Choral Music & Music Appreciation

Standard 1

1. Students will warm ups using proper technique:

❑ Stretching
❑ Breathing
❑ Scales
❑ Harmony

2. Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.

Tips on breathing with exercises

Students will sing a range of notes with good breath control, alone.
Students will sing a range of notes with good breath control, with a group.

3. Students will sing selections from different genres with the expression that is appropriate for the work. The selections will be provided by the instructor. Gospel, classical, contemporary, R and B.

4. Students will sing music written in two parts, individually and as part of a group.

5. Students will sing music representing a genre selected by the instructor from memory.

6. Exam. Students will be given a demonstration exam prepared by the instructor.

Standard 2 Harmonies and Melodies

1. Students will receive instruction about harmony for singers

2. Watch “Singers sing in harmony”

3. Watch: “Star Spangled Banner and Mary don’t you Weep” -Take Six

4. Watch: “Joshua and walls of Jericho” -Grambling Choir

3. Students will get classroom time to practice a song given by their instructor in three part harmony, with emphasis on: Tone quality, intonation and articulation.

4. Standard Exam: Students will sing in duets, trios or quartets and demonstrate their ability to harmonize.

Standard 3 Improvisation

1. Students will receive instruction about improvisation

2. Watch Improvisation demonstration: Joey Blake Bobby McFarrin

3. Watch: “Let’s squish our fruit together” – A grocery store improvisation

4. Standard Exam: Student will try their hand at improvisations in groups of two or more, with topics of other own or with one assigned by the instructor.

Standard 4 Composition of a song

1. Students will be shown how poems and translated into songs.

2. Watch: “What is love?” – Watch the words of the poem.

3. Watch: “Dance with my father again.” Discuss the poem in the song with the class.

4. Your teacher will collect poems from members of the class and will suggest a melody.

5. Even some religious songs often come from the bible. If you want to participate choose a bible scripture and set it to music. -Just one verse. (You not required to do this item if it is against your religious belief)

6. Standard Exam: Earn extra points if you either write a poem to be sung or make up a melody from a poem written by a member of the class. (You receive 100 points for quietly listening to the presentation of others.)

Standard 5 Reading the notes

1. Your teacher will instruct you about the importance of sight reading in vocal music.

2. Watch: “Learning to sing notes” – Singing alone with the video instructor.

3. Watch: “Beginning vocal exercise.” Try this by yourself.

3. Watch and Sing: “Sing along game.” Get the idea of reading music notes from this game. It’s the same as what your instructor told you in class. See how long it takes you to make it to level three.

4. You instructor will spend some time helping you to understand rhythm and dictation as well as the following:

​​Sight-reading will focus on:​____  4/4 ​____  2/4​____  3/4

​____  6/8 ​____  2/2​____  ties

____  syncopated rhythms​____  16th notes

5. ​As a class you will be taught how to clap rhythms to show you understand the principles taught.

Standard 7 Cultural Emphasis

1. The instructor will show the class songs from different cultures

What it takes to make a culturally diverse choir: Watch: “The Harlem Boy’s Choir”

2. Watch: “Danny Boy” – Irish folk song. Now compare it to “He looked beyond my faults” What similarities do you notice?

3. Watch: “Watch Masal Tov“- Jewish Folk Song (Sung at weddings)

3.  Watch: “German Folk Song”

4.  Watch: Mexican Mariachi Music

5.  Watch: African-American Work Song. (Watch for call and response)

6.  Watch: “Hallelujah Chorus” – Handel. Classical religious music. Compare a Jr. High version of the same song.

7.  Watch: Cherokee Corn Song– Native American folk song

8.  Watch: “I love the lord“-Dr. Watts Hymn (African-American)

9.  Watch: “I feel good“-James Brown (Funk)

10.  Watch: “Thriller” – When songs mix sing, dance and story lines into short films

11. Standard Exam: Write two paragraphs about the folk style you knew the LEAST about, but enjoyed.

Standard  8 – Music in other art forms

1. The instructor will show the class how music is used in other art forms

2. Watch: Tom and Jerry (Listen for different music melodies used in one cartoon)

3. Watch: Top 10 Instrumentals for movies (Would the movie have been successful without the music)

4. From the movies you watched, what is the impact of music on the overall success of the movie>

5. Look at this clip from the opera Pagliacci

6. Sometimes music make dramas come to life. Watch “Root Doctor Rehearsal Scene

7. Your instructor will bring other ways that music is used for you to hear: Commercials; School bell rings, Scene music for photos, etc. Watch and learn.

8. Write an essay about what you learned about music as it is used in other art forms.

Standard 9 -Music Appreciation

1. Your instructor will present you with a variety of music clips to listen to in this unit. He will discuss the genre, artist and information about the song.

2. Standard Exam. You will present a singer to class whose music was popular before 1970. Tell something about the author and be prepared to play a clip of their music for the class to hear.










New concepts to be presented:




Teacher activity daily:​    Conduct / Sing / Perform

Student activity:

​Perform as a group/ class____​Complete written work____

​Perform individually____​Respond orally____

​Clap rhythms____​Sing____



Modified Copies____ ​         Buddy System____​Work Individually____



​Teacher judgement during class____

Pass Off Assignment:_____________________________________________

​- Modifications to pass off:  _________________________________​

Other comments / announcements to be made during class:









STANDARD 1:  The student understands music in relation to culture and history.

❑ MU.C.1.3.1:  The student knows the main characteristics of the music of various cultures, historical periods, genres and composers.
❑ MU.C.1.3.2:  The student knows representative examples of various American music genres.
❑ MU.C.1.3.3:  The student knows the important composers and well-known musicians and performance ensembles that influenced American music genres.



STANDARD 1:  The student listens to, analyzes and describes music.

❑ MU.D.1.3.1:  The student identifies major musical themes or patterns which outline the form of a composition.
❑ MU.D.1.3.2:  The student knows basic music principles and structures used to analyze music.
❑ MU.D.1.3.3:  The student understands how the elements of music are manipulated to contribute to the expressive quality of music.

STANDARD 2:  The student evaluates music and music performance.

❑ MU.D.2.3.1:  The student creates criteria, with models, to evaluate the quality and effectiveness of music performance.
❑ MU.D.2.3.2:  The student uses specific criteria, appropriate to the style of music, to evaluate one’s own performance and the performance of others.



STANDARD 1:  The student understands the relationship between music, the other arts, and disciplines outside

the arts.

❑ MU.E.1.3.1:  The student understands the relationship between music and other subjects and how each express events, emotions and ideas.
❑ MU.E.1.3.2:  The student understands how the elements of music connect to other subjects.

STANDARD 2:  The student understands the relationship between music and the world beyond the school setting.

❑ MU.E.2.3.1:  The student understands the influence of daily music experiences in one’s life.
❑ MU.E.2.3.2:  The student uses informed consumer choices concerning music.
❑ MU.E.2.3.3:  The student understands the role of music, musicians, and performance practices in various cultures.
❑ MU.E.2.3.4:  The student understands the uniqueness of music and its importance in society.

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