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MEN’S CHOIR
I, II, III, IV
Grade 9-10-11-12
Board Approved July 17, 2006
RATIONALE
Men’s Choir has been established at Waynesville High School to meet the musical needs of
female students whose voices are still in the process of change and those male students who
enjoy singing music specifically written for the female vocal group. The curriculum will 1)
utilize methods of instruction to assist the changing female voice and 2) improve the level of
performance for promotion to more advanced singing groups.
COURSE DESCRIPTION
Men’s Choir is performance based. Students may enroll in the class after passing an audition
that focuses on the basic fundamentals of matching pitch. Each prospective member of the
choir will be asked to sing “My Country Tis of Thee” acapella in various keys according to the
singing range of the individual singer. There will be a minimum of four required performances.
Attendance at these performances will be mandatory. Each student will be exposed to
instruction which will focus on the basic skills of vocal production. The vocal repertoire will
include various styles of advanced TTBB choral music. Students will be required to meet
eligibility requirements (no semester F) to be allowed to participate in District Choir, All-State
Choir, and the District and State Music Festivals.
MOST IMPORTANT LEARNER OUTCOMES
Student will be able to:
1. Perform selections from the Renaissance, Baroque, Classical, Romantic,
Impressionistic, and Contemporary periods.
2. Perform for a variety of activities and audiences in and around the Waynesville, St.
Robert, and Fort Leonard Wood community.
3. Develop fundamental vocal techniques that create a high level of musical competence,
beautiful tone, and expression.
4. Demonstrate those vocal skills necessary to achieve top ratings at District and State
Music Festivals.
5. Demonstrate the knowledge of the differences between choral and solo singing.
EVALUATION
Students will be evaluated by singing tests, written tests, class participation, concert
performances and teacher observation.
Show-Me Learner Performance Show-Me
Content Objective Objective Process
History
Students will: Students will be able to
FA2 Show the elements of and * Examine selected musical works 1.2
FA3 the techniques used to create from indicating musical elements 1.5
FA5 work that represent and techniques that are specific to 1.6
contemporary and historical the style or historical context. 2.1
Western and non-Western 2.4
styles. 3.1
4.1
Discuss how national * Describe how national influences
influences are affected in throughout history have affected
various forms of music music.
Use similar and contrasting * Examine musical works of
elements and techniques different ethnic influences and
used to express ethnic discuss similar and different musical
influences in musical works elements and techniques utilized.
by composers and performs
in the United States and in
other world cultures
Recognize that the various * Give examples of the musical
functions of music have works written to perform specific
changed throughout history. functions.
A22-1
Date
Taught Activities Resource Assessment
* Perform pieces from three District approved textbook Teacher observation
_____ different historical periods.
Media Center resources * Written evaluation
* Utilize two pieces written by demonstrating student
composers from different countries Library resources comprehension
and write program notes
describing how national influences * Scoring guide
affected their musical style.
_____
* Collect several examples of
international music and produce a
list of characteristics indicative to
_____ three different countries.
* Perform appropriate selections
at a variety of school and
community functions.
_____
A22-1
Show-Me Learner Performance Show-Me
Content Objective Objective Process
Criticism/Analysis
Students will: Students will be able to
FA1 Discuss that as common * Discuss the elements contributing 1.6
practices are established in to expression in examples of music 1.10
music, composers and presented in aural and written form. 2.4
performers move beyond 4.1
them to continually * Review knowledge of forms in
challenge the listener. order to identify more complex
forms
Understand that different * Describe the reason for different
cultural events have audience behavior in various
different functions and settings.
consequently different
audience expectations
allowing audience members
to know how and why to
react
A22-2
Date
Taught Activities Resource Assessment
* For each piece of music in the District approved textbooks Teacher observation
_____ repertoire, students will
summarize the elements used to Media Center resources * Written evaluations
create and release tension. demonstrating student
Library resources comprehension.
_____ * View a video of a performance
and compare and contrast the District Music Library * Performance
audience’s behavior for each piece assessment
performed.
_____
A22-2
Show-Me Learner Performance Show-Me
Content Objective Objective Process
Aesthetics
Students will: Students will be able to
FA3 Compare pieces from their * Select music from a variety of 1.10
own environment and use styles found in daily life and use 2.4
technology and analysis music vocabulary to document
techniques to justify why reasons for listening choices.
selected pieces are worthy
of attention. This analysis
should indicate the
expressive qualities of the
pieces.
Self-assess their own * Select and defend expressive ways
singing for lack of aesthetic of producing music in personal
components and alter the performances and compositions.
performance in subsequent
presentations to enhance the
quality of the pieces.
A22-3
Date
Taught Activities Resource Assessment
* Students will be given a project District Music library Teacher observation
_____ where they are asked to analyze
one selection from 5 recordings Media Center resources * Self-assessment
(CD, tape, or album) they own. In
addition to rating the quality Library resources * Scoring guide
(using proper vocabulary) they
will be asked to justify why they
purchased the recording and if
they think they will enjoy the
piece 5 years in the future.
_____ * Students will record one of their
own performances and use rating
sheets to self-assess their own
singing. Qualities to assess
include dynamic inflection,
rhythmic accuracy, and intonation.
Students will give justification for
the rating and submit a second
recording they feel is superior to
the first.
A22-3
Show-Me Learner Performance Show-Me
Content Objective Objective Process
Product/Performance
Students will: Students will be able to
FA1 Demonstrate that the * Demonstrate continuing 1.5
FA2 elements of proper vocal development of vocal proficiency 1.6
FA3 production (posture, breath, when singing alone and in small and 2.2
control and diction) affect large ensembles, accurately and 2.5
the quality of musical independently with expression and 3.4
performance... technical accuracy. 3.7
4.6
Recognize that vocal music * Interpret music written in multiple
scores are written in parts.
individual voice parts.
Connect that accurate * Analyze and perform individual
interpretation of complex parts in a vocal ensemble from
standard notation symbols increasingly difficult musical scores.
for pitch, rhythm, dynamics,
diction/articulation, and
expression provides access
to increasingly difficult
music.
A22-4
Date
Taught Activities Resource Assessment
* Demonstrate correct posture, District approved text Teacher observation
_____ tone, breathing, diction, and
phrasing through daily vocalizes. Teacher resources * Written evaluations
demonstrating student
* Sing in sections and District Music library comprehension.
combinations then analyze their
relationships to one another. * Daily practice
_____ * Analyze the symbols of music * Scoring guide
notation and use solfege and
Kodaly hand sings to decipher the * Performance
piece of music not seen before assessment
_____ (sight singing).
A22-4
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