Course Description

This course enhances level two and provides opportunities for young men to develop performance skills and knowledge in an all-male chorus. It covers performance and production, analysis and theoretical studies, historical and cultural contributions and influences, creative aspects and appreciation of music. It organizes objectives for self-paced progress through all four levels. It stresses individual progress and group experiences. Emphasis is placed on vocal development. This course generally requires students to participate in extra rehearsals and performances beyond the school day.

Course of Study

· Singing

Students will employ expressive style and technical accuracy to the genre and historical period of the music performed
Students will apply correct vocal production techniques throughout an extensive vocal range
Students will distinguish between the variants of English diction appropriate to various vocal styles and apply them to music in performance
Students will demonstrate the ability to sing in a variety of languages with appropriate diction for each language
Students will proficiently perform a variety of music appropriate for the ensemble

· Performing

Students will appropriately employ melodic instruments in the performance of a choral composition
Students will appropriately employ rhythmic instruments in the performance of a choral composition

· Improvising

Students will perform a non-notated descant or cadenza in a stylistically appropriate manner
Students will employ a variety of techniques to improvise an stylistically appropriate variation
Students will perform a non-notated accompaniment in a stylistically appropriate manner

· Composing

Students will construct a stylistically appropriate descant, obbligato or ostinato
Students will develop vocal warm-ups appropriate for a specific aim
Students will arrange stylistically appropriate medleys or songs

· Readingand notating

Students will accurately interpret notation in choral music with a difficulty level of 5 in a performance context
Students will interpret terms, signs and musical symbols accurately in a choral performance context
Students will sight-read accurately and expressively choral music at a difficulty level of 4 or above
Students will use standard notation accurately in dictation exercises and/or composition or arranging
Students will vocally demonstrate non-standard notation in a choral performance context

· Listening

Students will accurately describe the use of music elements, forms, expressive devices and compositional techniques in rehearsal and performance literature
Students will accurately describe the use of musical elements in recorded literature
Students will accurately assess the use of timbre, melody, rhythm, harmony, and form in works of similar genres
Students will inventory and correctly classify music from a variety of styles and genres

· Evaluating

Students will develop and utilize an appropriate rubric for evaluation of personal participation in a choral performance
Students will develop and utilize an appropriate rubric for evaluation of ensemble in a choral performance as compared to other groups or exemplary models
Students will appropriately evaluate a choral work’s aesthetic qualities by explaining musical elements used to create that aesthetic.

· Understanding relationships between music and other arts

Students will compare and contrast the use of basic elements in all the arts at a proficient level
Students will accurately assess the relationship of principles and subject matter of disciplines outside the arts to music
Students will accurately evaluate the influence of music technology on the creation, production, and distribution of music

· Understanding music in relation to history and culture

Students will accurately differentiate selected choral literature into genres and styles and historical periods or cultures
Students will thoroughly compare various American music genres and their origins
Students will correctly inventory the characteristics of a given choral work to classify its historical and cultural context

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 Music Publishing, 1999.

Recommended and/or Required Resources

Teachers’ 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)