Chorus+7-12

Chorus 7-12


 * COURSE:** Chorus 7-12


 * FREQUENCY:** 90 Days, one 45 minute period per alternating days


 * GRADE(S):** 7-12


 * INSTRUCTIONAL UNITS:**

Basic Music Theory

Perceptive Listening

Ear Training/Sight-Singing

Performance


 * TEXTBOOK:** One-Minute Theory (Ronald Slabbinck and Holly Shaw-Slabbinck, Neil A. Kjos Music Company), Successful Sight Singing (Nancy Telfer, Neil A. Kjos Music Company)


 * OTHER RESOURCES:** Concert Repertoire, Piano, Computer, Smartboard, SmartMusic software, Finale software, Handouts, Performance DVDs, Internet, Digital recorder


 * TEACHER:** Marino


 * DATE:** June, 2011

Unit Title: Basic Music Theory Instructional Time Allocation: 1 to 5 minutes per class ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES || B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Integrate and apply advanced vocabulary to the arts forms. || 1) One-Minute Theory (Ronald Slabbinck and Holly Shaw-Slabbinck, Neil A. Kjos Music Company) 2) Successful Sight Singing (Nancy Telfer, Neil A. Kjos Music Company) 3) Concert Repertoire 4) Piano 5) Computer 6) Smartboard 7) SmartMusic software 8) Finale software 9) Handouts 10) Performance DVDs 11) Internet 120 Teacher Modelling || 1) One-Minute Theory Quizzes 2) Teacher Observation 3) Random Q&A 4) SmartMusic (assessment based on percentage of correct answers/notes). ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Unit Title: Perceptive Listening Instructional Time Allocation: Throughout the majority of class periods ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

//Pennsylvania's public// //schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to identify, compare, contrast, and analyze works in the arts in their historical and cultural context appropriate for each grade level in concert with districts' social studies, literature and language standards.//
 * 9.2.12 Historical and Cultural Contexts**


 * 9.3.12 Critical Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to://

C. Identify and use comprehensive vocabulary within each of the arts forms. F. Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition. G. Analyze the effects of rehearsal and practice sessions. I. Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission. J. Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. K. Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.
 * 9.4.12 Aesthetic Response** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

A. Explain the historical, cultural and social context of an individual work in the arts. C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, Others). D. Analyze a work of art from its historical and cultural perspective. E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g. Gilbert and Sullivan operettas). F. Know and apply appropriate vocabulary used between social studies and arts and humanities. G. Relate works in the arts to geographic regions. I. Identify, explain, and analyze philosphical beliefs as they relate to woks in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre). J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo, ethnic dance and music. K. Identify, explain and analyze traditions as the relate to works in the arts (e.g., story telling - plays, oral histories - work songs - blue grass). L. Identify, explain and analyze common themes, forms and techniques from works in the arts.

A. Explain and apply the critical process of the examination of works in the arts and humanities. C. Apply systems of classification for interpreting works in the arts and forming a critical response. D. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.

A. Evaluate an individual's philosophical statement on a work in the arts and its relationship to one's own life based on knowledge and experience. B. Describe and analyze the effects that works in the arts have on groups, individuals and the culture (e.g., Orson Welles' 1938 radio broadcast, //War of the Worlds//). C. Compare and contrast the attributes of various audience's environments as they influence individual aesthetic responses (e.g., viewing traditional //Irish// dance at county fair versus the performance of //River Dance// in a concert hall). D. Analyze and interpret a philosophical position identified in works in the arts and humanities. || 1) Successful Sight Singing (Nancy Telfer, Neil A. Kjos Music Company) 2) Concert Repertoire 3) Piano 4) Computer 5) Smartboard 6) SmartMusic software 7) Finale software 8) Performance DVDs 9) Internet 10) Digital recorder || 1) Teacher Observation 2) Student Observation 2) Random Q&A 3) Class discussion 4) Written essays 5) SmartMusic (assessment based on percentage of correct answers/notes). ||

Unit Title: Ear Training/Sight Singing Instructional Time Allocation: Throughout the majority of class periods ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES || C. Integrate and apply advanced vocabulary to the arts forms. || 1) Successful Sight Singing (Nancy Telfer, Neil A. Kjos Music Company) 2) Concert Repertoire 3) Piano 4) Computer 5) Smartboard 6) SmartMusic software 7) Finale software 8) Teacher Modelling || 1) Teacher Observation 2) Student observation ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Unit Title: Vocal Mastery and Performance Instructional Time Allocation: Frequently throughout each class period, public performance ANCHORS || INSTRUCTIONAL STRATEGIES/RESOURCES || ASSESSMENT TECHNIQUES/STRATEGIES || B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. C. Integrate and apply advanced vocabulary to the arts forms. || 1) Successful Sight Singing (Nancy Telfer, Neil A. Kjos Music Company) 2) Concert Repertoire 3) Piano 4) Computer 5) Smartboard 6) SmartMusic software 7) Finale software 8) Performance DVDs 9) Internet 10) Teacher Modelling || 1) Teacher Observation 2) Student Observation 3) Public Performance 4) SmartMusic (assessment based on percentage of correct answers/notes). ||
 * OBJECTIVES/STANDARDS || PERFORMANCE OBJECTIVES/ASSESSMENT
 * **9.1.12 Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts** //Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:// || A. Know and use the elements and principles of each art form to create works in the arts and humanities.