Warwick School District

Curriculum❯Music Chorus

Music Chorus

Grade Levels: 07 | 08 |

Course Description

MS Chorus is the large vocal ensemble at WMS and is comprised of all students interested in singing. The MS Chorus performs two sects of concerts throughout the year and possibly at annual LLMEA or PMEA festivals or music performance assessment festivals. The ensemble rehearses during flex period on Mondays, Wednesdays and Fridays The MS Chorus will perform a diverse repertoire of music including other cultures vocal literature.

Core Curriculum Content Standards

Arts and Humanities (2002)

  • Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

    • GRADE 8

      • Know and use the elements and principles of each art form to create works in the arts and humanities. Elements -Dance: • energy/force • space • time -Music: • duration • intensity • pitch • timbre -Theatre: • scenario • script/text • set design -Visual Arts: • color • form/shape • line • space • texture • value Principles -Dance: • choreography • form • genre • improvisation • style • technique -Music: • composition • form • genre • harmony • rhythm • texture -Theatre: • balance • collaboration • discipline • emphasis • focus • intention • movement • rhythm • style • voice -Visual Arts: • balance • contrast • emphasis/focal point • movement/rhythm • proportion/scale • repetition • unity/harmony(9.1.8.A)
      • Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. -Dance: • move • perform • read and notate dance • create and choreograph • improvise -Music: • sing • play an instrument • read and notate music • compose and arrange •improvise -Theatre: • stage productions • read and write scripts • improvise • interpret a role • design sets • direct -Visual Arts: • paint • draw • craft • sculpt • print • design for environment, communication, multi-media(9.1.8.B)
      • Identify and use comprehensive vocabulary within each of the arts forms.(9.1.8.C)
      • Explain the function and benefits of rehearsal and practice sessions.(9.1.8.G)
      • Demonstrate and maintain materials, equipment and tools safely at work and performance spaces. -Analyze the use of materials. -Explain issues of cleanliness related to the arts. -Explain the use of mechanical/electrical equipment. -Demonstrate how to work in selected physical space/environment. -Demonstrate the selection of safe props/stage equipment. -Demonstrate methods for storing materials in the arts.(9.1.8.H)
      • Know where arts events, performances and exhibitions occur and how to gain admission.(9.1.8.I)

  • Historical and Cultural Contexts

    • GRADE 8

      • Explain the historical, cultural and social context of an individual work in the arts.(9.2.8.A)
      • Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).(9.2.8.B)
      • Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).(9.2.8.I)
      • Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s Appalachian Spring and Millet’s The Gleaners).(9.2.8.L)

  • Critical Response

    • GRADE 8

      • Analyze and interpret specific characteristics of works in the arts within each art form (e.g., pentatonic scales in Korean and Indonesian music).(9.3.8.B)
      • Evaluate works in the arts and humanities using a complex vocabulary of critical response.(9.3.8.D)

  • Aesthetic Response

    • GRADE 8

      • Compare and contrast examples of group and individual philosophical meanings of works in the arts and humanities (e.g., group discussions on musical theatre versus the individual’s concept of musical theatre).(9.4.8.A)
      • Describe how the attributes of the audience’s environment influence aesthetic responses (e.g., the ambiance of the theatre in a performance of Andrew Lloyd Weber’s Cats).(9.4.8.C)
      • Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities (e.g., T. Ganson’s Destructive Periods in Russia During Stalin’s and Deniken’s Leadership conveys her memories and emotions of a specific incident).(9.4.8.D)

Standards for Music (2013-14)

  • Grades 5-8

    • Singing, alone and with others, a varied repertoire of music(MUSIC.5-8.1)
    • Reading and notating music(MUSIC.5-8.5)
    • Listening to, analyzing, and describing music(MUSIC.5-8.6)
    • Evaluating music and music performances(MUSIC.5-8.7)
    • Understanding relationships between music, the other arts, and disciplines outside the arts(MUSIC.5-8.8)
    • Understanding music in relation to history and culture(MUSIC.5-8.9)

Units

Unit #1 - Singing alone and with others, a varied repertoire

Unit #2 - Reading and notating music

Unit #3 - Listening to, analyzing and describing music.

Unit #4 - Understanding music in relation to history and cultures

Course Resources

J.W. Pepper.com
PMEA & LLMEA program selections
On line resources for music educators and vocal music directors