Week 3 Homework

1.
grade 6
grade 7
grade 8
sept
5,6
5,6
5,6
oct
1,5,6
1,5,6
1,5,6
nov
1,5,6
1,5,6
1,5,6
dec
1,2,5,6
1,2,5,6
1,2,5,6
jan
1,2,5,6,7
1,2,5,6,7
1,2,3,5,6,7
feb
1,2,5,6,9
1,2,5,6,9
1,2,3,5,6,9
mar
1,2,5,6,9
1,2,5,6,9
1,2,3,5,6,9
apr
1,2,5,6,9
1,2,5,6,9
1,2,5,6,9
may
1,2,5,6,7,9
1,2,5,6,7,9
1,2,5,6,7,9
jun
1,5,6
1,5,6
1,5,6
All year
singing/reading/notati
ng
ng
ng
Fall
world music
classical
classical
Spring
world music
classical
improvisation/classica
l
post concert
evaluation
evaluation
evaluation
First semester is bolded, second semester is not.

1. Singing, alone and with others, a varied repertoire of music: Students should sing choral
literature of diverse genres and cultures, with a level of difficulty of 3 on a scale of 1 to 6,
using good breath control throughout their singing ranges, including some songs performed
from memory. 2. Performing on instruments, alone and with others, a varied repertoire of
music: Students perform instrumental music of diverse genres and cultures, with a level of
difficulty of 2 on a scale of 1 to 6, accurately and independently. 3. Improvising melodies,
variations, and accompaniments: Singers improvise simple rhythmic and melodic variations
on melodies in pentatonic and major keys, keeping a consistent style, meter and/or tonality. 4.
Composing and arranging music within specified guidelines: Singers arrange and compose
short pieces for voices, demonstrating how the elements of music are used to achieve unity
and variety, tension and release, and balance. 5. Reading and notating music: Students
sight-read music with a level of difficulty of 2 on a scale of 1 to 6, read and notate whole, half,
quarter, eighth, sixteenth, and dotted notes and rests, in 2/4, 3/4, 4/4, 6/8, 3/8, and 2/2 meter
signatures. 6. Listening to, analyzing, and describing music: Students use appropriate
terminology to describe aural examples of music from diverse genres and cultures. 7.
Evaluating music and musical performances: Students develop and apply criteria for
evaluating the quality and effectiveness of music performances and compositions. 8.
Understanding relationships between music, the other arts, and disciplines outside the arts:
Students compare choral works with other artworks and describe how they are used to
transform similar events, scenes, emotions, or ideas. 9. Understanding music in relation to
history and culture: Students compare musical characteristics, functions, and conditions in
several cultures of the world.
The year is divided into two semesters to reflect the most common school system. There
is a concert at the end of each semester, and at the beginning of the next semester, the
students observe and evaluate their performances.
As the difference between grade levels is mostly just the aptitude of the material, the
curriculum reflects this.
It is difficult to improvise without technical facility, so only the students with more
experience will be exposed to this.
Composition is not included in this because although it is an important aspect of music,
improvisation covers this.
After concert evaluations, as they are opening up their ears, they will compare
themselves to higher level choirs, to observe the differences between them and the
professionals
2. Rehearsal plan
Autumn
Name: Tyler Hsieh

District: TBA
School: TBA
Subject: Choral Music
Grade Level: Middle School (6-8_
Date:
Lesson Plan No.: 1
National Standards for Music Education
Analyze Analyze the structure and context of varied musical works and their implications for
performance.
MU: Pr4.2.6a Explain how understanding the structure of the elements of music are used
in music selected for performance.
Rehearse, Evaluate, and Refine Evaluate and refine personal and ensemble performances,
individually or in collaboration with others.
MU:Pr5.1.6a Identify and apply teacher-provided criteria to rehearse, refine, and determine when
a piece is ready to perform.
California Visual and Performing Arts Content Standards
1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information

Through the Language and Skills Unique to Music
2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music

Objectives:
1. To acquire the ability to sing Autumn
2. To be able to hear intonation and three part melody.
Materials Needed:
Autumn, by Andy Beck, Alfred Choral Designs
Piano
Whiteboard
Opening Script:
Hi all, can someone describe to me what a season is?
Tension Relief:
Every student will bring both arms to the sky, stretch upwards, then backwards, then down.
Next, the same motion will be performed but with the shoulders. By combining gyration
movement of the upper torso and the legs, a good mid section stretch can be achieved. By
achieving a good stretch, much of the students tensions can be relieved.
Time: 5 minutes
Vocal Warm up for Phonation:
By having every student do sirens with the oo and ee syllable, and moving between their
lowermost octave and their uppermost octave, teachers can have their entire ensemble warm
up within a short amount of time.
Time: 3 minutes
Note accuracy Warmup:
On the syllable mm, have the students sing this pattern, changing by a half step every time it
is repeated, until all keys are sung.
Range: Octave and Half

Time: 4 minutes, with time added for expected flaws.
Range Extension and Articulation:
Using Solfege, sing the the pattern below, and ascend by half step every time the pattern is
completed, until the students have been challenged, but not strained.
Next, by adding in different types of syllables, like mommy mommy mom, working out
articulation and diction can be achieved.
Range: F4 to B5
Time: 5 minutes.
Identifying the meaning of the piece:

Search for why this piece was written; Whats happening? What does this sound like?
Rehearse piece, focusing on intonation and musicality.
Assessment:
Students will sing the piece, and evaluate how they sang. Was the way they sang compelling?
Did the lyrics to the piece make sense in context to their singing?
Extension:
Students will write down why they thought the way they sang was compelling or not. How can
something be compelling? What does it mean to you? (the student)
3. Curriculum guides provide an outline on what should happen within a school year. Because
they are guides, they should be flexible and adaptable to each classroom.
The B&M is similar to the MENC curriculum in the way that both provide in depth and
detailed analysis for many choral pieces. As B&M is organized by grade level, it is an extremely
accessible and simple way to find repertoire should the teacher be inexperienced in choral
repertoire. MENC goes into detail about the expectations that a choral teacher should have in a
2nd person view. The book covers most to all problems a teacher could encounter in the
classroom, as well as solutions. There is also lesson plans at the end to assist with teaching.
Demorest provides help with sightsinging. The book provides the theory behind
sightsinging, the theory behind teaching sightsinging, and sample music. The book equips
teachers with a tool to allow students to be more flexible as musicians. Strong musicians have
the ability to read music on a whim, and be successful with it, and sightsinging prepares students
for such ability.
4.
Week 1
Watch different types of
Cosi fan Tutte
choral performances
Observe characteristics
Pick good pieces for
ensemble
Rigoletto
La Traviatta
Nixon in China
34th Annual Putnam County
Spelling Bee
Week 2
Pick scenes to perform

Create smaller groups to
perform different scenes from
acts.
Create an idea for the stage
setting
Rehearse
Act 1, Scene 1
Act 2, Scene 4
Week 3
Refine the created stage

settings
Practice
Listen to the
Opera/Musical/play
Marlis Petersen
Week 4
Excursion to watch an
opera/play locally
Practice
Metropolitan Opera, LA
Opera, SF Opera
Week 5
Set up stage,
Practice on stage
Having piano in the Pit

would benefit
Week 6
Divide up into smaller groups

Give feedback on how things
are going well/not well
Make sure all criticism is

constructive
Week 7
Dress Rehearsal
Practice with Call times
Week 8
Performance
Break a leg

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1.

First semester is bolded, second semester is not.

Name: Tyler Hsieh

1.0 ARTISTIC PERCEPTION Processing, Analyzing, and Responding to Sensory Information

2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music

Range: Octave and Half

Identifying the meaning of the piece:

Watch different types of

Cosi fan Tutte

Pick scenes to perform

Refine the created stage

Having piano in the Pit

Divide up into smaller groups

Make sure all criticism is

Practice with Call times

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