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Music 512
Ryan Moos
Contents
Course Description: ....................................................................................................................................... 3
Program Goals:.............................................................................................................................................. 3
Course Goals: ................................................................................................................................................ 3
Course Objectives: ........................................................................................................................................ 4
Skill Development: ........................................................................................................................................ 4
Mission Statement: ....................................................................................................................................... 4
Scope and Sequence ..................................................................................................................................... 6
Fall Concert ................................................................................................................................................... 8
Holiday Concert........................................................................................................................................... 11
Spring Concert............................................................................................................................................. 14
Festival ........................................................................................................................................................ 17
Course Description:
Mixed choir for grades for 7 and 8. Continue to develop beginning and intermediate musical
techniques based on the National Standards for music. Allow student exposure to beginning
musicianship skills through ensemble work, activities and discussion based learning.
Program Goals:
-Perform a wide variety of musical styles found in different historical periods and
cultures
- Respond to said musical styles with proper breath support, tone and placement
- Create a congruent ensemble sound and develop individual musicality
-Develop knowledge of music theory through melodic variations, improvisational skills
and pitch relationships
-Analyze, identify and describe musical characteristics ascribed to specific time periods
-Read and notate music through small compositional projects and arrangement variations
-Listen to recordings and list differences and similarities to each corresponding piece
- Instill practice habits that enable the student to succeed within and outside of the
classroom
Course Goals:
- Creation of a congruent ensemble sound by singing in two or three part harmony
-Performance of a wide variety of musical styles from different historical periods and
cultures
- Comprehension of the cultural and historical background of concert and festival pieces
- Recognition of adequate and inadequate breath support
- Interpretation of musical styles shown through articulation and phrasing
- Recognition of pitch relationships and note functions through melodic variations
- Ability to read and notate music demonstrated through small compositional projects
- Develop critical musical listening skills
- Development of positive practice habits that enable student achievement
Course Objectives:
- Students will perform selected repertoire in two to three part harmony
- Students will recognize defining cultural music characteristics
- Students will summarize historical concepts that influenced the piece
- Students will assess their use of breath support
- Students will choose an interpretation of musical styles through articulation and
phrasing cues
- Students will evaluate the function of notes and pitch relationships through the context
of the piece and develop melodic variations
-Students will evaluate musical selections through listening skills
- Students will construct practice habits which allow them to develop their individual
musicality
Skill Development:
- Identification of melodic and harmonic lines visually and aurally
- List common musical and social characteristics of a specific era
-Application of music history to musical characteristics found in the repertoire
-Develop proper breath support, tone and placement of vowels
-Interpret musical lines based on articulation and phrasing cues
-Understand the function of notes through pitch relationships and develop melodic variations
- Progress and develop listening skills
- Develop practice habits that enable their musicality
Mission Statement:
I believe a student will enjoy a piece of music more (or understand why they dont enjoy it) if they
understand the history, musical characteristics and pitch relationships hidden in their musical
repertoire. I also believe students will become more engaged in rehearsal when they can talk about the
context of the piece and what influenced them to make a specific musical decision. All of these
previously listed skills will enable a student to develop a deeper understanding of their repertoire. I plan
to introduce these skills to my students by first beginning with the history and cultural context of the
piece. I plan to give my students information about the era and culture as well as allowing them to
research their own information. Students will then listen to multiple recordings of the pieces and discuss
the similarities and differences of interpretations of the piece.
After my students understand more about the piece we will begin to analyze the music. As a class and
in small groups, students will discuss how they want to interpret the musical lines. The students will take
into account articulation, phrasing and the function of notes through the pitch relationships. Once the
students understand their musical lines we will engage in mini activities allowing the students to
develop melodic and rhythmic variations of the music. After the students have analyzed their phrases
they can begin to understand what kind of breath support they will need to achieve their musical
decisions. Students will also decide what kind of tone and musical characteristics to apply to their
phrases. All of these actions will aid the student in developing practice habits that will benefit the
student at home. As we progress throughout the year my students will begin to develop the proper skill
sets needed to delve into a piece of music on their own.
Scope and Sequence
Fall:
Content selection: Sing, Sing, Sing; In Stiller Nacht; Hine Ma Tov
Skills/ Elements addressed:
Sing, Sing, Sing (Rhythm, Form, Harmony, Musical Expression)
In Stiller Nacht (Rhythm, Musical Expression, Harmony)
Hine Ma Tov (Melody, Timbre, Texture)
Styles/ Genres: Swing, Germanic Folk Song, Hebrew Folk Song,
Historical Periods: Romantic
Cultures: Jewish, German
National Standards: 1, 5, 6, 7, 9
Spring:
Content selection: All Night All Day, Danny Boy, Cielito Lindo
Skills/ Elements addressed:
All Night All Day (Texture, Harmony, Timbre, Rhythm)
Danny Boy (Musical Expression, Harmony, Texture)
Cielito Lindo (Melody, Musical Expression)
Styles/ Genres: Spiritual, Copla, Folk
Historical Periods: Mexico in 1882, Slavery in America during the 18th and 19th centuries
Cultures: Spanish, African American slavery
National Standards: 1, 3, 7, 8, 9
Festival:
Content selection Jambo, Cantate Hodie, American Folksong
Skills/ Elements addressed
Jambo (Timbre, Rhythm, Texture, Melody)
Cantate Hodie (Musical Expression, Rhythm, Form)
American Folksong (Melody, Musical Expression, Texture)
Styles/ Genres: Multicultural/World, Sacred, Folk
Historical Periods: America in the 19th and 20th century
Cultures: African American
National Standards: 1, 3, 5, 6, 7, 8, 9
Content Performed
- Sing, Sing, Sing by Louis Prima arranged by Philip Kern
- In Stiller Nacht by Johannes Brahms arranged by David L. Weck
- Hine Ma Tov arranged by Henry Leck
Content Performed
- Baloo Baleerie
- Candlelight Canon
- Fugue for Fast Food
Candlelight Canon
Style: Canon
National Standards:
Singing alone and with others, a varied repertoire of music
Composing and arranging music within specific guidelines
Reading and notating music
Listening to analyzing and describing music
Evaluating music and music performances
S/G,H,C,NS addressed
All Night All Day
Style: Spiritual
Culture: African American Slavery
Historical Period: Slavery in America during the 18th and 19th century
National Standards:
Singing alone and with others, a varied repertoire of music
Reading and notating music
Listening to analyzing and describing music
Understanding Music in relation to history and culture
Danny Boy
Style: Irish Folk Song
National Standards:
Singing alone and with others, a varied repertoire of music
Reading and notating music
Composing and arranging music within specific guidelines
Listening to analyzing and describing music
Evaluating music and music performances
Understanding relationships between music, the other arts, and discipline
outside the arts
Cielito Lindo
Genre: Multicultural/world music
Culture: Spanish
Historical Period: Mexico in 1882
National Standards
Singing alone and with others, a varied repertoire of music
Reading and notating music
Listening to analyzing and describing music
Evaluating music and music performances
Understanding music in relation to history and culture
Danny Boy
This works as a great introduction to text setting and arrangements. Students will
learn that you can set a specific text to a variety of tunes, or use one tune with multiple texts.
Since there have been multiple arrangements of this text students will have the opportunity to
listen to a multitude of arrangements. The students will compare and contrast voicing, meter and
tempos within the different arrangements. With Danny Boy students are also able to work on
singing legato, expression, and breath support. This piece contains many long phrases that
require ample breath support in order to achieve the rise and fall of the line.
Cielito Lindo
This piece features unison at the octave between the two parts. I think this is a
great opportunity for students to shift their focus. With this piece the students will be able to
focus on developing their ensemble color and group sound. This will give the students an
opportunity to listen to the voices that surround them. As with the spiritual they are working on
this piece also creates an avenue to delve into the history of the Spanish copla. The students will
learn about what made this song so popular in the Spanish culture.
S/G,H,C,NS addressed
Jambo
Style: Multicultural/ World Music
Culture: African American
National Standards:
Singing alone and with others, a varied repertoire of music
Reading and notating music
Improvising melodies, variations, and accompaniments
Listening to analyzing and describing music
Cantate Hodie
Style: Sacred Concert Music
History: Latin
National Standards:
Singing alone and with others, a varied repertoire of music
Reading and notating music
Listening to analyzing and describing music
Evaluating music and music performances
Understanding relationships between music, the other arts, and discipline
outside the arts
American Folksong
Genre: Folksong
Culture: American culture
National Standards
Singing alone and with others, a varied repertoire of music
Reading and notating music
Composing and arranging music within specified guidelines
Listening to analyzing and describing music
Evaluating music and music performances
Understanding music in relation to history and culture
Cantate Hodie
Cantate Hodie is another piece in the students concert repertoire that will allow
them to continue working on polyphony. The students will have to listen across the room and
look at the other parts of their music to find when they have a duet with another part or all three.
Students will also have the challenge of switching rapidly between Latin and English text.
American Folksong
This is a great piece for students to work on passing off the melody to other parts.
There is a continuous round of Get along home, that gets passed from part to part. Syllabic text
setting is also a big factor in this piece as well as dynamic contrasts. Students will have to work
hard at the dynamic contrast in this piece due to the syllabic text setting and constant changes in
melody and harmony.