Lesson Plan Objectives

Throughout the school year, each chorus student will......

• Identify and demonstrate the correct postures for singing.
• Develop a music vocabulary.
• Demonstrate proper breathing techniques.
• Clap and count note values.
• Demonstrate proper breathing, phrasing, and intonation while singing.
• Recognize movement in music by step, skip, and same and utilize dynamics in sight singing.
• Demonstrate proper vowel placement.
• Listen and assess intonation discrepancies.
• Demonstrate correct posture, breathing support, and vocal placement to solve intonation problems.
• Work in small groups singing unison melodies to learn to listen for appropriate blend.
• Sing intervals with proper intonation.
• Demonstrate the ability to sing consonants.
• Sing at various dynamic levels using supported breathing and tone quality.
• Demonstrate the ability to follow a conductor.
• Analyze recorded examples of choral ensembles.
• Demonstrate how to onset pitches accurately.
• Sing with proper phrasing.
• Identify and interpret dynamic markings.
• Explain time signature.
• Name the notes in the treble and bass clefs.
• Identify key signatures.
• Recognize binary and ternary forms in their music.
• Identify and explain what constitutes sacred and secular music.
• Work for uniform supported tone as they make the transition from high to low register and back.
• Work for awareness of pitch as they listen to other sections.
• Notate dictated measures of rhythm.
• Demonstrate vocal technique and knowledge of music through small ensemble performance.
• Demonstrate the proper use of staggered breathing.
• Be able to sing melodic phrases utilizing various rhythmic patterns.
• Be able to identify expressive indicators in music notation.
• Begin to understand the role that sacred and secular music has played in the development of western music.
• Discriminate the quality of a musical performance.
• Compose a rhythmic composition using the quarter note, half note, and whole note, and their equivalent rests.
• Work in cooperation with the director and other students to produce a cohesive musical sound.
• Be exposed to a variety of performance settings.
• Practice appropriate concert behavior.
• Participate in scheduled performances of their ensemble.
• Explain and compare the roles of creators, performers, and others involved in the production and presentation of the arts.
• Compose a melody using symbols and terms referring to dynamics, tempo, and articulation.
• Recognize the opportunity to perform at Solo & Ensemble Music Performance Assessment.
• Demonstrate correct articulation of beginning and ending consonants while maintaining uniform vowel placement.
• Sing musically with proper phrasing.
• Explain ways in which the principles and subject matter of various disciplines outside the arts are interrelated with those of music.
• Count and clap phrases of basic rhythmic notation that includes the sixteenth note and rest.
• Describe the use of vocal music in the performance of various styles of music.
• Identify various career opportunities in the field of music.
• Recognize his/her role as a consumer of music.
• Give examples of continued opportunities for musical participation.
• Expand his/her musical repertoire through performances in the school setting.
• Develop an understanding that all voices are worthwhile and that the dedication of the singer often outweighs the quality of the voice.