SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

National Music Standards

There are 9 National Standards for Music in the Public School Curriculum.
Subject area: Music Standard 1:

Singing, alone and with others, a varied repertoire of music.

Standard #2:

Performing on instruments, alone and with others, a varied repertoire of music.

Standard #3:

Improvising melodies, variations, and accompaniments.

Standard #4:

Composing and arranging music within specified guidelines.

Standard #5:

Reading and notating music.

Standard #6:

Listening to, analyzing, and describing music.

Standard #7:

Evaluating music and music performances.

Standard #8:

Understanding relationships between music, the other arts, and disciplines outside the arts.
Standard #9:

Understanding music in relation to history and culture.

21st Century Skills

Critical Thinking and Problem Solving Communication Creativity Collaboration Flexibility and Adaptability Productivity and Accountability Initiative and Self-direction Social and Cross-Cultural Skills Leadership and Responsibility
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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Information, Communication, and Technology Literacy Media Literacy Information Literacy Innovation

Concert Choir: Grade 9

Performing Standards 1 & 2 [Accountability; Critical Thinking; Collaboration; Communication]
- Sing correct pitches and rhythms with proper tone and expression

Creating Standards 3 & 4 [Creativity; Critical Thinking; Communication; Initiative; Innovation]

- Improvise an 8 count melody in a major &/or minor - Sing together with others in key over a given accompania cohesive, accurate, and ex- ment. pressive manner. - Compose a 20 measure songs using a poem from - Be able to accompany seEnglish class. lected works using instruments appropriate for the pieces.

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Receive and Respond Standards 5 & 6 [Accountability; Critical Thinking; Communication]

Contextual Knowledge Standards 7, 8 & 9 [Critical Thinking; Communication; Creativity; Cross-cultural]

- Detect errors and accuracy and give an overall analysis - Sight read given parts using of the groups performance hand sign solfege. from listening to recordings. - Be able to describe musical - Make connections between elements/forms and make musical expression and other connections with text, musiartistic expressions and give cal material and historical el- examples with supportive inements while listening to formation to support the arstandard repertoire examgument. ples. - Relate all pieces to their historic context in world/music history and to the composers life.

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Performing
Criteria - Individual Performance and Group Performance
1. 2.

Students will sing selected cuts from the pieces learned for the upcoming concert during the students lesson time. Students will be assigned to sing in a quartet (or more depending on voicing within the music) on pieces for the upcoming concert during the class period. While learning the repertoire, each student will be assigned to play the instrumental accompaniment with the appropriate piece. This assessment will take place when they play for that day.

3.

Rubric - 1
Uses proper tone, production and breathing technique while singing. Sings accurate pitches Sings accurate rhythms Uses a consistent tempo Performs with expression (composer/directors intent)
1
Very breathy/ pinched/forced tone; breath is all high; using throat to sing

2
Less breathy/pinched /forced tone; breath is mostly in the chest; mostly uses throat to sing

3
Pleasant, but not present tone; breath is neither consistently low or high; sometimes uses throat to sing Some accurate pitches Some accurate rhythms Sometimes consistent tempo

4
Desirable tone; breath is usually low; usually uses supported breathe to sing

5
Very desirable tone; breath is always low; uses only supported breathe to sing

No accurate pitches No accurate rhythms Inconsistent tempo

A few accurate pitches A few accurate rhythms Mostly inconsistent tempo

Mostly accurate pitches Mostly accurate rhythms Mostly consistent tempo

All pitches are accurate All rhythms are accurate Consistent tempo

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

1
No dynamics/phras e shape/word stress

2
Few accurate dynamics/phras e shape/word stress

3
Some accurate dynamics/phras e shape/word stress

4
Mostly accurate dynamics/phras e shape/word stress

5
Accurate dynamics/phrase shape/word stress

Rubric - 2
Uses proper tone, production and breathing technique while still blending with quartet. Sings accurate pitches together with quartet. Sings accurate rhythms together with quartet. Stays in tempo with quartet. Performs with expression (composer/directors intent) with quartet.

1
Very breathy/ pinched/forced tone; breath is all high; using throat to sing; does not blend with quartet

2
Less breathy/pinched /forced tone; breath is mostly in the chest; mostly uses throat to sing; blends slightly better

3
Pleasant, but not present tone; breath is neither consistently low or high; sometimes uses throat to sing; sometimes blends with quartet Some accurate pitches Some accurate rhythms Sometimes in tempo with quartet Some accurate dynamics/phras e shape/word stress

4
Desirable tone; breath is usually low; usually uses supported breathe to sing; blends mostly with quartet

5
Very desirable tone; breath is always low; uses only supported breathe to sing; blends very well with quartet

No accurate pitches No accurate rhythms Not in tempo with quartet

A few accurate pitches A few accurate rhythms Rarely in tempo with quartet

Mostly accurate pitches Mostly accurate rhythms Mostly in tempo with quartet

All pitches are accurate All rhythms are accurate Always in tempo with quartet

No dynamics/phras e shape/word stress

Few accurate dynamics/phras e shape/word stress

Mostly accurate dynamics/phras e shape/word stress

Accurate dynamics/phrase shape/word stress

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Rubric - 3
Plays accurate pitches (if applicable) Plays accurate rhythms Uses a consistent tempo
1
No accurate pitches No accurate rhythms Inconsistent tempo

2
A few accurate pitches A few accurate rhythms Mostly inconsistent tempo

3
Some accurate pitches Some accurate rhythms Sometimes consistent tempo

4
Mostly accurate pitches Mostly accurate rhythms Mostly consistent tempo

5
All pitches are accurate All rhythms are accurate Consistent tempo

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Creating
Criteria - Improvisation and Composition
1.

Students will improvise a melody in either a major or minor key over a simple accompaniment or rhythm for 8 beats at the ability level of the choir that the choir will then echo. This will be done randomly throughout the semester during warm ups and every student will be asked to do so. Students will be asked to select an appropriate poem to set to music 20 measures in length. They will be asked to include a key signature, time signature, tempo marking, title, dynamics, and a variety of pitches, rhythms and if able, articulations. It can include piano accompaniment but does not have to.

2.

Rubric - 1
Creativity Willingness to Participate Proper vocal technique
1
No creativity

2
A couple creative moments Student participates but in a haphazard manner Less breathy/pinched /forced tone; breath is mostly in the chest; mostly uses throat to sing

3
A few creative moments Student sings with hesitation

4
Mostly creative

5
Very creative

Student refuses to participate

Student participates with some confidence

Student is willing to participate and does so confidently Very desirable tone; breath is always low; uses only supported breathe to sing

Very breathy/ pinched/forced tone; breath is all high; using throat to sing

Pleasant, but not present tone; breath is neither consistently low or high; sometimes uses throat to sing

Desirable tone; breath is usually low; usually uses supported breathe to sing

Rubric - 2
Title Key signature, time signature
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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Dynamics, tempo markings Varied pitches and rhythms Poem selection Overall musicality of composition Length = 20 Measures
1
No title

2
Inappropriate title

3
Somewhat inspiring/creative title Both are present but are incorrect

4
Mostly inspiring/creative title Both are present, one correct and one incorrect Some (5) dynamic/tempo markings given

5
Very inspiring/creative title Both are present and correct

No key or time signature

One of the two is present while the other isnt

No dynamic or tempo markings

A couple (2) dynamic/tempo markings given

Several (4) dynamic/tempo markings given

Many (more than 5) dynamic/tempo markings given All pitches/rhythms are varied

No pitches or rhythms written

Some pitches/ rhythms written, but not varied

Several pitches/rhythms written in a somewhat varied manner Appropriate poem but no credit is given to author/not used in the whole piece Decent musicality 8-16 measures

Most pitches/rhythms written are done so in a varied manner Appropriate poem but some words and rhythms do not match up

No poem selected

Inappropriate poem selected

Appropriate poem, author credited and rhythms and words match up

No musicality

Poor musicality

Good musicality

Excellent musicality 20 measures

1-4 measures

4-8 measures

16-19 measures

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Receive and Respond

Criteria - Sight Reading and Listening/Applicational Skills
1. 2.

Students will sight-read a given cut using hand-sign solfege during their lesson time. Students will discuss in class and write small reflections describing musical elements/forms and how they make connections with text, musical material and historical elements while listening to standard repertoire examples.

Rubric - 1
Pitch Rhythm Tempo Syllables/hand-signs Expression (dynamics, phrasing, articulation, etc)
1
No accurate pitches No accurate rhythms Inconsistent tempo No correct syllables/hand-signs

2
A few accurate pitches A few accurate rhythms Mostly inconsistent tempo A few correct syllables/handsigns Few accurate dynamics/phras e shape/word stress

3
Some accurate pitches Some accurate rhythms Sometimes consistent tempo Some correct syllables/handsigns Some accurate dynamics/phras e shape/word stress

4
Mostly accurate pitches Mostly accurate rhythms Mostly consistent tempo Mostly correct syllables/handsigns Mostly accurate dynamics/phras e shape/word stress

5
All pitches are accurate All rhythms are accurate Consistent tempo All syllables/handsigns are correct Accurate dynamics/phrase shape/word stress

No dynamics/phras e shape/word stress

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Rubric - 2
Musical elements/form Text and music relation Historical/periodic elements
1
No discussion about the musical elements/form No relation of music and text

2
Little discussion about the musical elements/form Little relation of music and text

3
Some discussion about the musical elements/form Some relations of music and text Some connection to historical/periodic elements

4
Discusses musical elements/form in some detail Decent relation of music and text Pretty good connection to historical/periodic elements

5
Discusses musical elements/form in great detail Well explained relation of music and text Great connection to historical/periodic elements

No connection to historical/periodic elements

Little connection to historical/periodic elements

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

Contextual Knowledge
Criteria - Evaluating Own Performance, Understanding Correlation's between the Arts, and Understanding the Context of Music in History and Culture
1.

Students will evaluate and analyze their own performances after concerts by listening to recordings in class and writing answers to pointed questions about how well they did as a group, as an individual within the group, and how they did or did not serve the music. Students will have an opportunity to present a project demonstrating how music and other art forms are related. They can do this by either turning in a short essay, performing an informative skit, giving a presentation, building a wiki/prezi.com project, or making/performing their own art with substantial evidence to back up their argument. Their findings/projects will be shown/performed for the class. Students will write a short essay about one of the composers and when/how they lived that we are currently studying/singing a composition of in class.

2.

3.

Rubric - 1
Reflection of group performance Reflection of selfs performance within the ensemble Suggestions and/or observations about the positives and negatives of the performance and improvements for the future.
1
No reflection of the group performance

2
Poor reflection of the group performance

3
Okay reflection of the group performance, but could be more in-depth

4
Pretty good reflection of the group performance, with a bit of detail

5
Very good reflection of the group performance that is very indepth

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

1
No reflection of selfs performance

2
Poor reflection of selfs performance

3
Okay reflection of the selfs performance, but could be more in-depth Three-four suggestions &/or observations

4
Pretty good reflection of selfs performance, with a bit of detail Four-Five suggestions &/or observations

5
Very good reflection of selfs performance that is very in-depth

No suggestions or observations

One-two suggestions &/or observation

More than five suggestions &/or observations

Rubric - 2
Appropriate topic Argumental Evidence Presentation/Performance for class
1
No topic

2
Topic is hardly plausible Little evidence

3
Topic is somewhat plausible Some evidence

4
Topic is mostly plausible Pretty good amount/strength of evidence 5-6 minutes of performing

5
Topic is plausible

No evidence

Lots of strong evidence

Does not share/perform

1-2 minutes of sharing/performing

3-4 minutes of sharing/performing

7-8 minutes of performing

Rubric - 3
Gives brief yet thorough biography of composer Gives brief yet thorough description of the time period in which the composer lived Discusses the difference in the piece had it been written today based on compositional practices, political/economic situations, and basic knowledge available. Length must be at least 3 pages, double spaced, 12 pt Times New Roman

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SUBJECT: CHORAL MUSIC

GRADE LEVEL: 9

1
No biography of composer

2
Very little biography of composer

3
Some biography of composer

4
A decent amount of biography of composer A decent amount of description of time period A pretty good discussion of differences

5
A concise yet thorough biography of composer

No description of time period

Little description of time period

Some description of time period

A concise yet thorough description of time period A detailed and thoughtful discussion of differences 3+ pages, correct format

No discussion of differences

Little discussion of differences

Some discussion of differences, but not very detailed 2 pages, halfway correct format

1 page, not double spaces, not 12 pt TNR

1 1/2 pages, incorrect format

2 1/2 pages, almost correct format

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