Choral Pieces--Standards-Based

All pieces:

· Singing: 8.1.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large groups.

· Singing: 8.1.2 Sing with expression and technical accuracy a repertoire of vocal literature.

· Singing: 8.1.4 Sing music written in two and three parts.

· Reading Music: 8.5.3 Know standard notation symbols.

· Evaluating Music: 8.7.1 Know how to evaluate the quality and effectiveness and music performances.

· Evaluating Music: 8.7.2 Know how to apply specific criteria when offering constructive suggestions for improving the performance of self and others.

All Things Bright and Beautiful

· Singing: 8.1.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large groups.

o Sing alternating phrases between parts I and II as solos passed to various people in the choir.

· Music and Other Disciplines: 8.8.2 Know how principles and concepts of other disciplines are related to those of music.

o Transfer words to poetry, study Cecil. F Alexander’s works—English, history (?)

The Pirate Song

· Instrumental Performance: 8.2.1 Perform on an instrument, alone and in small and large groups.

o Insert a “percussion break” at measure 61 and have students use percussion instruments in rhythms fitting the mood/theme of the piece.

· Instrumental Performance: 8.2.2 Perform with expression and technical accuracy on a string, wind, percussion, or classroom instrument.

o Same as above.

· Composition: 8.4.1 Compose short pieces of music containing the appropriate elements of music.

o Compose the “percussion break”.’

· Composition: 8.4.3 Use a variety of sound sources when composing and arranging.

o Same as above.

Flying Free

· Singing: 8.1.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large groups.

o Students sing a phrase of their part as a soloist, then with one person per part, then larger groups on each part, then as a full choir.

· Reading Music: 8.5.2 Sight-read simple melodies in both the treble and bass clefs.

o On first reading of Soprano part (part 1), provide music for the line written in both clefs. Sing bass clef on solfege first, then treble clef.

The Lone Wild Bird

· Singing: 8.1.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large groups.

o Open first verse up for a solo or small group for demonstration or for concert.

· Singing: 8.1.3 Sing music representing diverse genres and cultures (Southern folk tune)

· Improvisation: 8.3.3 Improvise melodic embellishments and simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys.

o Improvise a different descant part based on the melody at measure 41.

· Music, History, and Culture: 8.9.1 Know characteristics of music genres and styles from a variety of music cultures.

o Southern folk music style

Suncatcher

· Composition: 8.4.2 Arrange simple pieces for voices or instruments other than those for which the pieces were written.

o Compose piece for small ensemble, put students in groups according to what instrument they play. Those who do not play instruments will be assigned to groups and encouraged to provide a percussive part for the ensemble.

· Composition: 8.4.3 Use a variety of sound sources when composing and arranging.

o Same as above.

· Listening: 8.6.1 Understand appropriate terminology to describe specific music events.

o After listening to the groups’ arrangements, describe where specific musical events occurred.

· Evaluating Music: 8.7.1 Know how to evaluate the quality and effectiveness of music and music performances.

o After listening to the groups’ arrangements, describe their effectiveness, what was done well, what could be better.

· Evaluating Music: 8.7.2 Know how to apply specific criteria when offering constructive suggestions for improving the performance of self and others.

o Same as above.

· Music and Other Disciplines: 8.8.1 Know how relationships expressed through music can be expressed differently through other art disciplines.

o Create suncatchers—art.

o Student volunteers may perform as dancers for this song on the concert—dance.

· Reading Music: 8.5.1 Read complex rhythms in simple and compound meters.

o Sightread syncopated first phrase, straight and simple rhythm of measures 21-27, and syncopated overlapping rhythm beginning at measure 29.

Simple Gifts

· Singing: 8.1.1 Sing accurately and with good breath control throughout their singing ranges, alone and in small and large groups.

· Singing: 8.1.3 Sing music representing diverse genres and cultures. (Shaker culture)

· Instrumental Performance: 8.2.4 Play by ear simple melodies on a melodic instrument and simple accompaniments on a harmonic instrument.

o Play pedal tones to accompany the melody before hearing the piece with the piano accompaniment. Use ear to determine when pitch/chord should change.

· Improvisation: 8.3.1 Improvise simple harmonic accompaniments.

o Add rhythm to accompaniment suggested above.

· Listening: 8.6.2 Know the uses of elements of music in the analysis of compositions representing diverse genres and cultures.

o Before reading the piece, play Copland’s original composition. Have students identify the form and musical elements.

I arranged these pieces in order of least to most difficult. Based on what I chose to do with each, I do think the difficulty does influence the choice of standards to use. It definitely seems to me that the more difficult a piece is, the more possibilities there are for it. My lists of things to do with each piece seemed to get longer as the pieces progressed in difficulty. This may mean I would have to begin to tackle hardest pieces first, which would probably be wisest anyway, just to make sure I am able to cover everything.