Awesome Choral Curriculum

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION

MUSIC DEPARTMENT
Chorus
COURSE DESCRIPTION
Grade Level: 9-12
Department:
Music
Course Title: Chorus I-IV,

Honors Chorus II-IV
Credits:
5.0
Course Code: 100200, 100210, 100220, 100230,

100490, 100500, 100510
Board of Education adoption date: August 27, 2012
Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola
Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent
Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum
and Instruction
Curriculum Writing Committee

Ms. Regina McAllen
Supervisors
Ms. Deana Farinick
Ms. Judith Lagana
Ms. Judith Newins
Mr. Stanley Koba
Ms. Michelle Lilley
Ms. Stephanie Kayafas
Chorus - Introduction
Introduction
Course Philosophy
The Freehold Regional High School District seeks to create life-long learners of music. The arts bring an important dimension to the educational program
of our schools. Arts education draws upon personal feelings and experience as well as on logical and intellectual thought and should be an integral part
of every childs total education. Music aptitude is an intelligence that is unique to the human race and all children possess this aptitude. Cultivating this
music aptitude in our students also cultivates their humanity. Through the study of choral music, students will achieve mastery in reading and
performing music, allowing for varied proficiency levels by individual students capabilities and musicianship abilities. A well rounded acquaintance to the
overall awareness of styles and all factors that are involved with choral music will be explored.
Course Description
This is a one year, five credit course which fulfills New Jerseys 5-credit graduation requirement for Fine and Performing Arts.
The choral music program at the high school level is to be based on curriculum and instruction standards that incorporate:
Responding to music in subjective, aesthetic, analytic and evaluative ways assessments.

Thinking abstractly through music.
Interpreting music as a reflection of the life, values and ideas of this and other cultures.
Increasing awareness, respect and appreciation for the musical heritage of America and that of other countries.
Interpreting ideas, attitudes and feelings effectively through musical involvement.
Acquiring a sense of ensemble and successfully participate in performance.
Demonstrating growth in auditory perception, music literacy and as members of an audience through purposeful and critical observation and
listening.
Becoming life-long learners and lovers of music as a consumer, performer, creator or teacher.
Course Map and Proficiencies/Pacing

Course Map
Relevant
Standards
Enduring
Understandings
Performing carefully
AR.9-12.1.1.12
supervised warm-up
AR.9-12.1.1.12.1
exercises on a daily
AR.9-12.1.4.12.3
basis is essential for
AR.9-12.1.3.12.B.1
acquisition of proper
AR.9-12.1.3.12.1
vocal technique.
AR.9-12.1.1.12
AR.9-12.1.1.12.1
AR.9-12.1.1.12.B.1
AR.9-12.1.3.12.1
AR.9-12.1.3.12.B.1
AR.9-12.1.3.12.B.4
AR.9-12.1.3.12.B.2
AR.9-12.1.3.12.3
AR.9-12.1.3.12.B.3
AR.9-12.1.3.12.4
AR.9-12.1.3.12.2
Essential Questions
Assessments
Diagnostic
Formative
What are the elements of

a comprehensive choral
vocal warm-up?
Exercises supporting acquisition of the

desired technical skills
What is the correct

position of the tongue for Anticipatory set
singing? The larynx? The questions
soft palate? The rib cage?
Student survey
How can the
understanding of human
anatomy as it pertains to
vocal pedagogy improve
the quality of ones
singing?
Student questions and comments
Observations and anecdotal records
Individual and small group

performances throughout the year
demonstrating a blended, wellsupported and properly placed tone
Why is it important to
read and write the
language of music? How
is music a form of
communication?
Demonstration of acquired
vocal production, breathing
technique and posture
Oral questions and discussions
Selections from concert
repertoire in small groups
Oral evaluations of student and

professional performance throughout
the year discussing vocal technique,
tone qualities, intonation, and diction
How can our

understanding of the
elements of music make
us better singers and
enable us to enjoy
listening to music?
How can our
Achieving literacy
understanding of the
in music significantly
elements of music
enhances the singers
increase our appreciation
enjoyment and
and comprehension for
appreciation of music.
diverse societal, cultural
and political entities?
Summative
Application of knowledge to
reading and interpreting music
for public performance
Increased quantity of music
mastered in correlation with
music literacy skills for public
Written evaluation of mastery of music
performance
elements
Performance observation
Oral questions
and discussions
Questioning techniques checking for

understanding.
Interpret musical
directions and symbols in
Italian, French, Latin,
English and German
Written and oral assessment of
musical terminology
How can understanding

pitch relationships make
us better singers and
Achieving proficiency
performers?
and fluency in reading
advanced
AR.9-12.1.3.12.1
How can proficiency
notation significantly
AR.9-12.1.1.12.B.2
in sight-singing enable us
enhances the singers
Anticipatory set
AR.9-12.1.3.12.B.2
to master advanced choral
performance and
questions
AR.9-12.1.3.12.2
repertoire?
appreciation of
AR.9-12.1.3.12.1
sophisticated music
How can sight-reading
from varying styles
fluency increase the
and traditions.
learners academic
performance in other
classes?
Sight reading examples in major and

minor keys individually and in small
groups
Rehearsal evaluation of fluency
in reading music notation
Observation of mastery of the
fundamentals of sight-singing
sight-reading examples from

the text in small groups
Observation of the ability to

identify pitch relationships
Written evaluation to
determine the students ability
Written evaluation of understanding of to discern pitch relationships
pitch relationships visually (interval
identification), kinesthetically
Sight-reading through
(demonstrate hand signals) and aurally repertoire in public
(interval identification)
performance.
Rehearsal observation and written
exams
AR.9-12.1.1.12
AR.9-12.1.1.12.1
AR.9-12.1.1.12.2
AR.9-12.1.1.12.B.2
AR.9-12.1.2.12
AR.9-12.1.4.12.B.3
AR.9-12.1.4.12.A.4
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.2.12.2
AR.9-12.1.1.12
AR.9-12.1.4.12.1
AR.9-12.1.4.12.A.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.3
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.4.12.1
Evaluation and selfevaluation of an

artists technical
proficiency are critical
components for
improving and
appreciating the
aesthetics of a
performance.
The study, analysis

and resulting
performance of choral
literature (secular,
sacred, folksongs,
spirituals, popular,
Broadway, multicultural and world
music) contributes
not only to a
comprehensive music
education, but also to
the appreciation and
respect of other world
cultures and societies.
How does the ability to

evaluate a performance
affect one's appreciation
of a performance?
Why might an enhanced
ability to musically selfevaluate broaden one's
perception of musical
aesthetics?
Performance, critique and reflection in

class in small group, individual and
large group settings
Student survey
Why is the practice of

legally responsible music
consumerism important?
How can our experience in
singing in diverse
languages enable us to
understand other cultures
and societies?
Anticipatory set
questions
How can a varied program
including secular, sacred, Student survey
folksongs, spirituals,
popular, Broadway, multi- Oral questions
cultural and world
and discussion
music create a
comprehensive choral
experience for the listener
and the audience?
Performance of selected repertoire

individually demonstrating knowledge
of their voice part
Performance of selected repertoire in
small groups demonstrating part
independence, knowledge of balance
and blend, and good diction
Audition attendance
Judges critiques and selfevaluation
Teacher questions and prompts
Assessment of exercises that

demonstrate acquisition of the
Visual and aural assessment
individually and in small groups
throughout the year
Demonstration of the
understanding of dynamic
contrasts, tempo changes,
and performance
practice during performance
Review and reflection upon
performance, with connection
to real world experiences and
performances
Self-analysis of individual as
well as group performance
through group discussion and
oral questioning
AR.9-12.1.1.12
AR.9-12.1.4.12.1
AR.9-12.1.4.12.A.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.3
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.4.12.1
The study, analysis

and resulting
performance of choral
literature (secular,
sacred, folksongs,
spirituals, popular,
Broadway, multicultural and world
music) contributes
not only to a
comprehensive music
education, but also to
the appreciation and
respect of other world
cultures and societies.
Anticipatory set
What behaviors should
questions
the audience see during a
performance? What
Student survey
behaviors should the
performers see exhibited
Oral questions
by the audience?
and discussion
Assessment of exercises that

demonstrate acquisition of the
Visual and aural assessment
individually and in small groups
throughout the year
Demonstration of the
understanding of dynamic
and performance
practice during performance
Review and reflection upon
performance, with connection
to real world experiences and
performances
Proficiencies and Pacing

Unit Title
Unit Understanding(s) and Goal(s)
Recommended
Duration
Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal
technique.
Unit I: Vocal Technique
At the conclusion of this unit, students will be able to:

1. Identify and demonstrate appropriate posture, breathing mechanics, and diction.
2. Demonstrate correct tone production and provide self-analysis of individual vocal goals.
3. Identify the components of a comprehensive warm up routine.
4. Describe how boys and girls voices change during adolescence.
34 Weeks
Ongoing
Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of
sophisticated music.
Unit II: Music Literacy

1. Define basic and additional symbols used in a musical score.
2. Identify music symbols in a musical score.
3. Increase fluency of acquiring new material.
4. Translate music terms from Italian, Latin, French and German into English.
5. Identify pattern, key signature changes, themes and motives through score analysis.
6. Compare the results of composition when symbols are not observed and identify how these symbols aid in
the composers objective.
7. Accurately perform a musical score observing all symbols.
8. Improvise works through conscientious manipulation of symbols and elements of music.
34 Weeks
Ongoing
Achieving proficiency and fluency in reading advanced notation significantly enhances the singers performance
and appreciation of sophisticated music from varying styles and traditions.
Unit III: Sight-singing

1. Read and perform complex melodies/harmonies applicable to their performance level.
2. Read and perform with reasonable accuracy the correct rhythms of assigned vocal exercises.
3. Sing an independent vocal part combined with other vocal parts.
4. Apply acquired sight-singing skills to choral repertoire.
34 Weeks
Ongoing
Evaluation and self-evaluation of an artists technical proficiency are critical components for improving and
appreciating the aesthetics of a performance.
Unit IV:
District/County/State
Festivals and Competitions
(All Shore, All State,
Regions)

1. Prepare and perform appropriate selections of solo/ensemble music for contest purposes.
2. Demonstrate an understanding of dynamic contrasts, tempo changes, blend, diction, technique and variety
of expressions as a soloist and within an ensemble. The learner will then accurately demonstrate synthesis of
these elements in performance.
3. Reflect and respond to being a part of a structured organization that judges in a constructive manner the
prepared performance of the individual and/or group effort in vocal singing.
4 Weeks
(Oct, Nov, Feb,
March)
The study, analysis and resulting performance of choral literature (secular, sacred, folksongs, spirituals,
popular, Broadway, multi-cultural and world music) contributes not only to a comprehensive music education,
but also to the appreciation and respect of other world cultures and societies.
Unit V: Winter Concert

1. Perform music from a variety of cultures, languages and societies paying respect to accuracy of language
pronunciation and specific performance customs.
2. Demonstrate correct tone production, posture, breath support, diction and focus during
preparatory rehearsals.
3. Display synthesis of all technical elements of music in addition to appropriate conduct, focus and effort
during performance.
4. Adjust vocal technique, facial expression, posture, movement and projection piece by piece in order to
reflect the individuality and culture of each piece of music.
5. Express verbally or in written form an emotional connection to specific pieces, particular phrases, text or
measures using appropriate music terminology.
6. Express verbally or in written form critique and analysis of the performance, and how successful the choir
and the individual were at integrating all the elements necessary to create a high quality performance.
15 Weeks
(Sept - Dec)
The study, analysis and resulting performance of choral literature (secular, sacred, folksongs, spirituals,
popular, Broadway, multi-cultural and world music) contributes not only to a comprehensive music education,
but also to the appreciation and respect of other world cultures and societies.
Perform music from a variety of cultures, languages and societies paying respect to accuracy of language
pronunciation and specific performance customs.
Unit VI: Spring Concert
1. Demonstrate correct tone production, posture, breath support, diction and focus during
preparatory rehearsals.
2. Display synthesis of all technical elements of music in addition to appropriate conduct, focus and effort
during performance.
3. Adjust vocal technique, facial expression, posture, movement and projection piece by piece in order to
reflect the individuality and culture of each piece of music.
4. Express verbally or in written form an emotional connection to specific pieces, particular phrases, text or
measures using appropriate music terminology.
5. Express verbally or in written form critique and analysis of the performance, and how successful the choir
and the individual were at integrating all the elements necessary to create a high quality performance.
18 Weeks
(Jan - May)
Chorus - Unit 1: Vocal Technique

Unit Plan
Enduring Understandings:
Performing carefully supervised warm-up exercises on a daily basis is essential for acquisition of proper vocal technique.
Essential Questions:
What are the elements of a comprehensive choral vocal warm-up?
What is the correct position of the tongue for singing? The larynx? The soft palate? The rib cage?
How can the understanding of human anatomy as it pertains to vocal pedagogy improve the quality of ones singing?
Unit Goals:
1. Identify and demonstrate appropriate posture, breathing mechanics, and diction.
2. Demonstrate correct tone production and provide self-analysis of individual vocal goals.
3. Identify the components of a comprehensive warm up routine.
4. Describe how boys and girls voices change during adolescence.
Recommended Duration: 34 weeks (ongoing)
Guiding/Topical
Questions
Content/Themes/Skills
Resources and Materials
Suggested Strategies
Suggested Assessments
The singer must constantly strive Piano

to develop: breath control,
resonance, good posture, range, Marker board with staff lines
flexibility, articulation,
and markers
raised soft palate and lowered
larynx while singing.
Diagnostic- Survey of prior knowledge

Students will complete a
comprehensive vocal warm-up
Formative - Responses to discussion questions
every day.
What individual goals

do you have for
yourself as a singer?
Students will identify what voice Piano

part they are most comfortable
singing and what specific deficits Marker board with staff lines
they have in their vocal
and markers
technique.
Teacher and peer
demonstration
Summative - Student generated rubric

Singers will vocalize a
minimum of two octaves
daily. Through consistent and
closely monitored
vocalizations, students can
identify their voice as soprano,
alto, tenor or bass. Student
and teacher will demonstrate
different vocal timbre and
tone quality. As the year
progresses, students will note
the change and development
of their voice.
How does the singer

change their technique
for different genres of
music?
Students will identify the

difference between the
"Bel canto" method of singing
and pop, jazz, musical theatre
and other cultural genres.
Singers will compare, through

vocal warm ups, the
differences in sound when
singing with round open
vowels, and singing in closed
position with lowered palate.
Students will identify the
physiological change while
warming up voices in order to
produce different styles of
singing.
What are the key

elements found in a
comprehensive vocal
warm up?
Piano
Teacher and peer
demonstration
Audio recordings
What are the ways that

a singer can injure and
rehabilitate their
voice?
Vocal health is an essential part Piano

of every singers training and
success. Singers need to be
Marker board with staff lines
aware of the factors that lead to and markers
vocal damage and injury.
Steaming videos of appropriate
physiological demonstrations
Teacher will facilitate guided

practice through each skill.
Class will compile a list of

positive and negative
influences on the voice.
Students will watch videos
of a laryngologist scoping
a larynx in 3 stages - healthy,
with polyps and with nodules.
Formative- Measurement of individual

progress by noting involvement in the practice
of the exercises
AR.9-12.1.1.12
AR.9-12.1.1.12.1
AR.9-12.1.3.12.1
AR.9-12.1.3.12.B.1
AR.9-12.1.4.12.3
All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art.
Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in
the categorization of musical genres.
Technical accuracy, musicality, and stylistic considerations vary according to genre, culture, and historical era.
Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical accuracy,
appropriate musicality, and the relevant stylistic nuance.
Artistic styles, trends, movements, and historical responses to various genres of art evolve over time.
Differentiation
Students with individual learning styles can be assisted through adjustments in assessment items and time restraints, one-to-one teacher support,
extended testing time, and use of visual and auditory teaching methods. This wide variety of assessments, strategies, and hands-on evaluations
complement the individual learning experience. In addition:
Students will stand, sit, lie down, and move about the classroom to facilitate instructors technical goals.
Peer and teacher modeling for demonstration, as well as verbal instruction will be conducted.
Hands-on tools (tongue depressors, mirrors, books on abdomen) for reinforcement will be utilized.
Technology
Technology may be infused throughout this curriculum through streaming video. Students can observe laryngologists and ENT's working directly with
patients, and view the results of vocal damage. Students may also conduct internet searches to enhance class discussions.
College and Workplace Readiness

Students who master the fundamentals of good vocal technique will have greater endurance and stamina when working as professional singers. Good
vocal technique greatly reduces tension and nervousness and allows performers to perform to their best ability, resulting in better auditions and
performances.
Chorus - Unit 2: Music Literacy

Unit Plan
Achieving literacy and fluency in music significantly enhances the singers performance and appreciation of sophisticated music.
How can our understanding of the elements of music make us stronger singers, performers, listeners and communicators?
How can our understanding of the elements of music increase our appreciation and comprehension for diverse societal, cultural and political entities?
Why is it important to read and write the language of music? How is music a form of communication?
Unit Goals:
1. Define basic and additional symbols used in a musical score.
2. Identify music symbols in a musical score.
3. Increase fluency of acquiring new material.
4. Translate music terms from Italian, Latin, French and German into English.
5. Identify pattern, key signature changes, themes and motives through score analysis.
6. Compare the results of composition when symbols are not observed and identify how these symbols aid in the composers objective.
7. Accurately perform a musical score observing all symbols.
8. Improvise works through conscientious manipulation of symbols and elements of music.
Guiding/Topical
Questions
What are the names

of the notes in the
treble and bass clef?
Students will be able to

identify all the notes on
the staff.
Approved text book
Using the text study

Diagnostic - Survey of prior knowledge
guide, students will
identify the names of the Formative - Measurement of individual progress by
notes.
noting involvement in the practice of the exercises
A piano
Staff paper and pencil

Teacher worksheets and
resources
What are the note and
rest values of the
following: eighth,
quarter, half dotted
half and whole?
What are the

translations to the
most commonly used
Italian musical terms
(p, m, f) and symbols
(fermata, staccato,
repeat sign, coda,
etc)?

identify and correctly
perform basic rhythm
patterns with accuracy.
Students can create their Summative - Correct identification of all the notes
own acronyms
on a staff
to remember the lines
and spaces.
Students will label and
draw the values of each
of the notes.
Formative - rehearsal observation

Students will clap and
perform basic rhythmic
patterns.

identify and correctly
perform according to the
directions given by the
composers (dynamics
and symbols).
Diagnostic - Questioning techniques checking

for prior knowledge
Students will define the

terms and then
demonstrate mastery
through music
performance.
Summative - Mastery of provided rhythms through

clapping
Formative - Measurement of individual progress by
Summative - Rehearsal observation and written
exams to measure understanding of notational
remarks in choral music
Summative - Written evaluation to measure
understanding of directions and symbols in Italian,
French, Latin, English and German
What are the results

and how is the
communication
altered if we do not
observe or change the
composers symbols
and terms?
Students will use critical Approved text book

listening skills to identify
the importance of
A piano
observing all indicators
provided by the
Targeted sheet music
composer and arranger
of a composition.
Students will sing a piece

of music without
adhering to the provided
terms and symbols.
Students will also
intentionally alter terms
and symbols to create a
dramatic change in style.

Formative - Measurement of individual progress by
Summative - Rehearsal observation and
performance to assess understanding and
application of the provided symbols and terms
AR.9-12.1.1.12
AR.9-12.1.1.12.1
AR.9-12.1.1.12.B.1
AR.9-12.1.3.12.1
AR.9-12.1.3.12.B.1
AR.9-12.1.3.12.2
AR.9-12.1.3.12.B.2
AR.9-12.1.3.12.3
AR.9-12.1.3.12.B.3
AR.9-12.1.3.12.4
AR.9-12.1.3.12.B.4
Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining
factors in the categorization of musical genres.
Examine how aspects of meter, rhythm, tonality, intervals, chords, and harmonic progressions are organized and manipulated to establish unity and variety in genres of
musical compositions.
Analyze compositions from different world cultures and genres with respect to technique, musicality, and stylistic nuance, and/or perform excerpts with technical
accuracy, appropriate musicality, and the relevant stylistic nuance.
The ability to read and interpret music impacts musical fluency.
Analyze how the elements of music are manipulated in original or prepared musical scores.
Understanding of how to manipulate the elements of music is a contributing factor to musical artistry.
Improvise works through the conscious manipulation of the elements of music, using a variety of traditional and nontraditional sound sources, including electronic soundgenerating equipment and music generation programs.
Basic vocal and instrumental arranging skills require theoretical understanding of music composition.
Arrange simple pieces for voice or instrument using a variety of traditional and nontraditional sound sources or electronic media, and/or analyze prepared scores using
music composition software.
Differentiation
Students individual learning styles can be assisted through a variety of methods.
Students will be paired for peer assistance and tutoring.

Students with prior music knowledge (piano lessons, band, etc.) will work with the inexperienced or struggling student.
Assessment and review will also occur verbally as well as written to give students different options to display mastery.
Students will master material through writing it, speaking it, and writing at the board, multimedia presentation, steaming video, flashcards,
and small group review.
Technology
Technology may be infused throughout this curriculum through streaming video and multimedia presentations. Students may also conduct internet
searches to enhance class discussions.

Current seniors in the choral program may share their college audition experiences, where music literacy is tested. Students will also consider
auditioning for All Shore / All State programs where music literacy is an important part of the audition.
Chorus - Unit 3: Sight-singing

Unit Plan
Achieving proficiency and fluency in reading advanced notation significantly enhances the singers performance and appreciation of sophisticated music
from varying styles and traditions.
How can understanding pitch relationships and advanced music notation make us better singers, performers and global learners?
How can proficiency in sight-singing enable us to master advanced choral repertoire from diverse cultural sources?
How can sight-reading fluency increase the learners academic performance in other classes?
Unit Goals:
1. Read, demonstrate hand signals and perform complex melodies/harmonies applicable to their performance level.
2. Read and perform with reasonable accuracy the correct rhythms of assigned vocal exercises.
3. Sing an independent vocal part combined with other vocal parts.
4. Apply acquired sight-singing skills to choral repertoire.
Guiding/Topical
Questions
What are the eight

pitches found in the
diatonic scale? (Kodaly
syllables)
Students will be able to sightsing a four measure melody

within the diatonic scale with
reasonable accuracy.
Sight-singing Textbook
Utilizing the text, students will

work chronologically through
the diatonic scale.
A Piano
Formative - Responses to discussion

questions
progress by noting involvement in the
practice of the exercises and correct usage
of Kodaly hand signals
Summative - Performance in small
group exercises from the textbook,
demonstrating mastery of the Kodaly
syllables
What are the eight

Curwen hand signals
that correspond with
the Kodaly syllables?
Students will demonstrate

mastery of the eight Curwen
hand signals while sight-reading
four measure melodies.
Students will speak the Kodaly

syllables, then speak and
integrate hand signals, then
sing and demonstrate hand
signals.

demonstrating mastery of the Curwen
hand signals
What intervals are

Students will graduate from
particularly challenging singing step-wise melodies to
to sing?
melodies with leaps. Students
will identify specific areas that
need extra attention.
Students integrate solfege

and/or numbers, as well as
Kodaly hand signals.

demonstrating mastery of the Kodaly
syllables and Curwen hand signals
AR.9-12.1.1.12.2
AR.9-12.1.1.12.B.2
AR.9-12.1.3.12.1
AR.9-12.1.3.12.2
AR.9-12.1.3.12.B.2
Musical proficiency is characterized by the ability to sight-read advanced notation. Musical fluency is also characterized by the ability to classify and replicate the stylistic
differences in music of varying traditions.
Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.
The ability to read and interpret music impacts musical fluency.
Analyze how the elements of music are manipulated in original or prepared musical scores.
Differentiation
Students individual learning styles and differing levels of ability can be assisted through a variety of methods.
Students will practice the material in a variety of methods: clap and count rhythms, use of Kodaly syllables, conduct and sing, tap the beat and
sing, count vs. solfge, etc.
Students will be assessed in small groups (based on appropriate hand signals), as well as individually.
Students with prior music knowledge (piano lessons, band, etc.) will work with the inexperienced or struggling student.
Student assessment will occur after an individualized pre-assessment in order to gauge each students growth and improvement.
Technology
Students ear-training can be enhanced through computer-assisted drills in software such as Aurelia, Sibelius, Good Ear, Earope, etc.

Students who are literate in reading music have mastered a language - this type of right-brain/left-brain stimulation has proven benefits in all subject
matters. Sight-singing is an essential part of college admission, college curriculum and choir placement for any student planning on pursuing music at a
more advanced level.
Chorus - Unit 4: District Festivals/Competitions

Unit Plan
Evaluation and self-evaluation of an artists technical proficiency are critical components for improving and appreciating the aesthetics of a performance.
How does the ability to evaluate technical proficiency and artistry affect one's appreciation of a performance?
Why might an enhanced ability to musically self-evaluate broaden one's perception of musical aesthetics?
Why is the practice of legally responsible music consumerism important?
Unit Goals:
1. Prepare and perform appropriate selections of solo/ensemble music for contest purposes.
2. Demonstrate an understanding of dynamic contrasts, tempo changes, blend, diction, technique and variety of expressions as a soloist and within an
ensemble. The learner will then accurately demonstrate synthesis of these elements in performance.
3. Reflect and respond to being a part of a structured organization that judges in a constructive manner the prepared performance of the individual and/or
group effort in vocal singing.
Recommended Duration: 4 weeks
Guiding/Topical
Questions
Resources and Materials Suggested Strategies
How can an
objective opinion
from a qualified
professional
enhance growth as
an individual and as
a group?
Experience being a part of a

structured organization that
judges in a constructive
manner the prepared
performance of the individual
and/or group effort of vocal
singing.
Choral Music
Demonstrate an understanding
of dynamic contrasts, tempo
changes, and variety of
expressions in vocal
solo/ensemble and accurately
interpret them in performance.
How is solo singing Demonstrate appropriate
different from group selection of solo/ensemble
choral singing?
music for contest purposes or
audition purposes.
A Piano
Access to website with
materials for audition /
repertoire.
Students will sing through Diagnostic - Survey of prior knowledge

the audition material or
required festival repertoire. Formative - Responses to discussion
questions, commenting on group sound
and progress
Students will perform for
peers and teacher for
feedback and critique.
judges / adjudicators for
Student will learn and

perform repertoire for
peers. Students will give
feedback, suggestions and
critique.
Students will comment on
application of dynamic
blend, diction, technique
and variety of expression.
judges / adjudicators for
Summative - Regularity of attendance at

rehearsals lesson and performances
Summative - Judges critiques,
competition results, scores or feedback
received
AR.9-12.1.1.12
AR.9-12.1.1.12.1
AR.9-12.1.1.12.2
AR.9-12.1.1.12.B.2
AR.9-12.1.2.12
AR.9-12.1.2.12.2
AR.9-12.1.4.12.A.4
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.4.12.B.3
Understanding nuanced stylistic differences among various genres of music is a component of musical fluency. Meter, rhythm, tonality, and harmonics are determining factors in the categorization of
musical genres.
Musical proficiency is characterized by the ability to sight-read advanced notation. Musical fluency is also characterized by the ability to classify and replicate the stylistic differences in music of varying
traditions.
Synthesize knowledge of the elements of music in the deconstruction and performance of complex musical scores from diverse cultural contexts.
All students will understand the role, development, and influence of the arts throughout history and across cultures.
Access to the arts has a positive influence on the quality of an individual's lifelong learning, personal expression, and contributions to community and global citizenship.
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.
Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works of dance, music, theatre,
visual, and multimedia artwork from diverse cultural contexts and historical eras.
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist's technical proficiency as well as by the manner and physical context in which it is
performed or shown.
Evaluate how an artist's technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may impact perceptions of its
significance/meaning.
Art and art-making reflect and affect the role of technology in a global society.
Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and performers around the
world.
Differentiation
A variety of repertoire will be prepared, ranging in difficulty level, cultural background and physical involvement in order to meet the demands of a diverse group.
Students seating will be carefully determined by placing experienced, confident singers alongside beginning or inexperienced vocalists.
Vocal warm-ups will incorporate physical activity into at least half of the exercises.
Repertoire will be taught through a variety of methods: visually (reading), speaking text, clapping rhythms, marching to the music, conducting the music, rewriting
lyrics to enhance understanding, echoing, listening to recordings, singing along to recordings and singing in scrambled formations throughout the classroom.
Honors II, III and IV students will be assessed through the use of a rubric to accommodate varying levels of ability and experience.
Technology
Students may find rehearsal and practice materials for All Shore Chorus, All State Chorus, etc. on the respective websites. Reading skills, diction, tone quality and other
essential elements may be refined through these websites.

Through the study of choral music, students must utilize crucial workplace readiness skills. Students must determine individual responsibility for contributions to group
activities for a successful outcome. Students must also demonstrate the use of compromise, consensus, and community-building strategies to create a performance of
outstanding quality and musicianship.
Chorus - Unit 5: Winter Concert

Unit Plan 5 - Winter Concert
The study, analysis and resulting performance of choral literature (secular, sacred, folksongs, spirituals, popular, Broadway, multi-cultural and world
music) contributes not only to a comprehensive music education, but also to the appreciation and respect of other world cultures and societies.
How can our experience in singing in diverse languages enable us to understand other cultures and societies?
How can a varied program including secular, sacred, folksongs, spirituals, popular, Broadway, multi-cultural and world music create a comprehensive
choral experience for the listener and the audience?
Unit Goals:
1. Perform music from a variety of cultures, languages and societies paying respect to accuracy of language pronunciation and specific performance
customs.
2. Demonstrate correct tone production, posture, breath support, diction and focus during preparatory rehearsals.
3. Display synthesis of all technical elements of music in addition to appropriate conduct, focus and effort during performance.
4. Adjust vocal technique, facial expression, posture, movement and projection piece by piece in order to reflect the individuality and culture of each
piece of music.
5. Express verbally or in written form an emotional connection to specific pieces, particular phrases, text or measures using appropriate music
terminology.
6. Express verbally or in written form critique and analysis of the performance, and how successful the choir and the individual were at integrating all
the elements necessary to create a high quality performance.
Resources and
Materials
Guiding/Topical Questions
What role does my voice play in

the choir? How can my personal
vocal technique contribute or
detract from the group effort?
Introduce SATB and split vocal part

Choral Music
repertoire - emphasis on maintaining
individual part within a choral group Piano
while establishing balance and blend.
Demonstrate appropriate singing
posture, breath support and diction
of lyrics.
Students will begin acquiring the

notes, rhythms and text for each
piece to be performed in the
concert. Teacher will provided
consistent vocal technique
suggestions to aid in balance, blend
and unity of sound.

Formative - Responses to discussion questions,
commenting on group sound and progress
Formative - Measurement of individual progress
by noting involvement in rehearsal
Summative - Student generated rubric for concert
performance
What can we learn about other

cultures and customs through
their music and language?
How does the performance of
both sacred and secular music
contribute to our appreciation
of music?
How does my individual
participation benefit the whole
ensemble?
behavior as a performer and/or
an audience member affect the
musical performance?
Advanced level repertoire from a

number of holiday traditions and
cultures is explored, including
repertoire from other languages and
countries.
Students will research the custom, Diagnostic- Survey of prior knowledge

tradition and background of the
culture of each piece of music to be Formative - Responses to discussion questions,
performed.
Formative - Measurement of individual progress
by noting involvement in rehearsal
Share our knowledge and aesthetic

Choral Music
feelings concerning diverse cultures,
reverence and social interaction with Accompanist (if
our audience.
necessary)
Aesthetic experience is dependent

upon the performance of music, not
just by listening.
Develop basic skills in selfimprovement via rehearsals of

assigned choral music.
Demonstrate responsible conduct
and representation of choral group at
concert.
Concert Venue and

necessary equipment
(risers, piano, sound
shells, etc.)
Students will perform all learned

repertoire in a public Holiday or
Winter Concert. Students will
demonstrate synthesis of all
elements learned so far this year
(Vocal Technique, Sight-Singing,
Musicianship and Performance
Practice).

Summative - Evaluation of attitude and behavior
in rehearsals and performances
Summative - Evaluation by public of
performances, audio and video recordings of
performances and rehearsals
AR.9-12.1.1.12
AR.9-12.1.4.12.1
AR.9-12.1.4.12.A.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.1
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.4.12.B.3
Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher cultural implications embedded
in artworks.
Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music, theatre, and visual art.
Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist's concept.
Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art.
Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use the criteria to evaluate works
of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist's technical proficiency as well as by the manner and
physical context in which it is performed or shown.
Evaluate how an artist's technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is performed or shown may
impact perceptions of its significance/meaning.
Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for consumers, creators, and
performers around the world.
Differentiation
A variety of repertoire will be prepared, ranging in difficulty level, cultural background and physical involvement in order to meet the demands of a diverse
group.
Repertoire will be taught through a variety of methods: visually (reading), speaking text, clapping rhythms, marching to the music, conducting the music,
rewriting lyrics to enhance understanding, echoing, listening to recordings, singing along to recordings and singing in scrambled formations throughout the
classroom.
Technology
Technology may be infused throughout this curriculum through streaming video and multimedia presentations. One example might be to watch Eric Whitacre's
"Virtual Choir" videos. Students may want to consider auditioning for "Virtual Choir" projects in the future.

Through the study of choral music, students must utilize crucial workplace readiness skills. Students must determine individual responsibility for contributions to
group activities for a successful outcome. Students must also demonstrate the use of compromise, consensus, and community-building strategies to create a
performance of outstanding quality and musicianship.
Chorus - Unit 6: Spring Concert

Unit Plan
The study, analysis and resulting performance of choral literature (secular, sacred, folksongs, spirituals, popular, Broadway, multi-cultural and world music)
contributes not only to a comprehensive music education, but also to the appreciation and respect of other world cultures and societies.
How can a varied program including secular, sacred, folksongs, spirituals, popular, Broadway, multi-cultural and world music create a comprehensive
choral experience for the listener and the audience?
What behaviors should the audience see during a performance? What behaviors should the performers see exhibited by the audience?
Unit Goals:
1. Demonstrate correct tone production, posture, breath support, diction and focus during preparatory rehearsals.
2. Display synthesis of all technical elements of music in addition to appropriate conduct, focus and effort during performance.
3. Adjust vocal technique, facial expression, posture, movement and projection piece by piece in order to reflect the individuality and culture of each
piece of music.
4. Express verbally or in written form an emotional connection to specific pieces, particular phrases, text or measures using appropriate music
terminology.
5. Express verbally or in written form critique and analysis of the performance, and how successful the choir and the individual were at integrating all the
elements necessary to create a high quality performance.
Guiding/Topical Questions Content/Themes/Skills

What role does my voice play in
the choir? How can my personal
vocal technique contribute or
detract from the group effort?
Resources and
Materials
Introduce SATB and split vocal Choral Music

part repertoire - emphasis on
maintaining individual part
Piano
within a choral group while
establishing balance and blend.
Students will begin acquiring the notes,

rhythms and text for each piece to be
performed in the concert. Teacher will
provided consistent vocal technique
suggestions to aid in balance, blend and unity
of sound.
Demonstrate appropriate
singing posture, breath support
and diction of lyrics.
What can we learn about other
cultures and customs through
their music and language?
How does the performance of
both sacred and secular music
contribute to our appreciation of
music?
Advanced level repertoire from

a number of traditions and
cultures is explored, including
repertoire from other languages
and countries.
Formative Measurement of individual
progress by noting involvement in rehearsal
Summative - Student generated rubric for
concert performance
Students will research the custom, tradition

and background of the culture of each piece of
music to be performed.
Formative Measurement of individual
progress by noting involvement in rehearsal

participation benefit the whole
ensemble?
Share our knowledge and

Choral Music
aesthetic feelings concerning
diverse cultures, reverence and Accompanist (if
social interaction with our
necessary)
audience.
How does my individual behavior
Concert Venue and
as a performer and/or an
necessary
audience member affect the
Aesthetic experience is
equipment (risers,
musical performance?
dependent upon the
performance of music, not just piano, sound shells,
etc)
by listening.
Develop basic skills in selfimprovement via rehearsals of
assigned choral music
Demonstrate responsible
conduct and representation of
choral group at concert.
Students will perform all learned repertoire in

a public Spring Concert. Students will
demonstrate synthesis of all elements learned
so far this year (Vocal Technique, Sight-Singing,
Musicianship and Performance Practice).

Summative - Evaluation of attitude and behavior
in rehearsals and performances
Summative - Evaluation by public of
performances, audio and video recordings of
performances and rehearsals
AR.9-12.1.4.12.A
AR.9-12.1.4.12.1
AR.9-12.1.4.12.A.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.4
AR.9-12.1.4.12.A.4
AR.9-12.1.4.12.B
AR.9-12.1.4.12.1
AR.9-12.1.4.12.B.1
AR.9-12.1.4.12.2
AR.9-12.1.4.12.B.2
AR.9-12.1.4.12.3
AR.9-12.1.4.12.B.3
Aesthetic Responses
Recognition of fundamental elements within various arts disciplines (dance, music, theatre, and visual art) is dependent on the ability to decipher
cultural implications embedded in artworks.
Use contextual clues to differentiate between unique and common properties and to discern the cultural implications of works of dance, music,
theatre, and visual art.
Contextual clues within artworks often reveal artistic intent, enabling the viewer to hypothesize the artist's concept.
Criteria for assessing the historical significance, craftsmanship, cultural context, and originality of art are often expressed in qualitative, disciplinespecific arts terminology.
Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to artwork.
Critique Methodologies
Archetypal subject matter exists in all cultures and is embodied in the formal and informal aspects of art.
Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of art and principles of design, and use
the criteria to evaluate works of dance, music, theatre, visual, and multimedia artwork from diverse cultural contexts and historical eras.
The cohesiveness of a work of art and its ability to communicate a theme or narrative can be directly affected by the artist's technical proficiency as
well as by the manner and physical context in which it is performed or shown.
Evaluate how an artist's technical proficiency may affect the creation or presentation of a work of art, as well as how the context in which a work is
performed or shown may impact perceptions of its significance/meaning.
Determine the role of art and art-making in a global society by analyzing the influence of technology on the visual, performing, and multimedia arts for
consumers, creators, and performers around the world.
Differentiation
A variety of repertoire will be prepared, ranging in difficulty level, cultural background and physical involvement in order to meet the demands
of a diverse group.
Repertoire will be taught through a variety of methods: visually (reading), speaking text, clapping rhythms, marching to the music, conducting
the music, rewriting lyrics to enhance understanding, echoing, listening to recordings, singing along to recordings and singing in scrambled
formations throughout the classroom.
Technology
Technology may be infused throughout this curriculum through streaming video and multimedia presentations. One example might be to watch Eric
Whitacre's "Virtual Choir" videos. Students may want to consider auditioning for "Virtual Choir" projects in the future.

Through the study of choral music, students must utilize crucial workplace readiness skills. Students must determine individual responsibility for
contributions to group activities for a successful outcome. Students must also demonstrate the use of compromise, consensus, and community-building
strategies to create a performance of outstanding quality and musicianship.

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

Grade Level: 9-12

Course Title: Chorus I-IV,

Course Code: 100200, 100210, 100220, 100230,

Board of Education adoption date: August 27, 2012

Curriculum Writing Committee

Responding to music in subjective, aesthetic, analytic and evaluative ways assessments.

Course Map and Proficiencies/Pacing

What are the elements of

Exercises supporting acquisition of the

What is the correct

Student questions and comments

Observations and anecdotal records

Individual and small group

Oral evaluations of student and

How can our

Questioning techniques checking for

How can understanding

Sight reading examples in major and

sight-reading examples from

Observation of the ability to

Evaluation and selfevaluation of an

The study, analysis

How does the ability to

Performance, critique and reflection in

Why is the practice of

Performance of selected repertoire

Teacher questions and prompts

Assessment of exercises that

The study, analysis

Assessment of exercises that

Proficiencies and Pacing

Unit Understanding(s) and Goal(s)

Unit I: Vocal Technique

At the conclusion of this unit, students will be able to:

Unit II: Music Literacy

At the conclusion of this unit, students will be able to:

Unit III: Sight-singing

At the conclusion of this unit, students will be able to:

At the conclusion of this unit, students will be able to:

Unit V: Winter Concert

At the conclusion of this unit, students will be able to:

Unit VI: Spring Concert

Chorus - Unit 1: Vocal Technique

Recommended Duration: 34 weeks (ongoing)

Resources and Materials

The singer must constantly strive Piano

Diagnostic- Survey of prior knowledge

What individual goals

Students will identify what voice Piano

Summative - Student generated rubric

How does the singer

Students will identify the

Singers will compare, through

What are the key

What are the ways that

Vocal health is an essential part Piano

Teacher will facilitate guided

Class will compile a list of

Formative- Measurement of individual

College and Workplace Readiness

Chorus - Unit 2: Music Literacy