The learning environment in an IB Middle Years school allows for a student's development in the following areas:
· Holistic Learning- the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB Learner Profile.
· Intercultural Awareness- the notion that school communities should encourage and promote international-mindedness by engaging with ad exploring other cultures, a key feature of international education as reflected in the attributes of the IB Learner Profile.
· Communication- the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB Learner Profile.
In my classroom, I will address the three fundamental concepts students by providing students with a well-rounded curriculum in order to develop imagination, spatial reasoning, symbolic thinking, and complex thinking skills and instill a lifelong love and appreciation of the Fine Arts. We will also study and perform music from various cultures/countries in order to promote interational-mindedness.
· Holistic Learning- the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB Learner Profile.
· Intercultural Awareness- the notion that school communities should encourage and promote international-mindedness by engaging with ad exploring other cultures, a key feature of international education as reflected in the attributes of the IB Learner Profile.
· Communication- the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB Learner Profile.
In my classroom, I will address the three fundamental concepts students by providing students with a well-rounded curriculum in order to develop imagination, spatial reasoning, symbolic thinking, and complex thinking skills and instill a lifelong love and appreciation of the Fine Arts. We will also study and perform music from various cultures/countries in order to promote interational-mindedness.
FUNDAMENTAL CONCEPTS
· INTERCULTURAL AWARENESS: Sacred/Secular pieces, music from all genres, with an emphasis on global music and foreign language.
· HOLISTIC LEARNING: Using all learner profile characteristics the child as a whole will develop as a musician and communicator.
· COMMUNICATION: By using our voices and performances as means of communication from the composer.
THE LEARNER PROFILE
The Choir class covers all aspects of the Learner Profile. As “Singers and Leaders”, we Communicate ideas and emotions; they take Risks singing in front of their peers and family; and in the classroom on a daily basis they are Caring and helpful to their fellow choir members.
MYP AIMS ADDRESSED BY THIS COURSE
Ø experience and develop curiosity, interest, and enjoyment in their own creativity and that of others
Ø explore through the processes of musical performance
Ø acquire and develop skills needed for the creation of musical performance
Ø use the language, concepts and principles of musical performance
Ø communicate their thoughts and ideas through musical performance
Ø create musical performance
Ø reflect on, appreciate and evaluate their work and the work of others
Ø develop receptiveness to musical forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.
MYP OBJECTIVES ADDRESSED BY THIS COURSE
Knowledge and Understanding
The student should be able to:
§ demonstrate knowledge and understanding of the theoretical basis of the art forms studied
§ demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and culture
§ apply appropriate terminology to show aesthetic and critical awareness.
Application
The student should be able to:
§ plan and organize effectively to define and set goals, solve problems, negotiate and make decisions
§ experiment and explore through both spontaneous and structured activities
§ use art confidently as a form of expression and communication while demonstrating a range of technical skills
§ demonstrate an ability to find original and inventive solutions
§ apply skills specific to the art forms studied to elaborate an idea, a theme or a composition to the point of realization
§ present work through formal or informal performance and exhibition.
Evaluation and Reflection
The student should be able to:
§ reflect upon and evaluate their work in order to set goals for future development
§ use group discussions and feedback to support and promote creative development
§ assess and appraise their work and that of others.
Personal Engagement
The student should be able to:
§ show sensitivity to their own and different cultures
§ accept and incorporate views and feedback from others to further develop their artistic potential
§ show self-motivation in setting and meeting deadlines
§
show initiative, creativity and a willingness to take risks§ support and encourage their peers toward a positive working environment.
STATE STANDARDS
I. SINGING. Singing, alone and with others, a varied repertoire of music.
Students will
Students will
Students will
Students will
V. READING AND NOTATING. Reading and notating music.
Students will
Students will
E. Identify the sounds of a variety of instruments as well as children’s voices and adult male and female voices.
F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.
VII. EVALUATING. Evaluating music and music performances.
Students will
Students will
Course Outline
Semester 1:
**Unit 1 - Students will demonstrate understanding of proper vocal production techniques. Students will review music reading skills and terminology and will build upon prior knowledge through daily practice. They will identify & classify musical forms of diverse styles, genres, periods, and cultures. Students will sing & read music containing Do-So motives as well as compose increasingly complex rhythmic phrases. Students will understand & identify the relationships between music & other disciplines.
**Unit 2 – Students will perform from memory while demonstrating proper performance techniques. Students will sing a varied repertoire of an appropriate level that allows students to demonstrate music performance skills.
**Unit 3 – Students will evaluate music performances & continue to demonstrate proper etiquette during performances. Student performance requires greater rhythmic and melodic accuracy and continues to emphasize proper vocal production.
Semester 2:
** Unit 4- Students use prior learned skills and knowledge in performance and vocal production as they prepare music during the fourth six weeks. Evaluation of students will be implement4ed through solo performances in class. Students continue to build upon music writing skills through the writing of increasingly complex rhythms and melodies.
** Unit 5 – Students will prepare a variety of choral selections through rigorous rehearsals that require students to demonstrate all learned skills and knowledge to a high level of proficiency. Repertoire will consist of music from the UIL Prescribed Music List or outside source that best fits the ensemble’s skill level.
** Unit 6 – Utilizing previously learned performance & sight reading skills, students will prepare a final spring concert performance. Students will also explore & learn about various music vocations and avocations.
TEXT AND RESOURCESVarious pieces of choral sheet music, cd player, mp3 player, piano, video taping recorder
ROLES OF THE AREAS OF INTERACTION IN YOUR COURSEApproaches to Learning: This class is more performance based then Beginning Choir. As individuals and as a group they will set goals, take up more challenges, and “step out of the box” in their performances as a choir, soloists,directors, or possibly even as a composer.
Environments: The class will have a creative, positive environment in the classroom. Their accomplishment in the class will reach out to the school, community, and hopefully their home.
Community and Service: Performing in the classroom, for PTA programs, elementary move up day, concerts for community business partners, performing for the Greater Greenville area as requested.
can food donations before concerts, will be a part of our community and service area.
Health and Social Education: A “Singers” instrument is their bodies. Proper vocal and physical care is discussed and continued to be stressed throughout the school year.
Human Ingenuity: The repertoire chosen for this class is chosen due to the event we will be singing for. The “Joy” of music is spread throughout the year from Veterans Day to the Holidays to Spring. Everyone can be successful and have a feel of self worth, personal accomplishment and growth.
METHODOLOGYPeer tutoring, guest artist/teacher, teacher demonstration, practice CDs to take home and going to local concerts, plays, etc.will be used throughout the year.
METHODS OF ASSESSMENT (including the use of MYP criteria)
Formative: teacher generated worksheets and quizzes, sectional and individual singing tests, and public performances will be used.
Summative: final concert and reflections in the Developmental Workbook will be used.
· INTERCULTURAL AWARENESS: Sacred/Secular pieces, music from all genres, with an emphasis on global music and foreign language.
· HOLISTIC LEARNING: Using all learner profile characteristics the child as a whole will develop as a musician and communicator.
· COMMUNICATION: By using our voices and performances as means of communication from the composer.
THE LEARNER PROFILE
The Choir class covers all aspects of the Learner Profile. As “Singers and Leaders”, we Communicate ideas and emotions; they take Risks singing in front of their peers and family; and in the classroom on a daily basis they are Caring and helpful to their fellow choir members.
MYP AIMS ADDRESSED BY THIS COURSE
Ø experience and develop curiosity, interest, and enjoyment in their own creativity and that of others
Ø explore through the processes of musical performance
Ø acquire and develop skills needed for the creation of musical performance
Ø use the language, concepts and principles of musical performance
Ø communicate their thoughts and ideas through musical performance
Ø create musical performance
Ø reflect on, appreciate and evaluate their work and the work of others
Ø develop receptiveness to musical forms across time, place and cultures, and perceive the significance of these art forms as an integral part of life.
MYP OBJECTIVES ADDRESSED BY THIS COURSE
Knowledge and Understanding
The student should be able to:
§ demonstrate knowledge and understanding of the theoretical basis of the art forms studied
§ demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped the arts across time and culture
§ apply appropriate terminology to show aesthetic and critical awareness.
Application
The student should be able to:
§ plan and organize effectively to define and set goals, solve problems, negotiate and make decisions
§ experiment and explore through both spontaneous and structured activities
§ use art confidently as a form of expression and communication while demonstrating a range of technical skills
§ demonstrate an ability to find original and inventive solutions
§ apply skills specific to the art forms studied to elaborate an idea, a theme or a composition to the point of realization
§ present work through formal or informal performance and exhibition.
Evaluation and Reflection
The student should be able to:
§ reflect upon and evaluate their work in order to set goals for future development
§ use group discussions and feedback to support and promote creative development
§ assess and appraise their work and that of others.
Personal Engagement
The student should be able to:
§ show sensitivity to their own and different cultures
§ accept and incorporate views and feedback from others to further develop their artistic potential
§ show self-motivation in setting and meeting deadlines
§
show initiative, creativity and a willingness to take risks§ support and encourage their peers toward a positive working environment.
STATE STANDARDS
I. SINGING. Singing, alone and with others, a varied repertoire of music.
Students will
- Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture while maintaining a steady tempo.
- Sing expressively—with appropriate dynamics, phrasing, and interpretation—a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1 to 6.
- Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.
- Sing ostinati, partner songs, rounds, and two- and three-part music.
- Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of the conductor.
Students will
- Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1 to 6 accurately and independently on various types of classroom instruments.
Students will
- Echo simple rhythmic and melodic patterns.
- Improvise simple rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.
- Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.
- Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.
Students will
- Create compositions in large group settings.
- Compose short pieces within specific guidelines.
- Arrange simple pieces for voices and/or classroom instruments.
- Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.
V. READING AND NOTATING. Reading and notating music.
Students will
- Read whole, half, dotted half, quarter, and eighth notes and corresponding rests in 2/4, 3/4, and 4/4 meter signatures.
- Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).
- Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.
- Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.
Students will
- Identify simple musical forms including verse/refrain, canon, AB, and ABA.
- Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.
E. Identify the sounds of a variety of instruments as well as children’s voices and adult male and female voices.
F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.
VII. EVALUATING. Evaluating music and music performances.
Students will
- Devise criteria for evaluating performances and compositions.
- Use appropriate music terminology to explain their personal preferences for specific music works and styles.
Students will
- Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., “texture,” “color,” “form”).
- Explain how the principles and subject matter of other arts disciplines interrelate with those of music.
- Explain how the principles and subject matter of other disciplines interrelate with those of music.
Course Outline
Semester 1:
**Unit 1 - Students will demonstrate understanding of proper vocal production techniques. Students will review music reading skills and terminology and will build upon prior knowledge through daily practice. They will identify & classify musical forms of diverse styles, genres, periods, and cultures. Students will sing & read music containing Do-So motives as well as compose increasingly complex rhythmic phrases. Students will understand & identify the relationships between music & other disciplines.
**Unit 2 – Students will perform from memory while demonstrating proper performance techniques. Students will sing a varied repertoire of an appropriate level that allows students to demonstrate music performance skills.
**Unit 3 – Students will evaluate music performances & continue to demonstrate proper etiquette during performances. Student performance requires greater rhythmic and melodic accuracy and continues to emphasize proper vocal production.
Semester 2:
** Unit 4- Students use prior learned skills and knowledge in performance and vocal production as they prepare music during the fourth six weeks. Evaluation of students will be implement4ed through solo performances in class. Students continue to build upon music writing skills through the writing of increasingly complex rhythms and melodies.
** Unit 5 – Students will prepare a variety of choral selections through rigorous rehearsals that require students to demonstrate all learned skills and knowledge to a high level of proficiency. Repertoire will consist of music from the UIL Prescribed Music List or outside source that best fits the ensemble’s skill level.
** Unit 6 – Utilizing previously learned performance & sight reading skills, students will prepare a final spring concert performance. Students will also explore & learn about various music vocations and avocations.
TEXT AND RESOURCESVarious pieces of choral sheet music, cd player, mp3 player, piano, video taping recorder
ROLES OF THE AREAS OF INTERACTION IN YOUR COURSEApproaches to Learning: This class is more performance based then Beginning Choir. As individuals and as a group they will set goals, take up more challenges, and “step out of the box” in their performances as a choir, soloists,directors, or possibly even as a composer.
Environments: The class will have a creative, positive environment in the classroom. Their accomplishment in the class will reach out to the school, community, and hopefully their home.
Community and Service: Performing in the classroom, for PTA programs, elementary move up day, concerts for community business partners, performing for the Greater Greenville area as requested.
can food donations before concerts, will be a part of our community and service area.
Health and Social Education: A “Singers” instrument is their bodies. Proper vocal and physical care is discussed and continued to be stressed throughout the school year.
Human Ingenuity: The repertoire chosen for this class is chosen due to the event we will be singing for. The “Joy” of music is spread throughout the year from Veterans Day to the Holidays to Spring. Everyone can be successful and have a feel of self worth, personal accomplishment and growth.
METHODOLOGYPeer tutoring, guest artist/teacher, teacher demonstration, practice CDs to take home and going to local concerts, plays, etc.will be used throughout the year.
METHODS OF ASSESSMENT (including the use of MYP criteria)
Formative: teacher generated worksheets and quizzes, sectional and individual singing tests, and public performances will be used.
Summative: final concert and reflections in the Developmental Workbook will be used.