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    Scope and Sequence For Choral Music

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    000753919
    The document outlines a scope and sequence for a 10th grade choral music class. It includes criteria and rubrics for assessing students in the areas of creating, performing, responding, and connecting. Under creating, students will compose an 8-bar melody and improvise a rhythm. In performing, students will be assessed on singing major and minor scales, as well as in an ensemble. Responding assessments include identifying elements of recorded choirs and sight reading. Connecting assessments require analyzing how text and music relate, relating music to personal experiences, and connecting ethnic groups to musical styles.

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    Scope and Sequence For Choral Music

    Uploaded by

    000753919
    236 views7 pages
    The document outlines a scope and sequence for a 10th grade choral music class. It includes criteria and rubrics for assessing students in the areas of creating, performing, responding, and connecting. Under creating, students will compose an 8-bar melody and improvise a rhythm. In performing, students will be assessed on singing major and minor scales, as well as in an ensemble. Responding assessments include identifying elements of recorded choirs and sight reading. Connecting assessments require analyzing how text and music relate, relating music to personal experiences, and connecting ethnic groups to musical styles.

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    Standard 7

    Original Title

    Scope and Sequence for Choral Music

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    The document outlines a scope and sequence for a 10th grade choral music class. It includes criteria and rubrics for assessing students in the areas of creating, performing, responding, and connecting. Under creating, students will compose an 8-bar melody and improvise a rhythm. In performing, students will be assessed on singing major and minor scales, as well as in an ensemble. Responding assessments include identifying elements of recorded choirs and sight reading. Connecting assessments require analyzing how text and music relate, relating music to personal experiences, and connecting ethnic groups to musical styles.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    236 views7 pages

    Scope and Sequence For Choral Music

    Uploaded by

    000753919
    The document outlines a scope and sequence for a 10th grade choral music class. It includes criteria and rubrics for assessing students in the areas of creating, performing, responding, and connecting. Under creating, students will compose an 8-bar melody and improvise a rhythm. In performing, students will be assessed on singing major and minor scales, as well as in an ensemble. Responding assessments include identifying elements of recorded choirs and sight reading. Connecting assessments require analyzing how text and music relate, relating music to personal experiences, and connecting ethnic groups to musical styles.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 7
    At a glance
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    The document outlines various skills and assessments for a 10th grade chorus class, including composing melodies, sight reading, analyzing music, and making connections between music and life experiences.

    Students are asked to compose an 8 bar melody fitting within a I, IV, vi, V chord progression in a given key. The rubric evaluates whether the melody is written correctly, fits the key and progression, and shows exceptional writing abilities.

    Students sight read excerpts individually using solfege hand signs. The rubric evaluates accuracy of pitch, rhythm, dynamics, and exceptional abilities in these areas.

    Scope and Sequence for Choral Music

    Grade 10
    Jeff Johannsen MUS 162 Fall 2014

    Creating

    Compose an 8 bar melody over a I, IV,


    vi, V progression in a given key
    (creativity, complex communication,
    critical thinking)
    Improvise a rhythm by clapping over a
    tempo given on the metronome
    (creativity, complex communication)

    Performing

    Sing a major scale on pitch using handsign solfege


    (complex communication)

    Sing la-based minor scale on pitch


    using hand-sign solfege
    (complex communication)

    Sing in assigned quartet expressively


    (collaboration, complex
    communication)

    Responding

    Listen and discuss from selected


    recordings of pieces what was
    representative of good choral singing
    and what was not.
    (critical thinking)

    Connecting

    Analyze pieces of choral repertoire and


    how the text corresponds to how the
    piece was composed
    (critical thinking)

    Discuss how a particular piece of music


    relates to personal life experiences
    (critical thinking, complex
    communication)

    Make connections between an ethnic


    group and how their lives may have
    affected their music
    (critical thinking, complex
    communication)

    Sight read selected excerpts on solfege


    (critical thinking, complex
    communication)

    Creating
    Compose a 8 bar melody over a I, IV, vi, V progression in a given key
    Criteria: Students will be given a I, IV, vi, V progression that spans 8 bars on staff paper. They
    will compose a simple melody over it that is compatible with the key and fits well with each
    chord of the progression.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    No melody composed

    Melody contains
    errors in rhythm and
    in writing

    Melody contains few


    to no rhythmic or
    writing errors

    Melody is
    exceptionally written
    contains no errors

    Not written in given


    key

    Melody contains
    errors with given key

    Melody has few to no


    errors concerning the
    key

    Melody is exceptional
    and fits the key

    Not compatible with


    given progression

    Melody contains
    errors with given
    progression

    Melody has few to no


    errors concerning the
    chord progression

    Melody is exceptional
    and contains no
    errors with chord
    progression

    Improvise a rhythm by clapping over a tempo given on the metronome


    Criteria: Students while in individual lessons will have a metronome set and they will clap an
    improvised rhythm over the steady beat. The improvised rhythm should fit appropriately with the
    steady beat.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not improvise a


    rhythm

    Student has difficulty


    staying with the
    steady beat

    Student claps an
    improvised rhythm
    that corresponds to
    the steady beat

    Students rhythm
    demonstrates
    exceptional rhythmic
    abilities (triplets,
    syncopation, hemiola)

    Performing
    Sing a major scale on pitch using hand-sign solfege
    Criteria: Students will sing a major scale using hand-sign solfege in an individual lesson. They
    sing with accurate pitch ascending and descending.

    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not sing or sign


    with solfege

    Has several errors


    regarding pitch, handsigns and solfege
    syllables

    Has few errors


    regarding pitch, handsigns and solfege
    syllables

    Has no errors with


    pitch, hand-signs or
    solfege syllables

    Sing la-based minor scale on pitch using hand-sign solfege


    Criteria: Students will sing a la-based minor scale using hand-sign solfege in an individual
    lesson. They sing with accurate pitch ascending and descending.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not sing or sign


    with solfege

    Has several errors


    regarding pitch, handsigns and solfege
    syllables

    Has few errors


    regarding pitch, handsigns and solfege
    syllables

    Has no errors with


    pitch, hand-signs or
    solfege syllables

    Sing in assigned quartet expressively


    Criteria: Students will sing with assigned quartets and sing selected excerpts from their concert
    repertoire. They can sing as an expressive and cohesive member of the group, they
    balance/blend well and stay in tune with the group.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not sing with


    assigned group

    Sings with little to no


    expression

    Sings with expression


    and communicates
    well as a group
    member

    Sings with
    exceptional
    expressive qualities

    Does not sing with


    assigned group

    Does not balance or


    blend well with the
    group

    Balances and blends


    well with the group

    Sings with
    exceptional balance
    and blend

    Does not sing with


    assigned group

    Does not sing well in


    tune with the group

    Sings well in tune with


    the group

    Sings in tune with no


    hesitation in pitch
    confidence

    Responding
    Listen and discuss from selected recordings of pieces what was representative of good
    choral singing and what was not.
    Criteria: Students will listen at home to assigned recordings and be able to discuss on a 3x5
    note card points of good or poor choral singing regarding balance/blend, technique, pitch
    accuracy and expressive qualities.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not complete


    assignment or cannot
    identify balance/blend

    Shows little ability to


    identify the recorded
    choirs balance and
    blend

    Shows ability to
    identify the recorded
    choirs balance and
    blend

    Shows exceptional
    ability to identify the
    recorded choirs
    balance and blend

    Does not complete


    assignment or cannot
    identify technique

    Shows little ability to


    identify the recorded
    choirs technique

    Shows ability to
    identify the recorded
    choirs technique

    Shows exceptional
    ability to identify the
    recorded choirs
    technique

    Does not complete


    assignment or cannot
    identify pitch accuracy

    Shows little ability to


    identify the recorded
    choirs pitch accuracy

    Shows ability to
    identify the recorded
    choirs pitch accuracy

    Shows exceptional
    ability to identify the
    recorded choirs pitch
    accuracy

    Does not complete


    assignment or cannot
    identify expressive
    qualities

    Shows little ability to


    identify the recorded
    choirs expressive
    qualities

    Shows ability to
    identify the recorded
    choirs expressive
    qualities

    Shows exceptional
    ability to identify the
    recorded choirs
    expressive qualities

    Sight read selected excerpts on solfege


    Criteria: Students will sight read excerpts of music individually on hand-sign solfege with specific
    attention to pitch, rhythmic and dynamic accuracy.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Unable to read on
    solfege

    Has several errors


    regarding pitch, handsigns and solfege
    syllables

    Has few errors


    regarding pitch, handsigns and solfege
    syllables

    Has no errors with


    pitch, hand-signs or
    solfege syllables

    Does not do sight


    reading assessment

    Has several errors


    regarding rhythm

    Has few errors


    regarding rhythm

    Has no errors
    regarding rhythm

    Does not do sight


    reading assessment

    Has several errors


    regarding dynamics

    Has few errors


    regarding rhythm

    Has no errors
    regarding rhythm

    Connecting
    Analyze pieces of choral repertoire and how the text corresponds to how the piece was
    composed
    Criteria: Students will review excerpts of their choral repertoire and make connections based on
    the text and the way the music was written by writing on a 3x5 note card.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not complete


    the assignment or
    makes connections
    that are not coherent
    or relevant

    Makes few
    connections or
    connections with little
    higher level thinking

    Makes connections
    that show how the
    text is correlated to
    the composition of the
    piece

    Makes astute
    observations between
    the text and
    compositional style

    Discuss how a particular piece of music relates to your own life experiences
    Criteria: Student is able to make relevant connections between a selected piece of their choral
    repertoire and their own lives by writing on a 3x5 note card.

    Rubric:

    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not complete


    the assessment or
    has irrelevant
    connections

    Makes few
    connections or
    connections with little
    higher level thinking

    Makes connections
    that show how the
    piece has relevance
    to their own life

    Makes deep,
    thoughtful
    connections between
    piece and their own
    life

    Make connections between an ethnic group and how their lives may have affected their
    music
    Criteria: Students will read selected material over an ethnic group that correlates with a piece in
    the choral repertoire and be able to write on a 3x5 note card how the specific ethnic group
    affected the way the piece was written.
    Rubric:
    Does not meet

    Needs improvement

    Meets criteria

    Exceeds

    Does not complete


    the assessment or
    has irrelevant
    connections

    Discovers few
    correlations between
    the ethnic culture and
    compositional style

    Makes correlations
    between the ethnic
    culture and the
    compositional style

    Makes exceptional
    correlations between
    the ethnic culture and
    the compositional
    style

    10th Grade Chorus Performance Assessment

    Creating
    Composes a melody with correct
    rhythmic notations
    Composes a melody that fits in
    given key
    Composes a melody that fits within
    given chord progression
    Improvises a rhythmic pattern

    1
    2
    1
    1
    2
    1
    1

    2
    3
    2
    2
    3
    2
    2

    3
    4
    3
    3
    4
    3
    3

    2
    2
    2

    3
    3
    3

    4
    4
    4

    Performing
    Sings major scale with pitch and
    solfege accuracy
    Sings minor scale with pitch and
    solfege accuracy
    Responding
    Identifying balance/blend
    Identifying singing technique
    Identifying pitch accuracy
    Identifying expressive qualities
    Sight reading pitch/solfege accuracy
    Sight reading rhythmic accuracy
    Sight reading dynamic accuracy

    1
    1

    Connecting
    Making connections between text and music
    Making connections between music and self
    Making connections between culture and music

    1
    1
    1

    4
    4
    4
    4

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