Vocal Techniques 2 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 )
consistently identify major and minor tonalities. (MU.912.C.1.1BAC )
consistently identify melodic and harmonic elements. (MU.912.C.1.1BAC )
follow a listening map and respond kinesthetically to specific aural detail. (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 )
consistently identify 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 )
listen to and compare two or more examples of the same recording. (MU.912.C.2.2I R)
analyze and discuss elements of quality performances based on established criteria. (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 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)
analyze the elements of a given performance. (MU.912.F.3.3BAC )
sequence the tasks necessary to organize a performance event. (MU.912.F.3.3BAC )
design and implement materials related to the performance. (MU.912.F.3.3BAC )
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, identify, and discuss compositions with contrasting styles. (MU.912.O.2.1BAC )
identify and describe the similarities and differences of contrasting compositions. (MU.912.O.2.1BAC )
compare musical, structural, and aesthetic elements of two or more contrasting compositions. (MU.912.O.2.1BAC )
perform repertoire with contrasting styles and structural elements. (MU.912.O.2.1BAC )
identify and apply stylistic and technical performance practices relative to text, language and historical context, e.g., syllabic stress, foreign language pronunciation and translation, interpretative elements, etc. (MU.912.O.2.1BAC )
learn basic conducting patterns for 2/4, 3/4, and 4/4, and 6/8. (MU.912.O.3.2E P)
identify and explain a 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)
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)
utilize and integrate developed vocal techniques, e.g., posture, breath support, vowel placement, proper use of consonants, diphthongs, etc. (MU.912.S.3.1E P)
consistently sing with appropriate expression, dynamics, and phrasing. (MU.912.S.3.1E P)
consistently sing with unified vowels and tone color. (MU.912.S.3.1E P)
consistently sing with proper intonation, balance, and blend. (MU.912.S.3.1E P)
consistently 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)
consistently identify letter names of the spaces and lines of both bass and treble clefs. (MU.912.S.3.2E O)
consistently 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)
sight-read major, minor, and perfect melodic intervals within a diatonic scale. (MU.912.S.3.2E O)
sight-read melodic exercises stepwise and with skips without accompaniment. (MU.912.S.3.2E O)
consistently identify key signatures of the literature being sung. (MU.912.S.3.2E O)
consistently 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
All Year
differentiate between English terminology and musical terminology (ELD.K12.ELL.SI.1BAC )
  • music terminology usually in Italian and usually italicized
All Year
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 solfeggio syllables
  • intervallic relationships
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 solfeggio syllables
  • intervallic relationships
perform rhythmic and melodic patterns accurately 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
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, ear protection, keyboard instruments, microphone, amplifier
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