Chorus: Register-specific 3 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.1112.SL.1.1BAC )
Identify and analyze specific musical topics as they relate to class. (LAFS.1112.SL.1.1BAC )
Demonstrate appropriate articulation and enunciation of text on a given piece of choral literature. (LAFS.1112.SL.2.6BAC )
aurally identify major, minor, diminished, and augmented chords. (MU.912.C.1.1BAC )
aurally identify melodic and harmonic elements. (MU.912.C.1.1BAC )
follow a detailed listening map and respond kinesthetically. (MU.912.C.1.1BAC )
engage in active listening by identifying specific forms, e.g., binary, ternary, rondo, verse and refrain, strophic, and through composed. (MU.912.C.1.1BAC )
use a checklist to identify musical characteristics common to various styles of choral literature. (MU.912.C.1.1BAC )
listen to, discuss, and evaluate quality recordings of vocal performances. (MU.912.C.1.2NTK R)
relate the importance of title, text, and context to a composer’s intent. (MU.912.C.1.2NTK R)
aurally and visually describe voicing, accompaniment, and expressive elements indicated in the music. (MU.912.C.1.2NTK R)
analyze and discuss compositional intent of the composer. (MU.912.C.1.2NTK R)
analyze choral performances using established criteria. (MU.912.C.1.2NTK R)
perform and evaluate peer/group performances. (MU.912.C.1.2NTK R)
listen to, analyze, and discuss various types of choral ensembles, e.g., chorus, chorale, chamber, madrigal, glee club, show choir, Barbershop/Sweet Adeline, etc. (MU.912.C.1.4E R)
listen to, analyze, and discuss various types of choral styles and literature, e.g., chant, spiritual, folk, aria/opera, world, jazz, Broadway, Barbershop, pop, chorale, chamber, madrigal, glee club, show, etc. (MU.912.C.1.4E R)
perform a variety of quality choral literature. (MU.912.C.1.4E R)
analyze and characterize the use of text as it pertains to style and genre. (MU.912.C.1.4E R)
independently and in small groups, identify and improve performance accuracy and technique relative to pitch, intonation, balance, blend, phrasing, etc. (MU.912.C.2.1BAC )
cooperatively 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 )
analyze, compare, and discuss two or more examples of the same recording. (MU.912.C.2.2I R)
listen to and select quality recordings based on performance evaluations. (MU.912.C.2.2I R)
demonstrate examples of quality performance through use of choral literature being studied. (MU.912.C.2.2I R)
analyze and discern elements of outstanding or representative performances. (MU.912.C.3.1E R)
listen to and analyze selected examples of model choral recordings and discuss the specific performance aspects/criteria which make them highly effective. (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)
identify and list component parts of various performing groups and discuss the responsibilities of those individuals. (MU.912.F.2.3BAC )
identify and describe how component parts of a musical organization must establish and attain individual and group goals. (MU.912.F.2.3BAC )
compare the structure and function of performing ensembles to that of known business models. (MU.912.F.2.3BAC )
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)
identify strengths and weaknesses regarding skill level and competency in a given musical discipline. (MU.912.F.3.4BAC )
list practice and performance goals related to the given musical discipline. (MU.912.F.3.4BAC )
design and implement strategies related to pedagogy, instruction, and assessment. (MU.912.F.3.4BAC )
reflect on musical activities and performances throughout the year. (MU.912.F.3.4BAC )
listen to, discuss, and perform representative examples of music from diverse cultures and eras. (MU.912.H.1.1BAC )
identify, discuss, and perform music having a cultural function, e.g., anthems, fanfares, religious and ceremonial music, holidays, athletic events, etc. (MU.912.H.1.1BAC )
listen to, identify, and discuss characteristic elements of choral music from Medieval, Renaissance, Baroque, Classical, Romantic, 20th Century, and 21st Century. (MU.912.H.1.2I R)
perform quality, representative choral literature from Medieval, Renaissance, Baroque, Classical, Romantic, 20th Century, and 21st Century. (MU.912.H.1.2I R)
identify and discuss two or more significant choral composers and/or compositions. (MU.912.H.1.2I R)
listen to and analyze separate compositions, with varied medium, of a single composer, e.g., orchestral and choral, guitar and string quartet, piano solo and piano concerto, etc. (MU.912.H.1.3NTK R)
listen to and analyze selections by a significant composer using a different performance medium, e.g., symphonic arrangement vs. jazz arrangement of the same piece. (MU.912.H.1.3NTK R)
define monophony, homophony, and polyphony. (MU.912.H.2.1BAC )
recognize, through listening, examples of monophonic, homophonic, and polyphonic textures via various ensembles. (MU.912.H.2.1BAC )
identify and discuss music as an influential component of various societal and historical events. (MU.912.H.2.1BAC )
identify and discuss specific historical events inspired by music, musicians and/or composers. (MU.912.H.2.1BAC )
identify and compare popular vs. art music historically, e.g., madrigal vs. motet, operetta vs. opera, etc. (MU.912.H.2.1BAC )
analyze and discuss various technological aspects of musical learning, performing, recording, and delivery systems. (MU.912.H.2.4BAC )
idenify, list, and discuss pros and cons of recorded vs. live performance and the influence of technology as a component and influence. (MU.912.H.2.4BAC )
discuss a variety of amateur and professional applications for developing sound technology, recording, and delivery systems. (MU.912.H.2.4BAC )
identify and discuss cross curricular musical connections and applications in the various academic content areas, e.g., science and math, etc. (MU.912.H.3.1BAC )
analyze and discuss various technological aspects of musical learning, performing, recording, and delivery systems. (MU.912.H.3.1BAC )
explore and evaluate pros and cons of recorded vs. live performance and the role of technology as a component and influence. (MU.912.H.3.1BAC )
examine and list the physical properties of sound, acoustics, sound amplification, digital technologies, and related materials and applications. (MU.912.H.3.1BAC )
independently define music terms and symbols in a given piece, e.g., tempo markings, dynamics, key, and meter, etc. (MU.912.O.1.1I R)
independently identify melody, counter melody, and accompaniment. (MU.912.O.1.1I R)
independently differentiate between melody and harmony. (MU.912.O.1.1I R)
independently differentiate between major and minor tonality. (MU.912.O.1.1I R)
independently describe timbre, tone color, and texture. (MU.912.O.1.1I R)
independently differentiate between solo, small ensemble, and large ensemble. (MU.912.O.1.1I R)
independently 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, 4/4, and 6/8. (MU.912.O.3.2E P)
identify, explain, and apply, to the current choral literature, the conductor’s gestural cues relating to tempo, dynamics, phrasing and expressive elements. (MU.912.O.3.2E P)
analyze and perform a piece based on the expressive elements of the score and/or conductor. (MU.912.O.3.2E P)
apply and discuss 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, meter, and tempo. (MU.912.S.1.1BAC C)
vocally improvise short sections of given literature using text, neutral, or scat syllables. (MU.912.S.1.1BAC C)
vocally improvise a melody over a tonic/dominant chord progression, with or without accompaniment. (MU.912.S.1.1BAC C)
vocally improvise a rhythmic/melodic ostinato on a given simple chord progression. (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 C)
explore and perform variations of a given piece by changing aspects or usage of the musical elements. (MU.912.S.1.3BAC C)
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 C)
aurally identify and sing melodic and harmonic intervals using solfeggio. (MU.912.S.1.4E P)
aurally identify and sing major and minor chords using solfeggio. (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, understand, and apply the principles of audiation, including types and stages. (MU.912.S.1.4E P)
identify and discuss melody, counter melody, and accompaniment. (MU.912.S.2.1E P)
identify and discuss major musical themes including sections and patterns that outline the form of a composition. (MU.912.S.2.1E P)
demonstrate expressive and dynamic elements of a piece. (MU.912.S.2.1E P)
perform basic themes, melodic, and rhythmic patterns with accuracy. (MU.912.S.2.1E P)
part-sing with independence and awareness of other vocal parts. (MU.912.S.2.1E P)
apply and demonstrate sequencing strategies for memorizing a piece. (MU.912.S.2.1E P)
identify and discuss shared concepts, skills, and processes between two or more pieces. (MU.912.S.2.2E P)
recall and apply learned concepts, skills, processes, and techniques to varied musical repertoire. (MU.912.S.2.2E P)
independently 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)
independently identify letter names of the spaces and lines of both bass and treble clefs. (MU.912.S.3.2E O)
independently demonstrate 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)
independently sight-read major, minor, and perfect melodic intervals within a diatonic scale. (MU.912.S.3.2E O)
independently sight-read melodic exercises step-wise, with skips, without accompaniment. (MU.912.S.3.2E O)
independently identify key signatures of the literature being sung. (MU.912.S.3.2E O)
independently 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)
develop strategies for learning individual vocal parts. (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