Last updated: 3/29/2010
Niagara Falls City School District
630 66th Street, Niagara Falls, NY 14304


Music - Advanced Chorus - Matrix 2 - Grades 9-12 - 10 - 40 Weeks

* Students will sing a varied and extensive repertoire form
notation using appropriate vocal production, pitch, duration,
dynamics, diction, and musicality
*Students will identify and describe the processes needed to produce concerts and musicals





*Students monitor performances, and identify strengths and areas for improvements
*Students will read fairly difficult music from a written score (NYSSMA level 4,5) and exhibit independent control over tone quality, intonation, rhythm, dynamics, balance, blend,
expression and articulation while following conductor’s nuances
*Students produce small ensemble performance
*Students research music and composers using print and electronic media

*Demonstrate appropriate listening and evaluation skills as an audience member 
Students identify their contribution to their musical group
*Students listen to analyze and evaluate musical performances

*Students use and understand appropriate physiological terms for vocal sound production
*Students use appropriate terms to describe musical performances



*Students can identify well-known quality vocal performers

*Students explain how performers, composer and arrangers make artistic decisions

*Students identify the cultural context of music being learned


*Students identify composers and titles of choral literature


*Students will sight read sing and perform music of all genres in an appropriate style
Appropriate
literature as
selected by
teacher.
Suggested
literature from
NYSSMA and
NCMEA library
*Students will sing SAB/SATB choral literature continuing vocal and musical skills learned


*Identify voice types and develop strengths especially men in tenor and bass

*Students will assist in programming, auditioning, background research and preparation for performances.
*Students will listen to their own and others performances and critique
*Sight reading 2-3 parts, solfege major/minor melodies and chords.
*Sing in small groups while listening critically
*Written self evaluation and regular rehearsals


*Self directed duets and small groups perform choral or other literature
*Individuals and small groups research background material for performance notes
*Listen to varied performances live and recorded

*Students regularly complete self evaluation
*Groups and soloist perform followed by guided critique

*Learn, display and identify lungs, trachea, rib cage, larynx, diaphragm, and vocal chords
*Students will listen to live and recorded performances of pieces they are learning and then discuss them musically and interpretively
*Through listening to solo and choral performances, student will hear and identify artists
    *Listen to vocal and choral pieces and analyze.
    *Students analyze their own pieces and perform
    *Students will discuss, research and understand background of multicultural choral literature learned
    *Students will discuss, research, understand and identify composers and titles of pieces learned
    *Patriotic, classical, spiritual/gospel, American folk, latin, foreign language, jazz, popular, music theater, 3-4 part round, opera/oratorio, polyphonic (renaissance)
    Math: conceptual
    development




    Lang. Arts: listen and
    respond, compare
    and contrast, critical
    evaluation


    Lang. Arts: read,
    understand respond
    and interpret
    literature
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