Elementary Chorus

Course State Description:

Students who have varying levels of experience in chorus develop beginning vocal technique and skills, notational literacy and fluency, expressive and stylistic interpretation, part-singing, critical and creative thinking skills, and an appreciation of music from around the world and throughout history. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom.

    Big Idea: Critical Thinking and Reflection

    Understanding 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
  • MU.3.C.1.1 BAC  Describe listening skills and how they support appreciation of musical works.
  • MU.3.C.1.2 BAC  Respond to a musical work in a variety of ways and compare individual interpretations.
  • MU.3.C.1.4 BAC  Discriminate between unison and two-part singing.
  • MU.4.C.1.1 BAC  Develop effective listening strategies and describe how they can support appreciation of musical works.
  • MU.4.C.1.2 BAC  Describe, using correct music vocabulary, what is heard in a specific musical work.
  • MU.4.C.1.4 BAC  Identify and describe the four primary voice parts, i.e., soprano, alto, tenor, bass.
  • MU.5.C.1.1 BAC  Discuss and apply listening strategies to support appreciation of musical works.
  • MU.5.C.1.2 BAC  Hypothesize and discuss, using correct music vocabulary, the composer's intent for a specific musical work.
  • MU.5.C.1.4 BAC  Identify, aurally, the four primary voice parts, i.e., soprano, alto, tenor, bass, of a mixed choir.
  • Understanding 2: Assessing our own and others' artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth.
  • MU.3.C.2.1 BAC  Evaluate performances of familiar music using teacher-established criteria.
  • MU.4.C.2.1 BAC  Identify and describe basic music performance techniques to provide a foundation for critiquing one's self and others.
  • MU.4.C.2.2 BAC  Critique specific techniques in one's own and others' performances using teacher-established criteria.
  • MU.5.C.2.1 BAC  Define criteria, using correct music vocabulary, to critique one's own and others' performance.
  • Understanding 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts.
  • MU.3.C.3.1 BAC  Identify musical characteristics and elements within a piece of music when discussing the value of the work.
  • MU.4.C.3.1 BAC  Describe characteristics that make various musical works appealing.
  • MU.5.C.3.1 BAC  Develop criteria to evaluate an exemplary musical work from a specific period or genre.
  • Big Idea: English Language Development for English Language Learners

    Understanding SI: Language of Social and Instructional Purposes
  • ELD.K12.ELL.SI.1 BAC  English language learners communicate for social and instructional purposes within the school setting.
  • Big Idea: Innovation, Technology, and the Future

    Understanding 2: Careers in and related to the arts significantly and positively impact local and global economies.
  • MU.3.F.2.1 BAC  Identify musicians in the school, community, and media.
  • MU.3.F.2.2 BAC  Describe opportunities for personal music-making.
  • MU.4.F.2.1 BAC  Describe roles and careers of selected musicians.
  • MU.5.F.2.1 BAC  Describe jobs associated with various types of concert venues and performing arts centers.
  • MU.5.F.2.2 BAC  Explain why live performances are important to the career of the artist and the success of performance venues.
  • Understanding 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts.
  • MU.3.F.3.1 BAC  Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.
  • MU.4.F.3.1 BAC  Identify the characteristics and behaviors displayed by successful student musicians, and discuss how these qualities will contribute to success beyond the music classroom.
  • MU.5.F.3.1 BAC  Examine and discuss the characteristics and behaviors displayed by successful student musicians that can be applied outside the music classroom.
  • Big Idea: Historical and Global Connections

    Understanding 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
  • MU.3.H.1.2 BAC  Identify significant information about specified composers and one or more of their musical works.
  • MU.4.H.1.2 BAC  Describe the influence of selected composers on the musical works and practices or traditions of their time.
  • MU.5.H.1.2 BAC  Compare and describe the compositional characteristics used by two or more composers whose works are studied in class.
  • Understanding 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
  • MU.3.H.3.1 BAC  Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.
  • MU.5.H.3.1 BAC  Examine critical-thinking processes in music and describe how they can be transferred to other disciplines.
  • Big Idea: Mathematical Practice

    Understanding 5: Use appropriate tools strategically.
  • MAFS.K12.MP.5.1 BAC  Use appropriate tools strategically. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. They detect possible errors. They are able to use technological tools to explore and deepen their understanding of concepts.
  • Understanding 6: Attend to precision.
  • MAFS.K12.MP.6.1 BAC  Attend to precision. Proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose.
  • Understanding 7: Look for and make use of structure.
  • MAFS.K12.MP.7.1 BAC  Look for and make use of structure. Proficient students look closely to discern a pattern or structure. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects.
  • Big Idea: Organizational Structure

    Understanding 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process.
  • MU.3.O.1.1 BAC  Identify, using correct music vocabulary, the elements in a musical work.
  • MU.3.O.1.2 BAC  Identify and describe the musical form of a familiar song.
  • MU.4.O.1.1 BAC  Compare musical elements in different types of music, using correct music vocabulary, as a foundation for understanding the structural conventions of specific styles.
  • MU.5.O.1.1 BAC  Analyze, using correct music vocabulary, the use of musical elements in various styles of music as a foundation for understanding the creative process.
  • Understanding 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
  • MU.3.O.3.1 BAC  Describe how tempo and dynamics can change the mood or emotion of a piece of music.
  • MU.4.O.3.1 BAC  Identify how expressive elements and lyrics affect the mood or emotion of a song.
  • MU.4.O.3.2 BAC  Apply expressive elements to a vocal or instrumental piece and, using correct music vocabulary, explain one's choices.
  • MU.5.O.3.1 BAC  Examine and explain how expressive elements, when used in a selected musical work, affect personal response.
  • Big Idea: Reading Standards for Informational Text

    Understanding 2: Craft and Structure
  • LAFS.3.RI.2.4 BAC  Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
  • LAFS.4.RI.2.4 BAC  Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • LAFS.5.RI.2.4 BAC  Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • Big Idea: Reading Standards for Literature

  • LAFS.3.RL.2.4 BAC  Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
  • LAFS.4.RL.2.4 BAC  Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
  • LAFS.5.RL.2.4 BAC  Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
  • Big Idea: Skills, Techniques, and Processes

    Understanding 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
  • MU.4.S.1.3 BAC  Arrange a familiar song for voices or instruments by manipulating form.
  • MU.5.S.1.3 BAC  Arrange a familiar song by manipulating specified aspects of music.
  • MU.5.S.1.4 BAC  Sing or play simple melodic patterns by ear with support from the teacher.
  • Understanding 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
  • MU.3.S.2.1 BAC  Identify patterns in songs to aid the development of sequencing and memorization skills.
  • MU.4.S.2.1 BAC  Apply knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsal and performance.
  • MU.5.S.2.1 BAC  Use expressive elements and knowledge of musical structure to aid in sequencing and memorization and to internalize details of rehearsals and performance.
  • MU.5.S.2.2 BAC  Apply performance techniques to familiar music.
  • Understanding 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
  • MU.3.S.3.1 BAC  Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.
  • MU.3.S.3.3 BAC  Sing simple la-sol-mi-re-do patterns at sight.
  • MU.4.S.3.1 BAC  Sing rounds, canons, and/or partner songs in an appropriate range, using proper vocal technique and maintaining pitch.
  • MU.4.S.3.3 BAC  Perform extended pentatonic melodies at sight.
  • MU.5.S.3.1 BAC  Sing part songs in an appropriate range, using proper vocal technique and maintaining pitch.
  • MU.5.S.3.3 BAC  Perform simple diatonic melodies at sight.
  • Big Idea: Standards for Speaking and Listening

    Understanding 1: Comprehension and Collaboration
  • LAFS.3.SL.1.1 BAC  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
  • LAFS.3.SL.1.2 BAC  Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • LAFS.3.SL.1.3 BAC  Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
  • LAFS.4.SL.1.1 BAC  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
  • LAFS.4.SL.1.2 BAC  Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • LAFS.4.SL.1.3 BAC  Identify the reasons and evidence a speaker provides to support particular points.
  • LAFS.5.SL.1.1 BAC  Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • LAFS.5.SL.1.2 BAC  Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • LAFS.5.SL.1.3 BAC  Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.