“ We meet on the Performing Arts Center stage so there are no walls for posting anything. This document( work in progress) is part of our choral folder.
-Vicki King, Caribou High School vking @ rsu39. org
Caribou HS Chorus Course Description: Using a literacy-based approach, students rehearse and perform a variety of music literature with attention to proper technique.
Graduation Standard # 1 Singing, alone and with others, a varied repertoire of music literature.
Competency: Literacy Behaviors:( Sight-Singing) A1) Rhythmic concepts I can accurately count rhythms including whole, half, and quarter notes / rests in multiple time signatures with a steady beat. I can accurately count rhythms including eighth and sixteenth notes / rests in multiple time signatures with a steady beat. I can count rhythms including dotted half notes / rests in multiple time signatures with a steady beat. I can accurately count syncopated rhythms in multiple time signatures with a steady beat. I can read rhythms in changing meters. 4 3( Target) 2 1 I can count I can count I can aurally I can count rhythms with a rhythms with a count rhythms rhythms with a steady beat at steady beat with a steady steady beat sight. alone and with beat in a group. with written others. supports.
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Checklist of criteria used as
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Feedback / Discussion |
evidence of mastery |
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Counts whole notes / rests |
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Counts half notes / rests |
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Counts quarter notes / rests |
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Counts dotted rhythms |
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Counts eighth notes / rests |
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Counts syncopated rhythms Counts sixteenth notes / rests Counts eighth note / sixteenth note combinations
A2) Melodic concepts I can identify note names in treble clef. I can identify note names in bass clef. I can identify the tonal center( Do) in the key of C major. I can recite flats in order. I can identify tonal centers in key signatures with flats. I can recite sharps in order. I can identify tonal centers in key signatures with sharps. I can apply solfege syllables to multiple key signatures.
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3( Target) |
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I can read music |
I can read |
I can read |
I can read |
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in different |
music in |
music in |
music in |
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keys, |
different keys, |
different keys |
different keys |
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independently |
alone and with |
with other |
with written |
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with good tone |
others. |
singers as |
supports. |
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and intonation |
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support. |
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Checklist of criteria used as
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Feedback / Discussion |
evidence of mastery |
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Recites Flats in order |
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Recites Sharps in order |
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Identify key signature |
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Applies Solfege |
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A3) Articulation |
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I can demonstrate legato and staccato passages in music. |
I can perform entrances and cut-offs with precision. |
A4) Tempos |
I can identify and define tempo markings. |
I can perform music with tempo changes. |
I can perform music at appropriate tempos. |
I can demonstrate understanding of ritardandos within music |
literature. |
A5) Dynamics |
I can demonstrate soft and loud volumes in a musical |
selection. |
I can demonstrate changes in dynamics within a piece, |
including crescendos and decrescendos. |
A6) Balance and Blend |
I can recognize the role of my part within the ensemble. |
I can listen to voices within my section / ensemble and match |
dynamics, tone color, articulation and phrasing. |
Competency: Rehearsal |
Behaviors B1) Form B2) Relationship with other parts B3) Recognize patterns B4) Identify difficult passages B5) Articulation B6) Balance and Blend
Competency: Performance Behaviors C1) Posture C2) Expression C3) Phrasing C4) Dynamic Contrast C5) Style Characteristics C6) Articulation / Pronunciation C7) Memorization C8) Follow the Director
Graduation Standard # 2
Reading and Notating Music Competency: Rhythmic Concepts Behaviors: A1) Note and rest values A2) Time Signatures A3) Tempo variations A4) Special characters
Competency: Melodic Concepts Behaviors
B1) Identify Note names B2) Treble / Bass Clef B3) Key Signatures B4) Solfege
Graduation Standard # 3 Listening to, analyzing, and describing music. Competency: Identifying Exemplars Behaviors: A1) Musical terminology A2) Biases / preferences A3) Cultural connections
Competency: Self-Evaluation Behaviors B1) Record performance B2) Identify Strengths / Weaknesses