Poyen School
Poyen School Curriculum K - 12 2007-2008

Music - Senior Choir


Music

    Content Standard 1
The learner will be able to sing and/or play an instrument utilizing a varied repertoire of music.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas State Music Frameworks
  
    Music literature
The learner will be able to perform a variety of music literature according to the stylistic period, using technology when appropriate.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas State Music Frameworks M1.1
Instructional Resources
- Music, sections from MENC and ACDA lists [Textbook].  
  
    Performing alone
The learner will be able to demonstrate independence by performing alone or in ensembles, e.g. trio, octet, etc.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas State Music Frameworks M1.2
Instructional Resources
- Music, solos with accompaniment sound tracks [Textbook].  
- Music, sing duets, trios (various ensembles) [Textbook].  Music selected from MENC & ACDA lists
  
    Ensemble performance
The learner will be able to demonstrate appropriate small and large ensemble performance techniques during formal and/or informal performances.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas State Music Frameworks M1.3
Instructional Resources
- Music, performances [Textbook].  for nursing homes, Rehab center, and various other groups.
- Music, perform in school programs [Textbook].  
  
    Content Standard 2
The learner will be able to create, compose, arrange, and improvise music as developmentally appropriate.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks
  
    Compose
The learner will be able to compose rhythmic and melodic phrases.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks M2.1
Instructional Resources
- Music, The Song Writing Kit [Textbook].  Introduce how words and rhythms relate. Compose simple rhythmic & melodic phrases.
- Music, Walch Theory [Textbook].  Chapter 3 scales; chapter 4 intervals
  
    Role of technology
The learner will be able to explore the role of technology in the creation of vocal and/or instrumental pieces.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks M2.2
Instructional Resources
- Music, Computer programs that teach composing/writing [Textbook].  Making music; Making More Music; Finale; Band in a Box
- Music, textbook; chapter 10; page 174 [Textbook].  Students will explore various sounds on keyboard as they play oa ostinato pattern to accompany l'Arlesienne Suite no.1
- Music, textbook; chapter 15; page 311 [Textbook].  Students will compare an original vocal piece and a transcription of the piece performed by modern instruments.
  
    Compose music
The learner will be able to compose music that encompasses the use of meter, tonality, and style periods (manuscript or computer generated).
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks M2.3
Instructional Resources
- Music, Walch Theory [Textbook].  Chapter 5 transposition; chapter 6 harmonizing a melody; chapter 7 chord progressions, voice leading, 4 part writing; chapter 9 writing a melody
  
    Arrange segments
The learner will be able to arrange segments of vocal or instrumental pieces (manuscript or computer generated).
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks M2.4
Instructional Resources
- Music, Walch Theory [Textbook].  chapter 5 transposition; chapter 6 harmonizing a melody; chapter 7 chord progressions, voice leading, 4 part writing
  
    Arrange or transpose
The learner will be able to arrange or transpose pieces for voices or instruments other than those for which they were intended (eg.SAB to SSA or transposition from brass to woodwind). Skill intended for advanced programs of music.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas State Music Frameworks M2.5
Instructional Resources
- Music, Walch Theory [Textbook].  chapter 7; chord progressions, voice leading and part writing
  
    Content Standard 3
The learner will be able to read and notate music.
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks
  
    Language of music
The learner will be able to demonstrate an understanding of the language of music (e.g, notation, texture, and timbre).
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks M3.1
Instructional Resources
- Music, Walch Theory [Textbook].  chapters 1, 2; Basics of notation; Language develops throughout chapters 1 - 16
  
    Notate
The learner will be able to notate rhythms, tonalities, articulations, and expressive markings using traditional manuscript or current music software.
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks M3.2
Instructional Resources
- Music, Finale; music software for notating music [Textbook].  
  
    Intervals
The learner will be able to sing or play intervals that are of a major or minor tonality.
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks M3.3
Instructional Resources
- Music, Review & Practice: volume 1 [Textbook].  M2, M3, m3, m2, P4, P5
- Music, The Sight Singer Volume 2 [Textbook].  M2, m2, M3, m3, P4, P5, M6, m6, M7, P8
  
    Sight read
The learner will be able to given a specific sight reading method, sing or play simple melodies chosen by the conductor.
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks M3.4
Instructional Resources
- Music, Review and Practice volume 1 [Textbook].  2 and 3 part mixed voices
- Music, Sight Singer volume 2 [Textbook].  Unison and 2 part
  
    Group
The learner will be able to given a specific sight reading method, sing or play the assigned part within the group.
Strand Bloom's Scope Hours Source
Content Standard 3 Master 1.0 Arkansas State Music Frameworks M3.5
Instructional Resources
- Music, Review & Practice volume 1 [Textbook].  2 and 3 part mixed voices
- Music, The Sight Singer volume 2 [Textbook].  2 and 3 part mixed voices
- Music, Songs for Sight Singing [Textbook].  High School treble
  
    Content Standard 4
The learner will be able to listen to, analyze, describe, and evaluate music and musical performances.
Strand Bloom's Scope Hours Source
Content Standard 4 Master 1.0 Arkansas State Music Frameworks
  
    Examples of literature
The learner will be able to analyze aural examples of literature by describing the uses of musical elements inherent within the pieces.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M4.1
Instructional Resources
- Music, Textbook [Textbook].  Chapter 1; page 12; Compare musical styles; Unit 1 Encore - page 34 - List characteristics of Kye Kye Kule; Unit 1 Evaluation - Page 33 - Analyze 3 compositions; Chapter 4 - page 63 - Identify instruments that accompany song; Page 79, question 16 - Similarities and differences between waltz and minuet; Unit 2 Encore page 82 - Identify instruments; Chapter 5 - page 98 - Recognize parts of a chorus; page 96,97 - designate vocal categories; chapter 6 - page 109 - investigate dynamics; chatper 9 - page 160 - Describe emotional qualities; page 106-171 - Compare treatments of a theme; page 169 - Determine melodic organization
- Music, Chapter 5; reproducible master 5-1 [Textbook].  
- Music, chapter 6 reproducible master 6-3 [Textbook].  
- Music, Chapter 9 master 9-2 [Textbook].  
- Music, unit 7 test [Textbook].  
- Music, unit 3 evaluation [Textbook].  
Assessment Resources
- Teacher Observation, Unit 1 evaluation [Assessment Objective].   Chapter 2 project - Teacher's Resource binder apge 13
  
    Compare & contrast
The learner will be able to compare and contrast specific characteristics of selected literature for performances or listening purposes.
Strand Bloom's Scope Hours Source
Content Standard 4 Master 1.0 Arkansas State Music Frameworks M4.2
Instructional Resources
- Music, chapter 1; page 12 [Textbook].  Compare musical styles; Instructor's guide pages 35-36
  
    Apply criteria
The learner will be able to apply criteria for making informed judgements concerning the artistic merit of a composition.
Strand Bloom's Scope Hours Source
Content Standard 4 Master 1.0 Arkansas State Music Frameworks M4.3
Instructional Resources
- Music, Chapter 1: pages 5 - 15; Activity 12 [Textbook].  Describe 2 compositions in different styles and from different historical periods.
- Music, Chapter 2; pages 17 - 27 [Textbook].  Evaluate artistic merit of a composition based on the various rhythm patterns used in music of other cultures.
- Music, Chapter 4; pges 75 - 83 [Textbook].  Identify and evaluate artistic merit of dance rhythms.
- Music, chapter 5; pages 91 - 101 [Textbook].  Evaluate artistic merit of a composition based on performer's style of interpretation, Activity page 98 - 99
- Music, Chapter 6; page 103 - 113; [Textbook].  Students will evaluate artistic merit of compositions and develop their own ability to critique music, Activity page 109, 11 Profile page 111, 108
Assessment Resources
- Teacher Observation, Chapter 1: TRB-1, TRB-2, TRB-1-4 [Assessment Objective].  
- Teacher Observation, Chapter 2: TRB 2-1 [Assessment Objective].   Musical familiarity WS: assessment objective; unit 2 test
- Teacher Observation, Chapter 4; project TRB; identify & define; assess [Assessment Objective].  
- Teacher Observation, Chapter 5; TRB-1, Listening, TRB-3; Artist life [Assessment Objective].   TRB5-4
- Teacher Observation, Chapter 6, TRB -6 [Assessment Objective].  
  
    Analyze performances
The learner will be able to analyze individual or group performances for the purpose of improving intrinsic motivation.
Strand Bloom's Scope Hours Source
Content Standard 4 Master 1.0 Arkansas State Music Frameworks M4.4
Instructional Resources
- Music, Video performances [Textbook].  
Assessment Resources
- Teacher Observation, teacher made checklist to evaluate [Assessment Objective].   Purpose of self critiquing to improve performance
  
    Emotional responses
The learner will be able to recognize and share the emotional responses evoked by the composition performed.
Strand Bloom's Scope Hours Source
Content Standard 4 Master 1.0 Arkansas State Music Frameworks M4.5
Instructional Resources
- Music, Chapter 8: page 130, 132, 134, 137, 142, 143, 145 [Textbook].  Contrast and compare emotional responses evoked by a variety of musical styles.
- Music, ch 10; pages 172 - 173 [Textbook].  
- Music, ch 11; pages 195 - 219 [Textbook].  
- Music, ch 12; pages 221 - 243 [Textbook].  
- Music, ch 13; pages 245 - 265 [Textbook].  
- Music, Journal of compositions & emotional responses [Textbook].  
  
    Content Standard 5
The learner will be able to relate music to diverse cultures, society, history, and other arts and disciplines.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks
  
    Self Discipline
The learner will be able to exhibit self-discipline and teamwork in daily rehearsals and musical performances.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.1
Instructional Resources
- Music, Daily sight singing exercises [Textbook].  Blend pitches, timbres, dynamics, and rhythms. This skill is practice with each composition we rehearse.
  
    Etiquette
The learner will be able to model appropriate etiquette as both a performer and an observer.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.2
Instructional Resources
- Music, Formal etiquette; live performances [Textbook].  Formal ettiquette will be displayed when students video tape performances to fulfill framework M4.4. Students may occasionally take field trips to performances where they will model proper etiquette.
- Music, video tape [Textbook].  
- Music, field trips [Textbook].  
  
    Diverse Cultures
The learner will be able to identify and perform music representative of diverse cultures.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.3
Instructional Resources
- Music, chapter 1; page 14; Cole Porter piece [Textbook].  
- Music, chapter 3; page 51; Indian Rhythm Cycle [Textbook].  
- Music, Chapter 5; page 89; [Textbook].  Patriotic Music; page 93 - Dona Nobis Pacem
- Music, Chapter 9; pages 152 - 153; Irish Music [Textbook].  
- Music, Chapter 10; page 185 -186 [Textbook].  
- Music, Chapter 11; page 208 - 209; Perform Bill Bailey [Textbook].  
- Music, Chapter 14; page 283 - 284 [Textbook].  Hush Somebody's Callin my Name
Assessment Resources
- Teacher Observation, student performances [Assessment Objective].  
  
    Society & music
The learner will be able to explain the role of music and its effect on society and culture.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.4
Instructional Resources
- Music, Chapter 16; page 317 - 326; Blues [Textbook].  
- Music, chapter 17; pages 341-363 [Textbook].  Creating with new technology
- Music, chapter 24; page 507 - 523 [Textbook].  Jazz
- Music, Chapter 25; page 535; [Textbook].  American folk, popular, classical music
- Music, Chapter 22, pages 467-485 [Textbook].  Music of our generation
- Music, Chapter 12; pages 237 - 239 [Textbook].  Gospel music
- Music, chapter 24 review page 527 [Textbook].  
- Music, chapter 17 review page 363 [Textbook].  
- Music, chapter 16, 25, 22 reviews [Textbook].  
- Music, chapter 12, TRB 12-4, 12-5 [Textbook].  
  
    Transfer musical knowledge
The learner will be able to identify ways to transfer musical knowledge and skills to lifelong career, community, and leisure activities.
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.5
Instructional Resources
- Music, Chapter 1; page 4 [Textbook].  From a picture of band member, student will identify ways to transfer musical knowledge and skills to lifelong community, career, and leisure activities. Page 19; Investigate community places to go in their community to hear music. Students will research careers in the music field.
- Music, Report; places in community to hear music [Textbook].  
- Music, Report; musical career [Textbook].  
  
    Compare & contrast
The learner will be able to compare and contrast the elements, processes, and organizational principles of other fine arts to those of music. (Skill for advanced music.).
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.6
Instructional Resources
- Music, Chapter 3; page 39; Compare music and dance [Textbook].  pages 57 - 68; Compare musical rhythms with dance
- Music, Page 200; compare music and dance [Textbook].  
- Music, page 359 [Textbook].  Computer technology and music
- Music, pages 384 - 385 [Textbook].  Compare music and drama
- Music, pages 49; music and tapestry [Textbook].  
- Music, pages 447; motion pictures and music [Textbook].  
Assessment Resources
- Teacher Observation, class discussion [Assessment Objective].  
  
    Aurally identify
The learner will be able to aurally identify representative examples of literature by historical period. (Skill for advanced music).
Strand Bloom's Scope Hours Source
Content Standard 5 Master 1.0 Arkansas State Music Frameworks M5.7
Instructional Resources
- Music, Chapter 1; pages 5 - 10 [Textbook].  Classify music based on previous knowledge
- Music, chapter 2; pages 17 - 31 [Textbook].  Associate musical styles with their place of origin
- Music, Chapter 4; pages 57 - 79 [Textbook].  Classify music by dance rhythms
- Music, chapter 10; pages 167 - 187 [Textbook].  classify music by form
- Music, chapter 12; pages 234 - 243 [Textbook].  Classify by historical period and culture
- Music, chapter 13; pages 245 - 263 [Textbook].  Classify by characteristics of national anthems and cultural celebrations
- Music, chapter 18; page 365 - 387 [Textbook].  classify by characteristics of 20th Century American music
- Music, chapter 19; pages 395 - 417 [Textbook].  Musical theater
- Music, chapter 23; pages 487 - 505 [Textbook].  Renaisance, Baroque, classical periods
- Music, ch 1; TRB 1- 2 [Textbook].  
- Music, Ch 2; TRB 2-1 [Textbook].  
- Music, Ch 4; TRB 4 -1 [Textbook].  
- Music, Ch 12; TRB 12-5 [Textbook].  
- Music, Ch 13; TRB 13-7 [Textbook].  
- Music, Ch 23; [Textbook].  Give a report on composers from Renaissance, Baroque, Classical, and Romantic periods
  

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