Music - Junior High Choral
Tenor/Bass Choir

Course Description

Open to: 7, 8, 9 Men - One-Year Course
Prerequisite: None
Content: Students will continue to progress as musicians and consumers of music. They will learn grade level appropriate music theory, vocabulary and be able to sing as a group through sequenced learning activities preparing them for successful participation in choir at the high school level and beyond. Students will prepare and perform for school events, concerts and festivals, and will be given the opportunity to perform in the district solo and ensemble festival.

Philosophy

The Music Department’s philosophy is based on the belief that experiences with music are fundamental to the education of children. Music has a powerful ability to affect the hearts, minds, and souls of our children. It gives students the opportunity to gain self-esteem by learning new skills and talents. It also gives students the sense of satisfaction that comes from working with a group to perform and create a piece of music with beauty and unity. Recent brain research shows music can tremendously boost the efficiency and performance of the brain. Music is a powerful purveyor of culture, both American and other world cultures. In today’s increasingly global society, knowledge of other peoples and cultures, as well as our own past, is a necessary part of a good education.

Copyright Resources

Junior High Choral Resource References

Course Scope

Assessment Correlation acronyms key
Music Department web site

• For specific Standard References please see: References with the letter N denote a reference to the National Standards. Those without the N are references to the Idaho State Standards.
• Download this curriculum and standards documentation as a "Printer Friendly" pdf file
• Curriculum date: 6/18/2007
• Level of Experience:
  B) Basic – entry level. (Roughly corresponds to 7th grade.)
  I) Intermediate – one to two years of choral experience. (Roughly corresponds to 8th grade.)
  A) Advanced – two or more years of choral experience. (Roughly corresponds to 9th grade.)

Unit 1

Music Language and Symbols

Ongoing

1022.01 Students will demonstrate understanding of the names and functions of musical words and symbols.

Standard Reference
N-5: a, b, c, e
6-8.Mu.2.1.2
9-12.Mu.2.1.2

No.

Performance Objective

Resource Reference

Assessment Correlation

01

Recognize, define and notate the following symbols:
B) staff, double-bar, repeat sign, bass/F clef, treble/G clef, bar line, measure, sharp, flat, natural, grand staff, system
I) first/second endings, da capo, dal segno, coda, al fine, piano brace, choir bracket
A) tenor clef, double sharp, double flat

Essential Elements for Choir: Essential Musicianship (EM)

TMA
TO

02

Recognize, define and notate the following note and rest values:
B) whole, half, quarter, eighth and sixteenth
I) dotted half, dotted quarter, dotted eighth,
tied notes
A) dotted whole, dotted sixteenth, triplet,

EM
Master-works Press Sightreading series (MPS)

TMA
TO

03

Recognize, define and notate the following dynamic symbols and terms:
B) pp, p, mp, mf, f, ff, crescendo, decrescendo, diminuendo
I) sforzando, fortepiano, subito
A) Apply markings of musical expression as they appear in the score during sightreading

EM

TMA
TO

04

Recognize, define and notate the following articulations:
B) staccato, slur, legato, phrase mark, accent
I) heavy accent, caesura, marcato, tenuto, fermata, rubato
A) Apply markings of musical expression as they appear in the score during sightreading

EM

TMA
TO

05

Recognize, define and notate the following time signatures/meters:
B) simple meters, 2/4, 3/4, 4/4 (common time) 2/2 (cut time)
I) compound meters, 3/8, 6/8, 9/8, 12/8.
A) mixed meters

EM
MPS

TMA
TO

06

Recognize, define and notate the following tempo terms:
B) tempo, a tempo, allegro, andante, moderato, adagio, accelerando, ritardando
I) vivace, presto, lento, largo, rallentando
A) maestoso, prestissimo, allegretto, grave

EM

TMA
TO

07

Recognize, define and notate the following musical terms:
B) a cappella, unison, perfect unison, octavo, score, SA (soprano/alto), TB (tenor/bass)
I) tutti, soli, dolce, espressivo, sacred, secular, madrigal, motet, SSA, SATB
A) mass, oratorio, opera, polyphonic, monophonic, homophonic, antiphonal

EM

TMA
TO

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Unit 2

Reading and Notating Music, Music Literacy

Ongoing

1022.02 Students will be able to demonstrate understanding of the reading and notating of music.

Standard Reference
N-4: a 5: a, b, c, d, e 6: b
6-8.Mu.3.1.2, Mu.3.1.3, Mu.3.2.1
9-12.Mu.3.1.3, Mu.3.1.2

No.

Performance Objective

Resource Reference

Assessment Correlation

01

Name notes by pitch two ledger lines on either side of the staff

EM

TMA

02

Name scale degrees and solfege pitches for the eight tones of the scale and show hand signs
A) add chromatic scale degrees and hand signs

EM
MPS

TMA
TO

03

Identify and label the keys on a piano keyboard
A) Identify enharmonic pitches

Teacher demonstration

TMA
To

04

B) Identify the major key signatures up to four flats or four sharps
I) Identify all the major key signatures
A) Identify all the relative minor key signatures

EM
MPS

TMA
TO

05

B) Identify visually and aurally the intervals of unison, M3, P4, P5, P8
I) Identify visually and aurally the major and perfect intervals from unison to the octave
A) Identify visually and aurally the minor intervals and Tritone

EM
MPS

TMA
TO

06

Define the significance of the numbers in a time signature

EM
MPS

TMA
TO

07

Identify aurally whether the music is major or minor

EM
MPS

TMA
TO

08

Demonstrate an understanding of the ratios presented in the rhythm tree

EM
Teacher demonstration

TMA
TO

09

B) Write out simple rhythmic dictation for examples in 4/4 and label with counting syllables
I) Write out rhythmic dictation for examples in 2/4, 3/4 and label with counting syllables
A) Write out rhythmic dictation for examples in 6/8 and label with counting syllables

Teacher demonstration

TMA
TO

10

B) Clap, tap, play or sing counting patterns in 4/4
I) Clap, tap, play or sing counting patterns in 2/4, 3/4
A) Clap, tap, play or sing counting patterns in 6/8

Teacher demonstration

TMA
TO

11

Identify the following parts of an octavo: title, composer, arranger, publisher, copyright information, voicing, accompaniment, key, meter, dynamics and articulations

Teacher demonstration

TMA
TO

12

Notate simple melodic dictation appropriate to level of learning

Teacher demonstration

TMA
TO

13

B) Demonstrate conducting in 2/4, 3/4 and 4/4
I) Demonstrate conducting of 6/8
A) Demonstrate preparatory beat and cut off

Teacher demonstration
EM

TO

14

Recognize the role of form in music

Selected repertoire

TMA
TO

15

Recognize the make-up and function of a chord

EM
Teacher demonstration

TMA
TO

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Unit 3

Rehearsal and Performance

Ongoing

1022.03 Students will demonstrate the following rehearsal and performance objectives.

Standard Reference
N-1: a, b, c, d e 3: b 5: a, b c, d, e
9-12.Mu.3.1.2, Mu.3.2.2, Mu.3.2.3, Mu.3.3.3
6-8.Mu.3.2.3, Mu.3.2.2

No.

Performance Objective

Resource Reference

Assessment Correlation

01

Demonstrate the correct singing posture in both sitting and standing positions

EM
Teacher demonstration
Concert performance

TMA
TO

02

Demonstrate the proper breathing for singing

Teacher demonstration
Concert performance

TMA
TO

03

B) Correctly sing the vowels, consonants and diphthongs used in the English language
I) Correctly sing the vowels and consonants used in Latin and Italian
A) Correctly sing the vowels and consonants of other languages (such as German, French or Spanish)

Teacher demonstration
Concert performance

TMA
TO

04

Demonstrate blending within the ensemble attending to pitch, volume, and vowels

Teacher demonstration
Concert performance

TO

05

B) Demonstrate sight-singing unison and two part exercises in major keys
I) Demonstrate sight-singing in two and three-part exercises
A) Demonstrate sight-singing in three and four part exercises

MPS
Selected repertoire

TO

06

Demonstrate singing with musicality as well as technical accuracy creating an aesthetic experience for the performer and the audience

Selected repertoire
Concert performance

TMA
TO

07

Participate appropriately as a performer and audience member in a concert situation, including concert dress and behavior

Concert performance

TO

08

Apply markings of musical expression as they appear in the musical score

Selected repertoire

TMA
TO

09

Evaluate musical performances by critiquing basic music concepts

Concert performance
Festival performance

TMA
TO

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Unit 4

Music History

Ongoing

1022.04 Students will identify style, composers and important musical characteristics from the six major time periods of music history.

Standard Reference
N-6: a, b 8: a, b 9: a, b, c
9-12.Mu.1.1.1, Mu.1.1.2, Mu.1.1.3, Mu.1.1.4, Mu.1.2.1, Mu.1.2.2
6-8.Mu.1.1.1, Mu.1.1.2, Mu.1.1.3, Mu.1.1.4, Mu.1.2.1, Mu.1.2.2

No.

Performance Objective

Resource Reference

Assessment Correlation

01

B) Identify the names and dates of the six major time periods of music history: Medieval, Renaissance, Baroque, Classical, Romantic, 20^th Century
I) Identify one or more composers from each time period
A) Identify two or more important musical characteristics from each time period

An Illustrated History of Music for Young Musicians
Accent on Composers

TMA
TO

02

Identify aural musical examples from each time period

Teacher demonstration

TMA
TO

03

Sing music from different cultures and historical periods with correct stylistic characteristics

Selected repertoire

TMA
TO

04

Identify important people and world events that occurred during the musical time periods

An Illustrated History of Music for Young Musicians

TMA
TO