Green High School Vocal Music Curriculum
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ENDURING UNDERSTANDINGSPersonal Choice and Vision: Students construct and solve problems of personal relevance and interest when expressing themselves through music.
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Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine musical works in conventional and innovative ways and to understand the works produced and performed by others
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Authentic Application and Collaboration: Students work individually and in groups to focus ideas, create and perform music to address genuine local and global community needs.
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Literacy: As consumers, critics and creators, students evaluate and understand visual and performing artworks and other texts produced in the media forms of the day.
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Students will at an appropriate developmental level:
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PROGRESS POINTSA. Develop vocal and/or instrumental solo and/or ensemble performance skills to include performance through traditional classical and other notations (e.g. chord symbols in jazz).
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B. Articulate a personal philosophy of music including personal valuing, musical preferences and involvement.
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C. Develop, analyze and apply appropriate criteria to evaluating pieces of music and musical performances within and outside the classroom
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D. Read, write, improvise, compose and describe varied types of musical repertoire using vocabulary that demonstrates an understanding of the language of music appropriate to the genre and culture.
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F. Use multimedia including media arts and music technology to create, analyze, rehearse, present, record and disseminate music of a variety of styles.
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G. Apply study, performance and collaborative skills learned and used in music to other arts and non-arts subject areas.
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COGNITIVE & CREATIVE LEARNING PROCESSESPERCEIVING/KNOWING/CREATING (CE)PRODUCING/PERFORMING (PR)RESPONDING/REFLECTING (RE)
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CONTENT STATEMENTS HS 1 Beginning1CE Define vocabulary in all rehearsed and performed music.1PR Perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.1RE Identify assessment practices that can help demonstrate their learning and progress made in music.
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2CE Identify musical terms and symbols for articulation and expression.2PR Prepare and accurately perform a varied repertoire of ensemble music.2RE Respond to aesthetic qualities of a performance using music terminology.
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3CE Recognize and describe the elements of music.3PR Demonstrate sight-reading abilities at a beginning level of complexity at least to the level found in the literature chosen for performance.3RE Examine how people from different backgrounds and cultures use and respond to music.
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4CE Listen to and compare various musical styles from the United States, other cultures and historical periods.4PR Demonstrate technical accuracy, appropriate tone quality, articulation, intonation and expression for the works being performed with good posture and breath control.4RE Evaluate the use of the elements of music as relative to expression in a varied repertoire of music.
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5CE Identify musical forms used in vocal and instrumental genres from various historical periods.5PR Respond appropriately to the cues of the conductor or section leader.
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6CE Identify the social contexts from which music of various cultures evolved.
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7CE Identify aurally basic harmonic progressions in selected repertoire.
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