9 - 12 Advanced Chorus Version: 2010-2011


 
Scholastic Area that Course Is Active In: Music

Strand: Skills and Techniques/Performance


 
MHSAC.1
Singing, alone and with others, a varied repertoire of music
Element: MHSAC.1a
Produce a clear and free tone with the body and breath working together using accurate intonation
Element: MHSAC.1b
Sing with purity of vowels and clarity of consonants
Element: MHSAC.1c
Perform assigned vocal line in three or more parts, with and without accompaniment
Element: MHSAC.1d
Apply listening skills to adjust intonation in solos and ensemble singing
Element: MHAC.1e
Adjust blend and balance independently within the ensemble throughout the vocal range
Element: MHSAC.1f
Perform level-appropriate literature reflecting expressive qualities and textual meaning
Element: MHSAC.1g
Respond to various conducting patterns and interpretive gestures
Element: MHSAC.1h
Create movement for warm-ups and repertoire to distinguish various musical ideas
 

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

 
MHSAC.3
Reading and notating music
Element: MHSAC.3a
Read by sight an individual voice part using a melodic and rhythmic language
Element: MHSAC.3b
Notate rhythms, pitches, and harmonies from aural examples
Element: MHSAC.3c
Utilize available music instructional and notational software
 

Strand: Creative Expression and Communication


 
MHSAC.4
Improvising melodies, variations, and accompaniments
Element: MHSAC.4a
Improvise simple rhythmic variations and melodic ideas and phrases
 

 
MHSAC.5
Composing and arranging music within specified guidelines
Element: MHSAC.5a
Create original rhythms and/or melodies
Element: MHSAC.5b
Create harmonies for warm-ups and various melodies
Element: MHSAC.5c
Explore musical possibilities by making creative decisions
 

Strand: Critical Analysis/Investigation


 
MHSAC.6
Listening to, analyzing, and describing music
Element: MHSAC.6a
Compare and contrast various genres and styles of music
Element: MHSAC.6b
Analyze music utilizing knowledge of the choral score
Element: MHSAC.6c
Interpret emotions and thoughts communicated through music
 

 
MHSAC.7
Evaluating music and music performances
Element: MHSAC.7a
Evaluate and offer constructive suggestions for improvement of personal and group performances
Element: MHSAC.7b
Identify criteria and describe the quality of a composition
Element: MHSAC.7c
Exhibit commendable performer and audience etiquette
 

Strand: Cultural and Historical Context


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

 
MHSAC.9
Understanding music in relation to history and culture
Element: MHSAC.9a
Interpret how music relates to personal development and enjoyment of life
Element: MHSAC.9b
Discuss how distinguishing characteristics of repertoire connect us to history, culture, heritage, and community
Element: MHSAC.9c
Explain how participation in music can become a lifetime pursuit and/or develop analytical and creative thinking skills
 

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