Choral Music: Grades 9, 10, 11, 12

High School Level 1

High School Level 2

High School Level 3

High School Level 4

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvise simple rhythmic and harmonic accompaniments at a level of 1 or 2 on a scale from 1 to 6.

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

Improvise short songs using a variety of sound sources, including music technology if available.

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology if available (for example, Sibelius and Finale software).

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 1 or 2 on a scale from 1 to 6.

Use a system (for example, solfège syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 1 or 2 on a scale from 1 to 6.

Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

Use available technology to record the musical ideas of others in standard notation

Analyzing

Evaluating

Sing a diverse repertoire of music from various historical periods and cultures.

Classify by genre, style, historical period, composer, and/or title a varied body of high-quality choral works and explain the characteristics that cause each work to be considered exemplary.

Examine the various uses of music in daily experiences and describe the characteristics that make the music suitable for the particular use.

Describe the historic roles of musicians in various music settings and cultures.

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

Compare and contrast common terms in music to similar terms used in one or more other arts disciplines (for example, texture, color, form).

Explain ways that the principles and subject matter of various disciplines outside the arts interrelate with those of music.

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts.

Discuss ways that skills used in arts classes can be used in careers outside of the arts.

Discuss the costs involved in the production of artistic performances.

Discuss the economic benefits of the arts in his or her community, the state of South Carolina, the nation, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 2 or 3 on a scale from 1 to 6.

Use a system (for example, solfège syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 2 or 3 on a scale from 1 to 6.

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

Use available technology to write notation with standard symbols for meter, rhythm, pitch, and dynamics in simple patterns.

Analyzing

Evaluating

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

Classify and define by genre and style exemplary characteristics of musical works from diverse cultures and historical periods, naming the title, composer, and historical period or culture.

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

Describe the historic roles of musicians in various music settings and cultures.

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

Compare and contrast common terms in music to similar terms used in one or more other arts disciplines (for example, texture, color, form).

Explain ways that the principles and subject matter of various disciplines outside the arts interrelate with those of music.

Explore careers and income of artists by examining the roles of creators, performers, and others involved in the production and presentation of the arts in various world cultures.

Discuss ways that the skills used in arts classes can be used in careers outside of the arts.

Discuss the costs involved in the production of artistic performances.

Discuss the economic benefits of the arts in his or her community, the state of South Carolina, the nation, and the world.

Compare and contrast not-for-profit arts organizations within the local community and the state.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 3 or 4 on a scale from 1 to 6.

Use a system (for example, solfège syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 3 or 4 on a scale from 1 to 6.

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

Use standard notation to record musical ideas.

Analyzing

Evaluating

Describe distinguishing characteristics of representative music genres and styles from a variety of cultures.

Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

Describe the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

Research the prerequisites necessary for music careers in today's society and predict expanded music careers for the future.

Compare and contrast choral music with two or more arts disciplines within a particular historical period.

Explore careers in the arts by assisting in the production of musical events (for example, a concert, a musical play), including budgeting and purchase of materials, preparation for the event and performance space, and advertising.

Discuss ways that skills learned and applied in the arts can enhance careers outside of the arts.

Develop a budget for an artistic production (for example, a concert, a musical play).

Discuss the economic impact of the arts on for-profit and not-for-profit organizations in the global economy.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to sight-read rhythms in simple meters at a level of 4, 5, or 6 on a scale from 1 to 6.

Use a system (for example, solfège syllables, numbers, note names) to sight-read melodies in both treble and bass clefs at a level of 4, 5, or 6 on a scale from 1 to 6.

Identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression and interpret them correctly when performing.

Use standard notation to record musical ideas.

Analyzing

Evaluating

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

Classify music by culture and historical period on the basis of characteristic styles or genres and justify these classifications.

Compare and contrast the functions that music serves in daily life and the situations in which music is typically performed in various cultures of the world.

Describe the various roles of musicians in society, name representative individuals who have functioned in each role, and describe their activities and achievements.

Design and apply a rubric for assessing the appropriate audience and performer behavior for the context and style of the particular music that was performed.

Identify the uses of characteristic elements, artistic processes, and organizational principles among the arts areas in different historical periods and cultures.

Compare and contrast choral music with two or more arts disciplines within a particular historical period.

Explore careers in the arts by assisting in the production of musical events (for example, concerts, musical plays), including budgeting, purchasing necessary materials, securing the performance space, and handling the publicity.

Discuss ways that skills learned and applied in the arts can enhance careers outside of arts.

Develop a budget for an artistic production (for example, a concert, a musical play).

Discuss the economic impact of the arts on for-profit and not-for-profit organizations in the global economy.

Echo simple rhythmic and melodic patterns.

Sing independently with accurate intonation and in rhythm, using appropriate timbre, diction, breath control, and good posture while maintaining a steady tempo.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing in small and large ensembles a varied repertoire of choral music representing diverse genres and cultures.

Sing ostinati, partner songs, rounds, and two- and three-part music with or without accompaniment.

Sing in groups, develop aural skills, blend vocal timbres, match dynamic levels, and respond to the cues of the conductor.

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

Identify and interpret the use of musical forms in a varied repertoire of music (for example, symphony, concerto, sonata allegro, and Mass).

Analyze the use of musical elements when listening to musical examples representing culturally and historically diverse genres.

Describe the use of musical elements including meter, tonality, intervals, chords, and harmonic progressions when analyzing written and aural examples of music.

Compare the timbre of voices.

Identify and explain compositional devices and techniques used to provide unity and variety in a musical work.

Develop specific criteria for evaluating the quality and effectiveness of musical performances and compositions and use those criteria to evaluate his or her own performances as well as those of others.

Use appropriate music terminology to evaluate a performance or composition.

Echo increasingly complex rhythmic and melodic patterns including all diatonic intervals, syncopation, triplets, and dotted rhythms.

Sing independently with technical accuracy, using appropriate timbre, diction, breath control, and good posture throughout his or her singing range, alone or in small and large ensembles.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing with appropriate expression a varied repertoire of choral music representing diverse genres, cultures, and languages.

Sing unison, two- and three-part music with or without accompaniment.

Demonstrate ensemble skills.

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

Improvise simple rhythmic and harmonic accompaniments at a level of 1 or 2 on a scale from 1 to 6.

Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

Improvise short songs using a variety of sound sources, including music technology if available.

Create compositions using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale), individually or in large group settings.

Compose short melodies within specific guidelines using appropriate pitch and rhythm notation and employing music technology, if available (for example, Sibelius and Finale software).

Arrange simple melodies for voices and/or classroom instruments, using traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale).

Describe the uses of musical forms when analyzing aural examples of a varied repertoire of music.

Describe the use of musical elements when listening to musical examples representing culturally and historically diverse genres.

Describe the uses of musical elements and expressive devices in analyzing written and aural examples of music.

Classify the timbre of instruments and voices in various styles and genres.

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 artworks that make similar use of these devices and techniques.

Use specific criteria to evaluate the quality and effectiveness of his or her own performances and compositions as well as those of others and offer constructive suggestions for improvement.

Use appropriate music terminology to evaluate a performance or composition.

Echo increasingly complex rhythmic and melodic patterns including non-diatonic and compound intervals and rhythms.

Sing independently with increased vocal technique, alone and in small and large ensembles including duet, trio, and quartet.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing from memory, with increased fluency and appropriate expression, music in a variety of languages representing a diversity of cultures.

Sing a selected part in a four-part composition, with or without accompaniment.

Demonstrate ensemble skills.

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

Improvise rhythmic and harmonic accompaniments at a level of 3 or 4 on a scale from 1 to 6.

Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

Improvise four to six measures using a variety of sound sources including available music technology (for example, Sibelius and Finale notation software).

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

Compose short melodies using harmony within specific guidelines and employing available music technology (for example, Sibelius and Finale notation software).

Arrange extended pieces with harmony for voices and/or instruments, using a variety of traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale) as well as other music technology as available.

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

Analyze and describe the uses of the elements of music in aural examples of music in various styles and diverse cultures.

Analyze music by identifying meter, key signatures, intervals, and chords.

Classify the timbre of instruments and voices in various styles and genres.

Compare the manner in which musical materials are used in various works of the same style and genre.

Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations.

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.

Echo increasingly complex rhythmic and melodic patterns including non-diatonic and compound intervals.

Sing independently with increased vocal technique, alone and in small and large ensembles including duet, trio, quartet, all-male, all-female, and mixed voices.

Sing expressively with appropriate dynamics, phrasing, and interpretation.

Sing, from memory with increased fluency and appropriate expression, music in a variety of languages representing a diversity of cultures.

Sing a selected part in a four-part composition, with or without accompaniment.

Demonstrate ensemble skills.

Perform learned accompaniment patterns for selected songs, using appropriate dynamics and timbre and a steady tempo.

Play instrumental accompaniment while others sing melodies of songs from diverse genres, cultures, and historical periods.

Improvise stylistically appropriate rhythmic and harmonic parts in a variety of styles at a level of 4 or 5 on a scale from 1 to 6.

Improvise short melodies both without accompaniment and with basic rhythmic accompaniment.

Improvise eight to sixteen measures using a variety of sound sources, including music technology if available.

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

Compose extended melodies using harmony within specific guidelines and employing available music technology (for example, Sibelius and Finale notation software).

Demonstrate creativity by composing music that expresses imagination in several distinct styles.

Arrange extended pieces with harmony for voices and/or instruments, using a variety of traditional and nontraditional sound sources and music notation software (for example, Sibelius, Finale) as well as other music technology as available.

Describe the uses of musical forms when analyzing aural and written examples of a varied repertoire of music.

Analyze and describe the uses of the elements of music in aural examples of music in various styles and diverse cultures.

Analyze and describe music using the appropriate technical vocabulary of music.

Classify the timbre of instruments and voices in various styles and genres.

Compare the manner in which musical materials are used in various works of the same style and genre.

Refine and apply specific criteria for making informed critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations.

Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.