|
|
© 2008 by Mahomet-Seymour Schools.
All Rights Reserved.
|
|
|
Mahomet-Seymour Schools
|
|
Curriculum
|
|
Music - Chamber
Choir
|
|
The
learner will be able to describe and demonstrate correct posture, tone,
breathing, resonance, articulation, and intonation for a properly supported
singing voice.
The
learner will be able to describe and demonstrate production of varying
bright and dark tone colors by coloring the vowels.
The
learner will be able to describe and demonstrate vocal production as
performed in chest, middle, and head registers as well as a smooth and
consistent sound when moving from one register to another.
The
learner will be able to describe and demonstrate vocal flexibility,
articulation of melismatic phrases, extended
vocal range, increased phrase length, and techniques for singing
upward/downward leaps as determined by the musical selections.
The
learner will be able to demonstrate correct production of pure vowels and
diphthongs.
The
learner will be able to describe and demonstrate principles of vocal
diction by clearly articulating beginning and ending consonants and singing
through internal consonants.
The
learner will be able to demonstrate the use of the voice in blending with
other ensemble voices in terms of tone quality, diction, and intonation.
The
learner will be able to demonstrate varying musical styles of singing
(legato, detached) as called for by the music being performed.
|
|
The
learner will be able to identify, construct, and sing tonic chords, triads,
melodic and harmonic intervals and to demonstrate understanding of key
signatures, proper placement of sharps and flats on the staff and the
function of accidentals in a piece of music.
The
learner will be able to describe the Circle of Fifths as it relates to Key
Signatures.
The
learner will be able to identify the tonic, dominant, and sub-dominant
chords in a music selection and describe the relationship between them.
The
learner will be able to recognize and demonstrate the difference between
major, minor, and perfect intervals.
The
learner will be able to demonstrate major, minor, augmented, and diminished
triads.
The
learner will be able to demonstrate, identify and construct major scales in
any key up to 4 sharps and flats and their relative minor scales.
The
learner will be able to demonstrate and recognize the diatonic chords built
upon a major scale.
The
learner will be able to clap, sing, and identify rhythmic combinations of
triplets, duplets, sixteenth notes, eighth, quarter, half, whole, and
dotted notes.
The
learner will be able to identify and discuss basic concepts of musical form
that appear in the choral music being performed.
|
|
The
learner will be able to accurately perform increasingly difficult exercises
combining pitch, rhythm, whole and half steps using solfege
syllables.
The
learner will be able to demonstrate the ability to perform increasingly
difficult exercises using whole, half, eighth, sixteenth, and dotted
note/rest values.
The
learner will be able to accurately perform and identify increasingly
difficult melodic and harmonic intervals.
The
learner will be able to describe and sing exercises in simple and compound
meters, and in changing meters.
The
learner will be able to accurately perform diatonic major scales; natural,
harmonic, and melodic minor scales; and chromatic scale patterns.
|
|
The
learner will be able to demonstrate excellence in concert discipline,
posture for singing, and articulation of the choral sound.
The
learner will be able to perform accurately both accompanied and
unaccompanied songs with independence of the singing line in 4 – 8-part
mixed SATB voicings.
The
learner will be able to demonstrate accurate text, pitch, rhythm, phrasing,
dynamics and style in a musical selection.
The
learner will be able to accurately apply music reading skills (solfege) to the performance of selected literature.
The
learner will be able to perform a variety of musical genres and periods of
music history from other cultures, peoples, and languages.
The
learner will be able to relate the performance of a song to other poetry,
fine arts, or literature of the period in which it was composed.
The
learner will be able to demonstrate well-developed ensemble skills with
awareness of intonation, balance, and blend.
The
learner will be able to accurately demonstrate the principles of singing in
Latin, Italian, German, or Spanish.
The
learner will be able to understand and articulate the similarities and
differences between the three types of vocal performances: solo singing,
small ensemble singing, and large ensemble (choir) singing.
|
|