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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.

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