Professional Learning Podcast Treasury Lesson Plans Personal Workspace Site Search ALEXville Learning Assets Home Courses of Study
Back

Arts Education, Grade 6 - 12, Vocal Music: Level I, 2006

1.) Demonstrate chest and head voices while singing individually and in groups.

•  Demonstrating correct posture
•  Adjusting tone quality while singing
•  Supporting a tone with proper breath control for 8 beats
•  Singing uniform vowels
•  Enunciating beginning and ending consonants
•  Demonstrating proper vocal technique as a member of a large group
Example: balance and blend of vocal timbre within a group

•  Identifying components of proper vocal health
Examples: maintaining proper hydration and diet, refraining from use of tobacco and drugs

2.) Sight-sing unison literature.

Example Image

Example Image

•  Singing standard pitch notation, including letter names, solfège, and numbers in the treble or bass clef within an octave range using stepwise movement and the intervals of a third and fifth
•  Performing scales and their related arpeggios
•  Demonstrating whole- and half-step patterns in the major scale
3.) Perform a varied repertoire of solo, unison, and two-part literature, including selections in Latin.

•  Performing accurately literature that indicates tempo markings of moderato, ritardando, and a tempo
•  Performing accurately literature that indicates dynamic markings of piano, mezzo piano, mezzo forte, and forte
•  Performing accurately literature that indicates articulation markings of legato and staccato
•  Responding vocally to conductor cues, indicating meter, entrances, and cutoffs
4.) Improvise simple rhythmic patterns to enhance warm-ups or appropriate literature.

5.) Create vocal compositions using available and appropriate technology.

6.) Identify various forms of musical compositions.

Examples: strophic, theme and variations

7.) Evaluate performances of self and others to determine accuracy of pitch and rhythm and clarity of diction.

8.) Analyze a vocal composition to determine how the use of tempo, dynamics, and articulation are used to create a specific mood or effect.

Example: "Hallelujah Chorus" evoking excitement

9.) Write rhythmic dictation composed of eight-beat patterns, including quarter, eighth, and half notes and quarter rests.

10.) Define the elements of music, including rhythm, melody, form, timbre, harmony, and texture.

11.) Describe ways in which concepts of music relate to concepts in other disciplines.

Example: use of rhythm in music, visual arts, dance, and theatre

12.) Identify various composers and stylistic periods of the literature being performed.

Examples: "Psallite" from Michael Praetorius' Musae sioniae, 1609, late Renaissance; "Alleluia" from Johann Sebastian Bach's Cantata No. 142, Baroque period; "Didn't My Lord Deliver Daniel?," traditional spiritual; "All Things Bright and Beautiful," John Rutter, contemporary music

•  Comparing music of several cultures of the world
Examples: Japanese folk song "Sakura, Sakura," South African folk song "Siyahamba," Russian folk song "Tum Balalaika," Mexican folk song "Cielito lindo"

13.) Identify key signatures C, F, and G.


Arts Education, Grade 6 - 12, Vocal Music: Level II, 2006

1.) Produce a characteristic tone throughout the vocal range.

•  Describing the function of the diaphragm as related to singing
•  Singing legato and staccato articulations
•  Supporting tone with proper breath control for 12 beats
•  Singing with correct diction and intonation
2.) Sight-sing two- and three-part literature in treble or bass clef.

•  Identifying the relationship of the key signature to "do" or l
•  Performing music containing the intervals of a 2nd , 3rd , 4th , 5th, and octave
Example Image

3.) Sing a varied repertoire of three-part literature, including selections in two languages.

•  Performing accurately literature that indicates tempo markings of allegro, andante, and accelerando
•  Performing accurately literature that indicates dynamic markings of crescendo and decrescendo
•  Performing accurately literature that indicates an accent mark
•  Responding vocally to conductor cues concerning dynamic contrasts
4.) Embellish melodies vocally using neighboring tones.

5.) Critique vocal performances to determine the accuracy of intonation and vocal techniques.

6.) Analyze a musical selection to identify the elements of music.

7.) Write melodic dictation composed of scale degrees 1 through 5 in a diatonic scale.

8.) Describe the importance and impact of vocal music in American history.

Example: songs used as coded information to find a path to freedom during the Civil War

9.) Identify major key signatures up to three flats and sharps.


Arts Education, Grade 6 - 12, Vocal Music: Level III, 2006

1.) Produce a consistent blended vocal sound individually in classroom and public performance groups.

•  Supporting tone with proper breath control for 16 beats
2.) Sight-sing four-part literature.

•  Identifying the chordal structure within a tonal key
•  Performing music containing all intervals in the diatonic scale
•  Counting rhythm patterns, including sixteenth notes, note values tied over the bar line, and compound meters
3.) Perform a varied repertoire of four-part literature, including selections in three languages.

•  Performing accurately literature that indicates tempo markings of adagio, vivace, and rallentando
•  Performing accurately literature that indicates dynamic markings of pianissimo and fortissimo
•  Performing accurately literature that uses the marking of marcato
•  Responding vocally to conductor cues indicating tempo changes
4.) Improvise harmonies to a diatonic melody.

5.) Determine the accuracy of balance and aesthetic interpretation in vocal ensemble performances.

6.) Write eight-beat rhythmic and melodic dictation.

7.) Demonstrate the use of musical elements in select genres and stylistic periods.

8.) Describe the relationship between music and society.

Example: using a choir to enhance worship services

9.) Identify all major key signatures.

10.) Identify whole- and half-step patterns in minor scales.


Arts Education, Grade 6 - 12, Vocal Music: Level IV, 2006

1.) Demonstrate technical expertise in producing a characteristic vocal sound individually and in groups.

2.) Sight-sing fluently multipart literature.

•  Identifying key signatures in all major keys
•  Performing music that contains accidentals
•  Counting rhythm patterns, including syncopation, mixed meters, and irregular meters
•  Performing atonal music
3.) Produce mature tone quality, accurate pitch center, and proper balance while performing in a group, small ensemble, or as a soloist.

4.) Perform a varied repertoire of multipart literature, including selections in various languages.

•  Performing accurately tempo markings in the literature being performed
•  Performing accurately dynamic markings in the literature being performed
•  Performing accurately articulation markings in the literature being performed
•  Performing independently solo and ensemble literature
•  Responding vocally to conductor cues
5.) Improvise vocally in various musical styles.

Examples: jazz, blues, gospel

6.) Evaluate vocal performances to identify accuracy of tone and musical effect.

Example Image

8.) Evaluate audio recordings of personal large-group and ensemble performances or rehearsals to determine techniques utilized.

9.) Analyze American vocal music genres to identify their origin and development.

10.) Identify various careers in music.

Examples: performer, composer, arranger, sound engineer, music therapist, music educator

11.) Explain the relationship of major keys and key signatures by constructing the circle of fifths.

12.) Identify three forms of minor scales.

Alabama Virtual Library
Alabama Virtual Library

Hosted by Alabama Supercomputer Authority
The University of Alabama at Birmingham
The University of Alabama at Birmingham
The Malone Family Foundation
The Malone Family Foundation
Thinkfinity
Thinkfinity
Best of the Web

Web Design by: Digital Mason LLC