2a
Utilize classroom instruments and body percussion to enhance music learning
 

 
MHSBC.3
Reading and notating music
Element: MHSBC.3a
Identify basic music vocabulary and symbols
Element: MHSBC.3b
Read and notate basic rhythms and pitches using a melodic and rhythmic language
Element: MHSBC.3c
Notate basic rhythms and pitches from aural examples
Element: MHSBC.3d
Utilize available music instructional and notational software
 

Strand: Creative Expression and Communication


 
MHSBC.4
Improvising melodies, variations, and accompaniments
Element: MHSBC.4a
Explore possibilities of sound that can be vocally produced
Element: MHSBC.4b
Improvise simple rhythmic and melodic ideas
 

 
MHSBC.5
Composing and arranging music within specified guidelines
Element: MHSBC.5a
Create simple rhythms and/or melodies
Element: MHSBC.5b
Explore musical possibilities by making creative decisions
 

Strand: Critical Analysis/Investigation


 
MHSBC.6
Listening to, analyzing, and describing music
Element: MHSBC.6a
Listen to various genres and styles of music
Element: MHSBC.6b
Identify components of the choral score
Element: MHSBC.6c
Identify and describe emotions and thoughts communicated through music
 

 
MHSBC.7
Evaluating music and music performances
Element: MHSBC.7a
Identify appropriate criteria for evaluation of a vocal/choral performance
Element: MHSBC.7b
Exhibit commendable performer and audience etiquette
 

Strand: Cultural and Historical Context


 
MHSBC.8
Understanding relationships between music, the other arts, and disciplines outside the arts
Element: MHSBC.8a
Demonstrate an awareness of the collaborative nature of the choral art
 

 
MHSBC.9
Understanding music in relation to history and culture
Element: MHSBC.9a
Discuss how music relates to personal development and enjoyment of life
Element: MHSBC.9b
Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres
 

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