Middle School Advanced Choir

Musical Element: Performance

&nbs= p; The musical element of performance includes all of the various aspects of producing so= und, from rehearsing, to listening, to polishing and performing. For the purposes of the Curriculum= Web, it will include any facet of making music that is not covered by Theory or History.

Objectives: The students will…

<= /span>

Rehearsal Skills

demonstrate rehearsal skills appropriate for preparing a large group ensemble for = an adjudicated music festival
understand = and demonstrate responsibility of individual to ensemble=
effectively conduct or participate in student-directed (sectional) rehearsals=

o = identify appropr= iate goals

o = identify effecti= ve strategies to reach goals

o = self-assess whet= her goals were obtained or if more work is needed

perform individually or in a small ensemble

Tone

demonstrate correct posture, breathing, and vowel production and explain their relationship to quality tone production
sing with a resonant tone
sing with a focused, centered tone
recognize specific problems that could lead to poor tone (improper posture, poor vowel production, improper placement of tone, over-singing, poor breath support)
maintain go= od tone throughout vocal range and on various vowels and dynamics
adapt/chang= e tone quality for varying choral styles

Balance/Blend

identify the melody line or moving line in a composition
identify if= part is melody or harmony
adjust dyna= mic level in order to perform as melody or harmony
correctly s= elf-identify if singing louder or softer than other members of their section
adjust performance dynamic with teacher assistance to begin to achieve a “pyramid sound” throughout the ensemble when appropriate
blend within sections and ensemble (sing with unified vowels)

Intonation

tune relate= d to ensemble and harmony throughout vocal range and on varying vowels and dynamics

Articulation/Diction

perform with accurate attacks and releases
perform mel= odic lines with ties and slurs
perform mel= odic lines with staccato notes
perform mel= odic lines with legato or full value notes
perform mel= odic lines with accents
demonstrate correct diction for text clarity
demonstrate understanding of difference between voiced and unvoiced consonants
accurately = sing diphthongs
sing in lan= guages other than English
adapt/change articulation for varying choral styles

Technical Facility

identify on= the staff approximate adolescent male/female voice range=
utilize cor= rect vocal production while extending vocal range in both directions

Expression

demonstrate competency in singing a musical phrase
perform mel= odic lines using the following dynamics:&n= bsp; pp, p, mp, mf, f, ff, crescendo and decrescendo/diminuendo
maintain co= ntrol of sound while performing the above dynamics
perform mus= ic using the following tempo markings: andante, moderato, allegro, adagio, presto, largo, allegretto, = ritardando, accelerando, a tempo
demonstrate ability to indicate and perform breath and no-breath marks<= /span>
begin to ma= ke musical judgments about appropriate places to breathe or stagger breat= hing

Music Reading= and Sightreading

use a syste= m for counting to subdivide and decipher rhythms
apply readi= ng skills to increasingly sophisticated and complex music
identify and perform rhythmic patterns including one eighth note and two sixteenth notes, two sixteenths notes and one eighth note, and one eighth note followed by one sixteenth note and one eighth note
perform mus= ic with mixed meters

identify vi= sually and perform all major and perfect intervals
demonstrate= understanding of sharps, flats, and naturals by altering pitch sung
perform uni= son, 2, 3, and 4-part sight reading

Repertoire

synthesize,= apply and exhibit performance skills in a variety of choral literature<= /o:p>
perform representative literature from a variety of cultures and historical periods

Performance Skills

demonstrate appropriate concert behavior at school and community concerts
demonstrate appropriate preparation for a formal music festival<= /li>
appropriate= ly critique the performance of other performing ensembles
explain the different expectations for performer and audience etiquette at jazz concerts, rock concerts and formal classical concerts
set up and = take down sound equipment and concert set up
demonstrate accurate microphone use
perform representative music from various cultures, times and artist

Resources:

Teacher model=

Patterns of Sound by Bakak and Crocker, Hal Leonard Pre= ss

The Complete Choral Warm-Up Book by Robinson and Althous= e, Alfred Press

Terms:

phrase – a natural division of the melodic line, comparable to a sentence of speech

<= /span>

dynamics – the loudness and quietness of sound

ensemble – = a group of musicians that pe= rform as a unit

fine – word that indicates = where a song ends

tempo markings – indications of the = speed of the song

<= o:p>

soprano - voices sing the highest notes in a chorus =

alto - voice= s are lower than soprano voices.= In middle school choruses that sing in three-part harmony, altos are the middle voice of the three =

baritone - The term bar= itone also refers to a changed (i.e., adult) male voice whose vocal range falls between that of a tenor and that o= f a bass

tenor - The tenor= voice is the highest male voice. The notes tenors sing are just below those of the alto part

bass - = The bass voice is the lowest male vo= ice in a 4-part chorus, singing notes even lower than the tenor voice.

harmony - The sounding of two or more tones simultaneously; the vertical aspect of music<= /span>

Unit Assessment:

<= /span>

T= eacher observation and singing tests are both ongoing assessment tools, since the concepts are taught throughout the year.

<= o:p>

For the Teacher Checklist, click here.