Course Description

This course enhances level three and further provides advanced-level performers opportunities to increase performance skills and knowledge of unaccompanied literature written predominately in the 16^th and 17^th centuries that have a complex polyphonic nature. It covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects and appreciation of music. It stresses individual progress and group experiences. This course generally requires students to participate in extra rehearsals and performances beyond the school day.

Course of Study

· Singing

Students will demonstrate through public performance correct vocal production across musical styles and genres
Students will demonstrate proper diction of various languages across styles and genres with correct vowel usage and syllabic stress
Students will demonstrate a mastery of choral literature of various styles and genres on a level of 6

· Performing

Students will arrange joint band/choir concert with the aid of a teacher
Students will appropriately employ the use of melodic instruments to enhance choral performance
Students will perform with appropriate instruments from different historical periods and with appropriate style of the genre

· Improvising

Students will apply short accompaniment passages to a selected song when appropriate to style
Students will perform a non-notated accompaniment in a stylistically appropriate manner
Students will perform a non-notated descant or cadenza in a stylistically appropriate manner

· Composing

Students will construct a stylistically appropriate descant, obbligato or ostinato
Students will develop vocal warm-ups appropriate to a specific style or genre
Students will arrange stylistically appropriate medley or create a personal composition

· Readingand notating

Students will accurately interpret notation in choral music with a difficulty level of 6 in a performance context
Students will fully understand terms, signs and symbols in the performance context
Students will sight-read accurately and expressively in choral music at a difficulty level of 5 or above.
Students will vocally demonstrate non-standard notation in a concert setting

· Listening

Students will demonstrate the use of music elements, expressive and compositional devices in a choral composition
Students will demonstrate through technical writing an analysis of a music composition in the same genre or style
Students will demonstrate how music elements expressive and compositional devices are used by contrasting polar opposites in a performance

· Evaluating

Students will demonstrate the ability to evaluate a choral performance using the critical evaluation form developed but the students
Students will demonstrate the use of the developed evaluative tool to public performance of compositions, arrangements and improvisations by the students and others.

· Understanding relationships between music and other arts

Students will demonstrate the use of the common elements in various art forms through writing
Students will compare and contrast two or more art forms within one historical style
Students will accurately assess the relationship of organizational principles outside the arts to music

· Understanding music in relation to history and culture

Students will perform a major work from selected choral literature in an appropriate historic and stylistic manner
Students will compare and contrast various American music genres and their origins
Students will demonstrate stylistic features in a specific choral work that exhibit aesthetic qualities in the music

Standards

MNPS Vocal Music Standards
http://www.mnps.org

National and State Vocal Music Standards

http://www.state.tn.us/education/ci/standards

Textbook

Douglas, Bobbie, Brad White, Glenda Casey, Jan Juneau. Essential Repertoire for Concert Choir Winona, Minnesota: Hal Leonard Publishing, 1999.

Recommended and/or Required Resources

Teacher’s discretion within county and state guidelines

Successful Sight-singing BKS 1 and 2, Successful Warm-ups- Nancy Telfer

Essentials of Music Theory BKS 1-3, Sally Albrecht, Varied Repertoire (Octavos)