Students sing in small ensembles with one student on a part  

Students sing in small ensembles with one student on a part  

Students sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

Students sight-read, accurately and expressively, music with a level of difficulty of 4, on a scale of 1 to 6

Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6

Students sing with expression and technical accuracy a large and varied repertoire of vocal literature with a level of difficulty of 5, on a scale of 1 to 6

Students sing music written in more than four parts

Students sing music written in more than four parts

Students demonstrate extensive knowledge of the technical vocabulary of music

Students demonstrate extensive knowledge of the technical vocabulary of music

Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques

Students identify and explain compositional devices and techniques used to provide unity and variety and tension and release in a musical work and give examples of other works that make similar uses of these devices and techniques

Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive

Students analyze and describe uses of the elements of music in a given work that make it unique, interesting, and expressive

Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures

Students compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures

Students demonstrate the ability to read a full vocal score by describing how the elements of music are used

Students demonstrate the ability to read a full vocal score by describing how the elements of music are used

Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices

Students analyze aural examples of a varied repertoire of music, representing diverse genres and cultures, by describing the uses of elements of music and expressive devices

Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music

Students evolve specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations and apply the criteria in their personal participation in music

Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models

Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

Students evaluate a given musical work in terms of its aesthetic qualities and explain the musical means it uses to evoke feelings and emotions

Students explain how elements, artistic processes (such as imagination or craftmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples

Students explain how elements, artistic processes (such as imagination or craftmanship), and organizational principles (such as unity and variety or repetition and contrast) are used in similar and distinctive ways in the various arts and cite examples

Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style

Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style

Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures

Students compare the uses of characteristic elements, artistic processes, and organizational principles among the arts in different historical periods and different cultures

Students classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain the reasoning behind their classifications

Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context

Students identify and explain the stylistic features of a given musical work that serve to define its aesthetic tradition and its historical or cultural context

Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences

Students identify and describe music genres or styles that show the influence of two or more cultural traditions, identify the cultural source of each influence, and trace the historical conditions that produced the synthesis of influences

Listen to excerpts of multi-cultural choral music.

Listen to excerpts of multi-cultural choral music

Define specific terms and conventions used to describe and distinguish cultures

Define specific terms and conventions used to describe and distinguish cultures

Anticipate and define complimentary musical concepts and formal conventions used to distinguish cultures’ music

Anticipate and define complimentary musical concepts and formal conventions used to distinguish cultures’ music

Read (without performing) notated excerpts of authentic multi-cultural choral music and anticipate the aural effects

Anticipate and define complimentary musical concepts and formal conventions used to distinguish cultures’ music

Listen to the excerpts and reflect upon the accuracy of their predicitions/theories

Anticipate and define complimentary musical concepts and formal conventions used to distinguish cultures’ music

Compare, contrast, and judge the connections between the cultural characteristics discussed in

item #3 and their associated musical effects

item #3 and their associated musical effects

Compare, contrast, and judge the connections between the cultural characteristics discussed in

Discuss the purpose and role of multi-cultural settings within the choral repertoire canon

Discuss the purpose and role of multi-cultural settings within the choral repertoire canon

Research examples of unique multi-cultural choral music (YouTube, TED, other online resources) not yet presented in class by the teacher

Research examples of unique multi-cultural choral music (YouTube, TED, other online resources) not yet presented in class by the teacher

Write a musical review of one researched examples (either notated or recording) of multi- cultural choral music

Write a musical review of one researched examples (either notated or recording) of multi- cultural choral music

Review sight-singing/music reading strategies

Review sight-singing/music reading strategies

Read/Sing through the five planned Concert Performance pieces representing the Multi-Cultural Choral Connections learning unit and present introduction and assessment schedule (on website)

Read/Sing through the five planned Concert Performance pieces representing the Multi-Cultural Choral Connections learning unit and present introduction and assessment schedule (on website)

As each setting is introduced and studied, hypothesize the reasons why the composers made the music decisions they did in their setting to authentically represent the culture

As each setting is introduced and studied, hypothesize the reasons why the composers made the music decisions they did in their setting to authentically represent the culture

Assess the causes and effects of specific musical elements in the repertoire

Assess the causes and effects of specific musical elements in the repertoire

In sectionals outside of class, refine notes, words, rhythms, and style of each of the performance repertoire in preparation for assessments.

In sectionals outside of class, refine notes, words, rhythms, and style of each of the performance repertoire in preparation for assessments.

Assess the effectiveness sectional rehearsal using the rehearsal assessment form

Assess the effectiveness sectional rehearsal using the rehearsal assessment form

Brainstorm ways in which the character of a culture is represented in other art forms - i.e. film, print media, visual art, etc.

Brainstorm ways in which the character of a culture is represented in other art forms - i.e. film, print media, visual art, etc.

To initiate curricular rehearsals of the performance repertoire discuss and review “new repertoire” approaches and strategies

To initiate curricular rehearsals of the performance repertoire discuss and review “new repertoire” approaches and strategies

Study and rehearse Multi-Cultural Choral Connections concert repertoire

Study and rehearse Multi-Cultural Choral Connections concert repertoire

Amidst curricular rehearsals identify and discuss ways in which known (and earlier discussed) multi-cultural compositions concepts are utilized specifically in the concert repertoire

Amidst curricular rehearsals identify and discuss ways in which known (and earlier discussed) multi-cultural compositions concepts are utilized specifically in the concert repertoire

Identify complex compositional concepts and techniques - i.e. harmonic sequence, enharmonic intervals, pedal tone, etc., found in the performance repertoire

Identify complex compositional concepts and techniques - i.e. harmonic sequence, enharmonic intervals, pedal tone, etc., found in the performance repertoire

Listen to recordings (and watch videos) of performance repertoire on the class’ website

Listen to recordings (and watch videos) of performance repertoire on the class’ website

Develop Rehearsal Observation and Ensemble Performance Forms to guide student observations and articulation of repertoire progress

Develop Rehearsal Observation and Ensemble Performance Forms to guide student observations and articulation of repertoire progress

Apply listening forms in rehearsal and scheduled class assessments

Apply listening forms in rehearsal and scheduled class assessments

Create a blog site and first entry reflection upon experiences with the Multi-Cultural Choral Connections repertoire

Create a blog site and first entry reflection upon experiences with the Multi-Cultural Choral Connections repertoire

Use large rehearsal strategies and routines in a 2nd round of sectional rehearsals to grow more accurate in performance of the repertoire

Use large rehearsal strategies and routines in a 2nd round of sectional rehearsals to grow more accurate in performance of the repertoire

Students lead 2nd round of sectional rehearsals

Students lead 2nd round of sectional rehearsals

Students identify, describe, perform and present their understanding of multi-cultural musical concepts in scheduled written and performance assessments on each piece of repertoire (performances are recorded)

Students identify, describe, perform and present their understanding of multi-cultural musical concepts in scheduled written and performance assessments on each piece of repertoire (performances are recorded)

Students review the recordings of performance assessments and use the Ensemble Performance Form

Students review the recordings of performance assessments and use the Ensemble Performance Form

Students assess the ensemble

’s effectiveness of their recorded performances as well as self-assess their individual contribution to the ensemble using the Solo Performance Rubric

’s effectiveness of their recorded performances as well as self-assess their individual contribution to the ensemble using the Solo Performance Rubric

Students assess the ensemble

Students research and create concert program notes of the Multi-Cultural Choral Connections performance repertoire

Students research and create concert program notes of the Multi-Cultural Choral Connections performance repertoire

Student perform prepared repertoire in public performance

Student perform prepared repertoire in public performance

Students listen to audio recordings of their concert performance

Students listen to audio recordings of their concert performance

Discuss the effectiveness (or lack thereof) of the Multi-Cultural Choral Connections repertoire in performance

Discuss the effectiveness (or lack thereof) of the Multi-Cultural Choral Connections repertoire in performance

Evaluate and discuss the quality of the public performance

Evaluate and discuss the quality of the public performance

Construct a plan for improving any performance deficiencies for the next learning unit

Construct a plan for improving any performance deficiencies for the next learning unit

Create a second blog entry reflecting upon experiences with the Multi-Cultural Choral Connections repertoire

Create a second blog entry reflecting upon experiences with the Multi-Cultural Choral Connections repertoire

Revisit and report the ways in which cultures are reflected and celebrated in other art forms

Revisit and report the ways in which cultures are reflected and celebrated in other art forms

Introduce and explore interesting facts of specific countries and cultures as exposed in other art forms

Introduce and explore interesting facts of specific countries and cultures as exposed in other art forms

Define and explain the ways in which the characteristics and influences of various cultures throughout the world transcends that of fine and performing art forms into other areas of society (economics, politics,  athletics, etc.)

Define and explain the ways in which the characteristics and influences of various cultures throughout the world transcends that of fine and performing art forms into other areas of society (economics, politics,  athletics, etc.)

Deduce the reasons why our society has evolved to be so “globally minded”

Deduce the reasons why our society has evolved to be so “globally minded”

Create a non-musical and non-literary representation of a culture whose music we have studied

Create a non-musical and non-literary representation of a culture whose music we have studied

Complete the learning unit evaluation form

Complete the learning unit evaluation form

Ensemble Performance Rubric

Ensemble Performance Rubric

Rehearsal Observation Form

Rehearsal Observation Form