Vocal Ensemble 3 Pacing Guide

Time-Period Currently Unspecified
describe how teamwork in the music ensemble translates to other areas and skills. (DA.912.F.3.8BAC )
describe how skills in the music room transfer into other content areas. (DA.912.F.3.8BAC )
explore leadership opportunities and leadership positions outside of the music room. (DA.912.F.3.8BAC )
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. (DA.912.F.3.8BAC )
model effective rehearsal and performance expectations and behaviors. (DA.912.F.3.8BAC )
model proper audience etiquette, expectations, and interaction with performers. (DA.912.F.3.8BAC )
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 and demonstrate relevant rehearsal and performance practices. (LAFS.1112.SL.1.1BAC )
Identify, analyze, and present specific musical topics as they relate to class. (LAFS.1112.SL.1.1BAC )
Demonstrate, individually and in groups, appropriate articulation and enunciation of text on a given piece of choral literature. (LAFS.1112.SL.2.6BAC )
aurally identify and notate major, minor, diminished, and augmented chords. (MU.912.C.1.1BAC )
aurally identify and analyze expressive and structural elements of melody, harmony, and phrasing. (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 )
relate the importance of title, text, and context to a composer’s intent. (MU.912.C.1.2I R)
identify and describe structural elements that imply compositional intent of the composer. (MU.912.C.1.2I R)
compare and contrast two renditions of the same piece. (MU.912.C.1.2I R)
utilize FVA/MPA rubrics to analyze a recording or live performance. (MU.912.C.1.2I R)
independently develop performance accuracy through solo and ensemble literature. (MU.912.C.2.1BAC )
independently assess areas for improvement and develop strategies for growth. (MU.912.C.2.1BAC )
independently develop strategies for practice and rehearsal. (MU.912.C.2.1BAC )
refer to and apply FVA solo/ensemble rubrics to rehearsal and performance. (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)
analyze and apply model choral technique to personal and group practice. (MU.912.C.3.1E R)
Using FVA and MPA rubrics, define and apply assessment criteria to personal and group performances. (MU.912.C.3.1E R)
attend performances of quality performing groups in the choral and theatrical setting. (MU.912.C.3.1E R)
define résumé, (curriculum vitae), and its component parts, as well as discuss its language, usage, intent, and target audience. (MU.912.F.2.1BAC )
discuss and explain desirable qualities of scholarship, leadership, and experience. (MU.912.F.2.1BAC )
itemize educational background, work/school related experiences, and educational/career goals. (MU.912.F.2.1BAC )
create practice résumés based on music experience, music interest and/or career choices in the arts or related. (MU.912.F.2.1BAC )
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 )
recognize and interpret how teamwork in the music ensemble translates to other areas and skills. (MU.912.F.3.1BAC )
integrate skills in the music room 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 )
independently model effective rehearsal and performance expectations and behaviors. (MU.912.F.3.1BAC )
independently 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)
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 )
recognize, interpret, and compare 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)
recognize, interpret, and compare 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)
independently recognize and interpret regional and historical elements of various indigenous music, e.g., rhythms, textures, modalities, tonalities, folksongs and lore, instrumentation, vocal style, etc. (MU.912.H.1.5I R)
independently recognize and interpret structural and expressive elements that characterize musical and cultural identity. (MU.912.H.1.5I R)
research and present materials via oral, written, and/or digital media. (MU.912.H.1.5I R)
analyze, rehearse, and perform quality choral literature from diverse cultures. (MU.912.H.1.5I R)
develop artistic opinions regarding various technological aspects of musical learning, performing, recording, and delivery systems. (MU.912.H.2.4BAC )
develop artistic opinions regarding the pros and cons of recorded vs. live performance and the influence of technology as a component and influence. (MU.912.H.2.4BAC )
conceptualize next generation trends in music learning, performance, delivery, marketing, and consumption. (MU.912.H.2.4BAC )
discus the influence of technology on popular culture, e.g., arts and music, advertizing, fashion, language, food, fitness, etc. (MU.912.H.2.4BAC )
consistently define music terms and symbols in a given piece, e.g., tempo markings, dynamics, key, and meter, etc. (MU.912.O.1.1I R)
consistently identify melody, countermelody, and accompaniment. (MU.912.O.1.1I R)
consistently differentiate between major and minor tonality. (MU.912.O.1.1I R)
consistently identify and describe timbre, tone color, and texture. (MU.912.O.1.1I R)
consistently identify major musical themes including sections and patterns that outline structural form. (MU.912.O.1.1I R)
identify and describe chord progressions as they relate to cadence, tension-release, form, etc. (MU.912.O.1.1I R)
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 and apply aesthetic principles and practices. (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 )
consistently interpret and utilize musical terms and symbols in a given piece, e.g., tempo markings, dynamics, articulations, phrasing, key, meter, etc. (MU.912.O.3.1I R)
consistently apply expressive elements to the choral literature being studied. (MU.912.O.3.1I R)
independently recognize and interpret structural and compositional elements relative to harmony, rhythm, scale, mode, timbre, voicing, text, vocal/instrumental texture, and orchestration. (MU.912.O.3.1I R)
independently recognize and interpret the structural and compositional elements of the choral literature being studied. (MU.912.O.3.1I R)
infer compositional intent based on the structural elements of the choral literature being studied. (MU.912.O.3.1I R)
consistently demonstrate basic conducting patterns for 2/4, 3/4, 4/4, and 6/8. (MU.912.O.3.2E R)
independently recognize and interpret the conductor’s gestural cues relating to tempo, dynamics, phrasing, and expressive elements. (MU.912.O.3.2E R)
independently recognize and interpret a piece based on the expressive elements of the score and/or conductor. (MU.912.O.3.2E R)
select expressive criteria from the choral literature being studied and apply it to non-musical events and/or cross-curricular content. (MU.912.O.3.2E R)
create a vocal arrangement of a familiar piece using two, three or four-part harmony. (MU.912.S.1.3BAC C)
compose vocal harmonies of familiar or assigned melodic material. (MU.912.S.1.3BAC C)
create and perform 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)
independently identify and sing major, minor, and perfect intervals using solfeggio. (MU.912.S.1.4E P)
independently notate dictated major, minor, and perfect intervals. (MU.912.S.1.4E P)
independently identify and sing major and minor chords using solfeggio. (MU.912.S.1.4E P)
vocally repeat a dictated melody using solfeggio. (MU.912.S.1.4E P)
independently notate dictated rhythmic patterns. (MU.912.S.1.4E P)
notate major, minor, augmented, and diminished chords. (MU.912.S.1.4E P)
identify and notate major and minor 7th chords. (MU.912.S.1.4E P)
discuss, understand, and apply the principles of audiation, including types and stages. (MU.912.S.1.4E P)
consistently demonstrate the expressive characteristics of phrasing, dynamics, and appropriate tempi as found in the literature being studied. (MU.912.S.2.1E P)
independently sing major musical themes including sections and patterns that outline the form of a composition. (MU.912.S.2.1E P)
consistently sing melodic and rhythmic patterns with accuracy. (MU.912.S.2.1E P)
consistently part-sing with independence and awareness of other vocal parts. (MU.912.S.2.1E P)
consistently demonstrate sequencing strategies for memorizing a piece. (MU.912.S.2.1E P)
discuss, understand, and apply the principles of audiation, including types and stages, to musical learning. (MU.912.S.2.1E P)
apply and perform shared concepts, skills, and processes between two or more pieces. (MU.912.S.2.2E P)
apply and perform learned concepts, skills, processes, and techniques to varied musical repertoire. (MU.912.S.2.2E P)
consistently demonstrate characteristic vocal timbres of various choral styles. (MU.912.S.2.2E P)
consistently sing with awareness of 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 with proper intonation, balance, and blend in an ensemble setting. (MU.912.S.3.1E P)
consistently demonstrate an understanding of blend and intonation by singing in a four-part quartet. (MU.912.S.3.1E P)
consistently 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.S.3.1E P)
consistently respond artistically to conducting patterns of various styles, tempi, and meter. (MU.912.S.3.1E P)
identify and demonstrate conducting patterns in various meters and tempi. (MU.912.S.3.1E P)
independently identify and notate 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 sight-read and notate major, minor, and perfect melodic intervals within a diatonic scale. (MU.912.S.3.2E O)
consistently sight-read and notate melodic exercises step-wise, with skips, without accompaniment. (MU.912.S.3.2E O)
consistently identify and notate key signatures of the literature being sung. (MU.912.S.3.2E O)
consistently apply and perform relevant musical terms and expressive markings in the literature being sung. (MU.912.S.3.2E O)
accurately sight-read two, three, and four-part exercises in groups. (MU.912.S.3.2E O)
consistently apply large group rehearsal strategies to small group/sectional settings. (MU.912.S.3.4I R)
develop strategies for learning individual vocal parts. (MU.912.S.3.4I R)
apply sight-reading skills to vocal literature being learned. (MU.912.S.3.4I R)
demonstrate an understanding of the use and function of the hard and soft palate, tongue, pharynx, epiglottis, esophagus, larynx, trachea, and vocal cords, (folds). (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 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