Chorus: Register-specific 1 Pacing Guide

Time-Period Currently Unspecified
observe classroom rules. (DA.912.S.2.1BAC )
respect peers and equipment. (DA.912.S.2.1BAC )
show focus and pacing during self-directed practice time. (DA.912.S.2.1BAC )
Discuss relevant rehearsal and performance material. (LAFS.910.SL.1.1BAC )
Identify and analyze specific musical topics as they relate to class. (LAFS.910.SL.1.1BAC )
Demonstrate appropriate articulation and enunciation of text on a given piece of choral literature. (LAFS.910.SL.2.6BAC )
identify major and minor tonalities. (MU.912.C.1.1BAC )
identify melodic and harmonic elements. (MU.912.C.1.1BAC )
follow a listening map. (MU.912.C.1.1BAC )
engage in active listening by identifying specific forms, e.g., AB, ABA, strophic, etc. (MU.912.C.1.1BAC )
use a checklist to identify musical events, e.g. repeats, endings, D.S., coda, et al. (MU.912.C.1.1BAC )
identify sections of the choral ensemble, e.g., unison, SA, SSAA, TB, TTBB, etc. (MU.912.C.1.4E R)
aurally identify the size of various vocal groups and characterize their voicing. (MU.912.C.1.4E R)
identify and characterize the use of text as it pertains to style and genre. (MU.912.C.1.4E R)
aurally recognize various vocal styles including chant, spiritual, folk/traditional, opera, world, jazz, etc. (MU.912.C.1.4E R)
perform appropriate and representative versions of a variety of vocal styles and classifications. (MU.912.C.1.4E R)
identify performance accuracy and technique relative to pitch, intonation, balance, blend, phrasing, etc. (MU.912.C.2.1BAC )
assess areas for improvement and develop strategies for growth. (MU.912.C.2.1BAC )
apply feedback individually, cooperatively, and with teacher guidance. (MU.912.C.2.1BAC )
listen to two or more examples of the same recording. (MU.912.C.2.2I R)
analyze elements of quality performances based on established criteria. (MU.912.C.2.2I R)
identify examples of quality performance through use of choral literature being studied. (MU.912.C.2.2I R)
analyze elements of outstanding or representative performances. (MU.912.C.3.1E R)
listen to selected examples of model choral recordings. (MU.912.C.3.1E R)
utilize and incorporate ideas and techniques derived from this analysis into further musical development. (MU.912.C.3.1E R)
attend performances of quality performing groups in the choral and theatrical setting. (MU.912.C.3.1E R)
describe how teamwork in the music ensemble translates to other areas and skills. (MU.912.F.3.1BAC )
describe how skills in the music room transfer into other content areas. (MU.912.F.3.1BAC )
explore leadership opportunities and leadership positions outside of the music room. (MU.912.F.3.1BAC )
list skills that are developed in the music room, e.g., mastering a task, problem-solving, self-discipline, dependability, organization, cultural awareness, and mutual respect, etc. (MU.912.F.3.1BAC )
model effective rehearsal and performance expectations and behaviors. (MU.912.F.3.1BAC )
model proper audience etiquette, expectations, and interaction with performers. (MU.912.F.3.1BAC )
define “copyright” and discuss applicable materials, media, and performances. (MU.912.F.3.2NTK R)
list materials subject to copyright law and discuss proper usage, payment, etc. (MU.912.F.3.2NTK R)
discuss the implications of copyright infringement, e.g., loss of revenue, pirated original compositions, recorded materials, web-based media, etc. (MU.912.F.3.2NTK R)
listen to representative examples of music from diverse cultures and eras. (MU.912.H.1.1BAC )
identify examples of music as a cultural function, e.g., anthems, fanfares, religious and ceremonial music, holidays, athletic events, etc. (MU.912.H.1.1BAC )
identify music as an influential component of various societal and historical events. (MU.912.H.2.1BAC )
identify specific historical events inspired by music, musicians, and/or composers. (MU.912.H.2.1BAC )
discuss how music has impacted elements of society, e.g., religion, literature, wars, revolutions, governments/rulers. (MU.912.H.2.1BAC )
define music terms and symbols in a given piece, e.g., tempo markings, dynamics, key, and meter, etc. (MU.912.O.1.1I R)
identify melody, counter melody, and accompaniment. (MU.912.O.1.1I R)
differentiate between melody and harmony. (MU.912.O.1.1I R)
differentiate between major and minor tonality. (MU.912.O.1.1I R)
describe timbre, tone color, and texture. (MU.912.O.1.1I R)
differentiate between solo, small ensemble, and large ensemble. (MU.912.O.1.1I R)
identify major musical themes including sections and patterns that outline structural form. (MU.912.O.1.1I R)
learn basic conducting patterns for 2/4, 3/4, and 4/4. (MU.912.O.3.2E P)
identify a conductor’s gestural cues relating to tempo, dynamics, phrasing, and expressive elements. (MU.912.O.3.2E P)
analyze a piece based on the expressive elements of the score and/or conductor. (MU.912.O.3.2E P)
apply expressive criteria to a variety of musical selections, experiences, non-musical events, and cross-curricular content. (MU.912.O.3.2E P)
create a short melody from an established key and tempo. (MU.912.S.1.1BAC C)
improvise short sections of given literature using text or neutral syllables. (MU.912.S.1.1BAC C)
identify and discuss musical elements of a given piece, e.g., texture, mode, form, tempo, and voicing. (MU.912.S.1.3BAC )
explore and perform variations of a given piece by changing aspects or usage of the musical elements. (MU.912.S.1.3BAC )
create an original version of a given piece by altering the musical elements, e.g., rhythmic patterns, accompaniment, voicing, etc. (MU.912.S.1.3BAC )
aurally identify melodic and harmonic intervals. (MU.912.S.1.4E P)
aurally identify major and minor chord tonalities. (MU.912.S.1.4E P)
repeat a simple dictated melody using solfeggio. (MU.912.S.1.4E P)
notate simple dictated rhythmic patterns. (MU.912.S.1.4E P)
notate simple melodic dictated patterns. (MU.912.S.1.4E P)
discuss and the principles of audiation, including types and stages. (MU.912.S.1.4E P)
identify shared concepts, skills, and processes between two or more pieces. (MU.912.S.2.2BAC )
identify rhythmic note and rest values, e.g., whole note/rest, half note/rest, quarter note/rest, eighth note/rest, sixteenth note/rest, and their respective dotted note values. (MU.912.S.3.2E O)
identify letter names of the spaces and lines of both bass and treble clefs. (MU.912.S.3.2E O)
sight-read rhythmic patterns in simple and compound meters, e.g., 2/4, 3/4, 4/4, 2/2, 6/8. (MU.912.S.3.2E O)
aurally identify major, minor, and perfect melodic intervals within a diatonic scale. (MU.912.S.3.2E O)
sight-read step-wise melodic exercises without accompaniment. (MU.912.S.3.2E O)
identify key signatures of the literature being sung. (MU.912.S.3.2E O)
define and apply relevant musical terms and expressive markings in the literature being sung. (MU.912.S.3.2E O)
work cooperatively in small groups/sectionals to generate relevant vocal exercises and assessments. (MU.912.S.3.4I R)
apply large group rehearsal strategies to small group/sectional settings. (MU.912.S.3.4I R)
All Year
interpret unfamiliar English terms using their home language dictionary or an online translator (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
  • how to differentiate between English terminology and musical terminology (e.g., music terminology usually in Italian and usually italicized)
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • Curwen hand signs and solfegio syllables
  • intervallic relationships
perform rhythmic and melodic patterns accuartely by visually interpreting musical symbols (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations (ELD.K12.ELL.SI.1BAC )
communicate withe a peer tutor/buddy for clarification on concepts presented in class (ELD.K12.ELL.SI.1BAC )
  • section leader for students' vocal/instrumental section
All Year
imitate sound concepts modeled by the teacher and peers (ELD.K12.ELL.SI.1BAC )
  • how to produce a characteristic tone
All Year
rehearse and perform music in class with their peers to demonstrate comprehension and synthesis of skills (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • proper posture
  • how to follow the director
  • how to take a proper breath while playing and/or singing
  • where to locate the rehearsal plan and/or classroom objectives
recognize, count and notate simple rhythms and rests (ELD.K12.ELL.SI.1BAC )
  • procedure for deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
All Year
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality (MAFS.K12.MP.6.1BAC )
  • tonality: MU.68.C.1.1
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
  • standard conducting patterns
  • expressive conducting gesture
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, time signatures, phrasing, sequencing, hemiola, key centers, harmonic structure, voicing, modulation, and instrumentation.
Week 1
recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch (MAFS.K12.MP.7.1BAC )
Week 3
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
  • simple, compound and mixed meters
  • function of top and bottom numbers in time signatures