Sie sind auf Seite 1von 7

Scope and Sequence for _____Vocal Music_____

Grade Level __9th__


Semester ___Spring____

Creating

Performing

Compose 4-bar pentatonic


melody including quarter notes
and eighth notes

Sign solfege with accurate


hand signs while singing major
scale

Improvise 8-beat rhythmic


pattern using body percussion
(tap, clap, or snap)

Sing selection from choral


repertoire with correct pitch in a
double quartet

21st Century Skills: Critical


Thinking, Creativity

Responding
Listen to and evaluate
performance in small groups
with peers
Identify differences between
5-part rondo and theme and
variations

21st Century Skills: Critical


Thinking, Collaboration

21st Century Skills: Critical


Thinking, Complex
Communication, Collaboration

Connecting
Describe the
similarities/differences between
the instrumental and choral
arrangement performed
Discuss how the composers
historical context influenced the
writing of the piece in small
groups
21st Century Skills: Complex
Communication, Critical
Thinking, Collaboration

Creating Music
Criteria
Students are given key signature and four blank measures (in 4/4) on a
staff.
Students will write a four bar composition using notes in the
pentatonic scale, quarter notes, and eighth notes.
Students must use correct musical notation, including appropriate
beams, ties, flags, stem direction, and note heads.
Students will be graded based on the following rubric.

Notation

Pitches

Rhythms

1
No rhythms
or pitches are
notated
correctly.
No pitches
are in the
pentatonic
scale for the
indicated key.
No quarter
notes or
eighth notes
are used.

2
Some rhythms
and pitches
are notated
correctly.
Some (<50%)
pitches are in
the pentatonic
scale for the
indicated key.
Some quarter
notes and
eighth notes
are used.

3
Most rhythms
and pitches
are notated
correctly.
Most (>70%)
pitches are in
the pentatonic
scale for the
indicated key.
Most notes in
the melody
are quarter
notes or
eighth notes.

4
All rhythms
and pitches
are notated
correctly.
All pitches are
in the
pentatonic
scale for the
indicated key.
The entire
melody uses
quarter notes
and eighth
notes.

Criteria
Students are given a steady beat and options for rhythm (quarter
note/rest, eighth note/rest, sixteenth note/rest) are projected on the
board.
Student will improvise using indicated rhythms with tapping,
clapping, or snapping for eight beats.
Student will be graded based on the following rubric.

Performance

Rhythms

Steady Beat

1
Student
does not
perform.
No rhythm
options are
used.
The
improvised
rhythm
does not
line up with
the steady
beat.

1-2 rhythm
options are
used.
The
improvised
rhythm lines
up with the
steady beat
occasionally.

3-4 rhythm
options are
used.
Most of the
improvised
rhythm
lines up
with the
steady beat.

4
Student
performs.
5+ rhythm
options are
used.
The entire
improvised
rhythm lines
up with the
steady beat.

Performing Music
Criteria
Student is given a major scale and oriented by teacher playing scale
up and down and arpeggio.
Student will hand sign and sign major scale up and down.
Student will be graded based on the following rubric.

Pitch
accuracy
Hand Signs

1
0-4 pitches
sung in tune.
0-2 hand
signs match
solfege
syllables.

2
5-8 pitches
sung in tune.
3-7 hand
signs match
solfege
syllables.

3
9-12 pitches
sung in tune.
8-12 hand
signs match
solfege
syllables

4
13+ pitches
sung in tune.
13+ hand
signs match
solfege
syllables.

Criteria
Student is given specific measures to sing with seven other choir
members (one from same voice part, six from other three voice parts).
Student will sing selection with correct intonation, articulation,
phrasing, and diction.
Student will be graded based on the following rubric.

Intonation

1
<30% of
sung pitches
are in tune.

Articulation No
articulations
are accurate.

2
30-60% of
sung
pitches are
in tune.
Some
articulations
are
accurate.
Little
phrasing is
sung.

Phrasing

No phrasing
is used in
singing.

Diction

Text was
Some text
unintelligible. was clearly
sung.

3
60-90% of
sung
pitches are
in tune.
Most
articulations
are
accurate.
Most of
phrasing is
accurately
sung.
Most text
was clearly
sung.

4
>90% of
sung
pitches are
in tune.
All
articulations
are
accurate.
All of
phrasing is
accurately
sung.
All text was
clearly
sung.

Responding to Music
Criteria
Student is assigned to small group with peers.
Student will listen to performance and verbally discuss with small
group and full class.
Student will be graded based on active verbal participation in small
and large group discussion.

Criteria
Two pieces will be played, one with rondo form and one with theme
and variations.
Student will circle correct answers on worksheet provided by teacher
(see examples below).
Student will be graded based on completion of worksheet with correct
answers.
Rondo vs. Theme and Variation
1. (Rondo/Theme and Variations) pieces have the same statement return
multiple times.
2. (Rondo/Theme and Variations) pieces use different rhythmic
durations and/or tempos to expand or shrink the main melody.
3. (Rondo/Theme and Variations) pieces contain statements completely
unrelated to the main theme.
4. (Rondo/Theme and Variations) pieces can be applied to songs that
use verses and a refrain.
5. Using the above information, the form of excerpt #1 is classified as a
(Rondo/Theme and Variations).
6. Using the above information, the form of excerpt #2 is classified as a
(Rondo/Theme and Variations).

Connecting to Music
Criteria
Student is given the scores to both the instrumental and choral
arrangements of the piece, as well as the recordings of both.
Student will write a short description of the similarities and
differences between the two arrangements (including where the
melody is placed, articulation differences, dynamics choices,
placements of breaths).
Student will be graded based on the completion of a written response
including at least three similarities, three differences between the
arrangements, and correct grammar.
1
2
Completion Assignment Assignment
is not
completed with
completed. many
grammatical
errors.
Similarities 0
1 similarity is
similarities identified.
are
identified.
Differences 0
1 difference is
differences identified.
are
identified.

3
Assignment
completed
with few
mistakes in
grammar.
2
similarities
are
identified.
2
differences
are
identified.

4
Assignment
is
completed
with proper
grammar.
3+
similarities
are
identified.
3+
differences
are
identified.

Criteria
Student is given a packet of information including composers dates,
biography, and historical timeline of local and world events during the
composers life.
Student will discuss verbally with peers how events and historical
context affected the composers writing of the piece.
Student will be graded based on verbal participation during
discussion.

9th Grade Vocal Performance Assessment


Performing Independently
1. Hand sign solfege
2. Solfege syllables
3. Rhythmic accuracy
4. Consistent tempo
Creating Music
1. Compose with pentatonic
scale
2. Compose with rhythmic
variety
3. Improvise with rhythmic
variety
Receive and Respond
1. Compare form between rondo
and theme and variation
2. Evaluate and describe group
performance
Contextual Knowledge of Music
1. Student assessment of
individual performance
2. Student assessment of group
performance
3. Students understanding of
historical context and
composers writing
4. Students understanding of
multiple arrangements of
piece

1
1
1
1

2
2
2
2

3
3
3
3

4
4
4
4