Beginning Vocal Music I-IV fine Arts Curriculum Framework Revised 2014



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Beginning Vocal Music I-IV

Fine Arts

Curriculum Framework

Revised 2014
Beginning Vocal Music I-IV
Course Numbers: BVMI: 358530 BVMII: 358530 BVMIII: 358530 BVMIV: 358530
Grades: 5-8

Prerequisites: There is no prerequisite for Beginning Vocal Music I. The student entering Beginning Vocal Music II, Beginning Vocal Music III, or Beginning Vocal Music IV must successfully complete the preceding year of study of the same content.


Beginning Vocal Music I-IV are two-semester courses designed for traditional and emerging ensembles. Vocal music students will demonstrate an ability to apply music fundamentals and vocal techniques in the production, performance, analysis, and critique of vocal music performance. Students are expected to apply sight-reading skills, improvisational skills, and performance techniques in solo, small group, and large group settings. Vocal music students will critique vocal music performances and deeply reflect upon the impact of vocal music on society, as well as societal influences on vocal music. Students will regularly perform vocally in a variety of settings and will demonstrate successful completion of vocal music student learning expectations.
Strand Content Standard

Creating







  1. Students will generate and conceptualize artistic ideas and work.




  1. Students will organize and develop artistic ideas and work.




  1. Students will refine and complete artistic work.

Performing







  1. Students will analyze, interpret, and select artistic work for presentation.




  1. Students will develop and refine artistic work for presentation.




  1. Students will convey meaning through the presentation of artistic work.

Responding







  1. Students will perceive and analyze artistic work.




  1. Students will interpret intent and meaning in artistic work.




  1. Students will apply criteria to evaluate artistic work.

Connecting







  1. Students will synthesize and relate knowledge and experiences to make art.




  1. Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.

Notes:

  1. Each level continues to address earlier Student Learning Expectations (SLEs) as needed.

  2. SLEs may be taught in any sequence.

  3. Italicized words in this document appear in the glossary.

  4. All items in a bulleted list are required to be taught.

  5. The examples given (e.g.,) are suggestions to guide the instructor.

  6. Common Core State Standards (CCSS) alignment key, CCRA.R.1 = College and Career Ready Anchor Standard.Reading.1

Strand: Creating

Content Standard 1: Students will generate and conceptualize artistic ideas and work.


Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

CR.1.BVMI.1

Improvise rhythmic variations on familiar melodies

CR.1.BVMII.1

Improvise rhythms, melodies, and/or accompaniments

CR.1.BVMIII.1

Improvise using a variety of traditional and/or non-traditional sound sources



CR.1.BVMIV.1

Improvise rhythmic and melodic variations in a given style and meter






Strand: Creating

Content Standard 2: Students will organize and develop artistic ideas and work.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

CR.2.BVMI.1

Identify notes written on lines and in spaces of treble clef and bass clef




CR.2. BVMII.1

Identify notes written on lines, in spaces, and on ledger lines of treble clef and bass clef




CR.2.BVMIII.1

Identify notes written on lines and in spaces of grand staff



CR.2.BVMIV.1

Identify notes written on lines, in spaces, and on ledger lines of grand staff



CCRA.R.1, 4, 5, 7


CR.2.BVMI.2

Notate melodic or rhythmic ideas or motifs, using standard notation or digital recording



  • 3/4 and 4/4 time signatures

  • eighth note and sixteenth note patterns

  • syncopation




CR.2.BVMII.2

Notate melodic or rhythmic ideas or motifs, using standard notation or digital recording



  • 2/4 and 6/8 time signatures

  • pattern of a dotted quarter note followed by an eighth note or eighth rest




CR.2.BVMIII.2

Notate melodic or rhythmic passages, using standard notation or digital recording



  • 2/2, or cut time, time signature

  • pattern of a dotted eighth note followed by a sixteenth note or sixteenth rest




CR.2.BVMIV.2

Notate a variety of melodic or rhythmic passages, using standard notation or digital recording




CCRA.W.2, 4, 5, 6

CCRA.SL.5





CR.2.BVMI.3

Compose a four-measure phrase





CR.2.BVMII.3

Compose a four-measure phrase with accompaniment



CR.2.BVMIII.3

Compose an original melodic line with accompaniment




CR.2.BVMIV.3

Compose an original song using various instruments



CCRA.W.2, 4, 5, 6, 7, 8


CR.2.BVMI.4

Create movement that reflects music





CR.2.BVMII.4

Create movement that reflects musical form




CR.2.BVMIII.4

Create movement that reflects music to share with others



CR.2.BVMIV.4

Create choreography to songs for performance



CCRA.SL.1, 2, 3, 4, 5, 6


Strand: Creating

Content Standard 3: Students will refine and complete artistic work.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

CR.3.BVMI.1

Refine draft compositions, using teacher-generated criteria




CR.3.BVMII.1

Refine draft compositions, using collaboratively-generated criteria



CR.3.BVMIII.1

Refine draft compositions, using small group collaboratively-generated criteria



CR.3.BVMIV.1

Defend draft compositions, using independently-generated criteria



CCRA.R.1

CCRA.W.1, 2, 4, 5, 6, 7, 8, 9, 10

CCRA.SL.1, 2, 3, 4, 5, 6


CR.3.BVMI.2

Share personally-developed motifs that demonstrate understanding of elements of music as a soloist



CR.3.BVMII.2

Share personally-developed motifs that demonstrate understanding of elements of music as an ensemble




CR.3.BVMIII.2

Share personally-developed passages that demonstrate understanding of elements of music as a soloist



CR.3.BVMIV.2

Share personally-developed passages that demonstrate understanding of elements of music as an ensemble




CCRA.SL.1, 2, 3, 4, 5, 6

Strand: Performing

Content Standard 4: Students will analyze, interpret, and select artistic work for presentation.


Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

P.4.BVMI.1

Sing a variety of vocal repertoire in unison at an appropriate level of difficulty



P.4.BVMII.1

Explore a variety of vocal repertoire in two-part harmony at an appropriate level of difficulty





P.4.BVMIII.1

Refine a variety of vocal repertoire in two-part harmony at an appropriate level of difficulty



P.4.BVMIV.1

Explore a variety of vocal repertoire in three-part harmony at an appropriate level of difficulty



CCRA.R.4

CCRA.SL.1, 2, 3, 4, 5, 6





P.4.BVMI.2

Demonstrate sight-reading skills by singing with others



  • 4/4 time

  • quarter notes, half notes, and whole notes

  • step-wise movement




P.4. BVMII.2

Demonstrate sight-reading skills by singing with others



  • 4/4 time

  • quarter notes, half notes, whole notes, and quarter rests

  • step-wise movement

P.4.BVMIII.2

Demonstrate sight-reading skills by singing with others



  • 4/4 time

  • interval of Major 3rd

  • quarter notes, half notes, whole notes, and quarter rests

  • step-wise movement

P.4.BVMIV.2

Demonstrate sight-reading skills by singing with others



  • 4/4 time

  • intervals of Major 3rd, 4th, 5th

  • quarter notes, half notes, eighth notes, whole notes, dotted half notes, and half and quarter rests

  • step-wise movement




CCRA.R.1, 4, 5

CCRA.SL.1, 2, 4, 5, 6




P.4.BVMI.3

Identify musical instruments by sight and sound



  • brass

  • electronic

  • percussion

  • string

  • woodwind




P.4.BVMII.3

Identify musical timbre



  • brass

  • electronic

  • percussion

  • string

  • vocal

  • woodwind




P.4.BVMIII.3

Identify musical sounds



  • electronic

  • genres

(e.g., women’s ensemble, men’s ensemble)

  • non-traditional




P.4.BVMIV.3

Distinguish musical sounds



  • cross cultural

  • traditional and non-traditional

  • western and non-western




CCRA.R.4, 5, 7

CCRA.SL.1, 2, 4, 5, 6




Strand: Performing

Content Standard 4: Students will analyze, interpret, and select artistic work for presentation.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

P.4.BVMI.4

Recognize various musical forms





P.4.BVMII.4

Compare and contrast various musical forms




P.4.BVMIII.4

Analyze various musical forms




P.4.BVMIV.4

Interpret various musical forms




CCR.R.1, 2, 3, 4, 5, 7, 9, 10

CCR.W.8


CCR.SL.1, 2, 3, 4, 5,

6


P.4.BVMI.5

Recognize musical texture



  • large ensemble

  • small groups

  • solo



P.4.BVMII.5

Recognize musical texture



  • two-part

  • unison


P.4.BVMIII.5

Recognize musical texture in relation to voicing and timbre in an ensemble




P.4.BVMIV.5

Identify aurally musical texture in relation to voicing and timbre in an ensemble




CCRA.R.1, 2, 4, 5, 7

CCRA.SL.2, 5





Strand: Performing

Content Standard 5: Students will develop and refine artistic work for presentation.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

P.5.BVMI.1

Sing a varied repertoire containing grade-level appropriate elements of music and expressive elements



  • 3/4 and 4/4 meters

  • change in dynamic levels

    • crescendo

    • decrescendo

  • dynamic levels

    • forte (f)

    • mezzo forte (mf)

    • mezzo piano (mp)

    • piano (p)

  • eighth note and sixteenth note patterns

  • major tonalities

  • more complex melodic patterns

(e.g., do-re-mi-fa- sol-la-ti-do/1-2-3-4-5-6-7-8, major scale)

  • simple musical forms

  • syncopation

  • variety of tempi

(e.g., andante, moderato)


P.5.BVMII.1

Sing a varied repertoire containing grade-level appropriate elements of music and expressive elements



  • 2/4 and 6/8 meters

  • major and minor tonalities

  • melodic patterns that include accidentals

  • more complex forms or harmonies

(e.g., two-part lines)

  • pattern of a dotted quarter note followed by an eighth note or eighth rest

  • variety of tempi

(e.g., lento, presto)

  • various dynamic levels



P.5.BVMIII.1

Sing a varied repertoire containing grade-level appropriate elements of music and expressive elements



  • 2/2, or cut time, meter

  • major and minor tonalities

  • more complex forms or harmonies

(e.g., three-part lines)

  • pattern of a dotted eighth note followed by a sixteenth note or sixteenth rest

    • pianissimo (pp)

    • fortissimo (ff)

  • the intervals within the staff

(e.g., Major 6, Perfect 5, Perfect 4, Major 3, Major 2, octave)

  • variety of tempi

(e.g., grave, vivace)

  • various dynamic levels



P.5.BVMIV.1

Sing a varied repertoire containing grade-level appropriate elements of music and expressive elements



  • compound and mixed meter

  • intervals within the staff

(e.g., Major 6, Perfect 5, Perfect 4, Major 3, Major 2, octave)

  • major and minor tonalities

  • more complex forms or harmonies

  • variety of tempi

  • various dynamic levels



CCRA.R.1, 4, 5

CCRA.SL.1, 4, 6




Strand: Performing

Content Standard 5: Students will develop and refine artistic techniques and work for presentation.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

P.5.BVMI.2

Apply knowledge of symbols and terms in reading music



  • bar line

  • bass clef

  • double bar line

  • fermata

  • repeat sign

  • time signatures

  • treble clef




P.5.BVMII.2

Apply knowledge of symbols and terms in reading music



  • accidentals

  • coda

  • da capo (D.C.)

  • dal segno (D.S.)

  • first and second endings

  • simple key signatures




P.5.BVMIII.2

Apply knowledge of symbols and terms in reading music



  • additional key signatures

  • grand staff




P.5.BVMIV.2

Apply knowledge of symbols and terms in reading music



  • multiple key signatures within a composition




CCRA.SL.2

CCRA.R.1, 2, 4, 5, 7




P.5.BVMI.3

Respond to simple conducting patterns




P.5.BVMII.3

Demonstrate simple conducting patterns



P.5.BVMIII.3

Respond to artistic conducting



P.5.BVMIV.3

Demonstrate artistic conducting



CCRA.SL.1, 2, 3, 4, 6

P.5.BVMI.4

Explore the changing voice and vocal range through warm-ups and selected repertoire




P.5.BVMII.4

Explore the changing voice and vocal range through warm-ups, breathing exercises, and selected repertoire




P.5.BVMIII.4

Explore the changing voice and expanding vocal range through warm-ups, breathing exercises, and appropriate repertoire



P.5.BVMIV.4

Develop the changing voice and expanding vocal range through warm-ups, breathing exercises, and appropriate repertoire




CCRA.R.1, 7

CCRA.SL.1, 2, 4, 6




Strand: Performing

Content Standard 6: Students will convey meaning through the presentation of artistic work.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

P.6.BVMI.1

Demonstrate beginning understanding of correct vocal technique in a choral setting




P.6.BVMII.1

Sing with attention to dynamics and phrasing




P.6.BVMIII.1

Sing expressively with attention to blend, balance, dynamics, articulation, and phrasing




P.6.BVMIV.1

Sing expressively with attention to blend, balance, dynamics, articulation, and phrasing




CCRA.SL.1, 2, 3, 4, 6

P.6.BVMI.2

Present a varied repertoire of music to demonstrate technical accuracy in performance




P.6.BVMII.2

Present a varied repertoire of music to demonstrate technical accuracy and expressive qualities in performance




P.6.BVMIII.2

Present a varied repertoire of music from diverse cultures to demonstrate technical accuracy and expressive qualities in performance



P.6.BVMIV.2

Present a varied repertoire of music from diverse cultures, including selection(s) in another language, to demonstrate technical accuracy and expressive qualities in performance




CCRA.SL.1, 2, 3, 4, 6

P.6.BVMI.3

Demonstrate etiquette (e.g., stage presence, attire, behavior)

as a performer and an observer appropriate for context, venue, genre, and style


Students will continue to demonstrate etiquette


Students will continue to demonstrate etiquette


Students will continue to demonstrate etiquette



CCRA.SL.1, 2, 3, 4, 6

Strand: Responding

Content Standard 7: Students will perceive and analyze artistic work.


Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

R.7.BVMI.1

Identify the manner in which knowledge of context informs musical response



R.7.BVMII.1

Identify the manner in which knowledge of context and use of repetition, similarities, and contrasts informs musical response




R.7.BVMIII.1

Describe the manner in which context can be manipulated to inform musical response



R.7.BVMIV.1

Describe the manner in which elements of music can be manipulated to inform musical response



CCRA.R.1, 2, 3, 4, 5, 7, 8, 10

CCRA.SL.1, 2, 3, 4, 5, 6





Strand: Responding

Content Standard 8: Students will interpret intent and meaning in artistic work.


Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

R.8.BVMI.1

Interpret the expressive intent of musical works, referencing the elements of music




R.8.BVMII.1

Interpret the meaning of musical works, referencing context and text setting



R.8.BVMIII.1

Interpret the expressive intent of musical works, referencing context and text setting



R.8.BVMIV.1

Justify, citing evidence from the selection, a personal interpretation of the meaning of a musical work



CCRA.R.1, 2, 3, 4, 5, 7, 8, 10

CCRA.SL.1, 2, 3, 4, 5, 6




Strand: Responding

Content Standard 9: Students will apply criteria to evaluate artistic work.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

R.9.BVMI.1

Evaluate musical selections using teacher-generated criteria



R.9.BVMII.1

Evaluate musical selections using collaboratively-generated criteria



R.9.BVMIII.1

Establish independently-generated criteria to evaluate musical selections



R.9.BVMIV.1

Apply independently-generated criteria to evaluate musical selections




CCRA.R.1, 2, 3, 4, 5, 7

CCRA.SL.1, 2, 4, 5, 6



Strand: Connecting

Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art.


Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

CN.10.BVMI.1

Discuss individual experiences and other influences that provide context for the musical work of others



CN.10.BVMII.1

Research individual experiences and other influences that provide context for the musical work of others



CN.10.BVMIII.1

Analyze the ways in which individual experiences and other influences provide context for the musical work and performance of others



CN.10.BVMIV.1

Evaluate individual experiences and other influences that provide context for personal musical work and impacts personal musical performance



CCRA.R.8

CCRA.W.2, 8

CCRA.SL.1, 2, 3, 4


Strand: Connecting

Content Standard 11: The student will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.




Beginning Vocal Music I

Beginning Vocal Music II

Beginning Vocal Music III

Beginning Vocal Music IV

CCSS Alignment

CN.11.BVMI.1

Identify connections at the appropriate level






CN.11.BVMII.1

Identify connections at a more complex level



  • between music and other fine arts

  • between music and disciplines outside the arts




CN.11.BVMIII.1

Identify connections at an increasingly-complex level



  • between music and other fine arts

  • between music and disciplines outside the arts




CN.11.BVMIV.1

Identify connections at an increasingly-complex level



  • between music and other fine arts

  • between music and disciplines outside the arts




CCRA.R.1, 2, 3, 4, 5, 6, 7, 8, 10 CCRA.SL.1, 2, 3, 4, 5, 6


CN.11.BVMI.2

Connect to music from various cultures and historical periods



  • folk music

  • jazz

  • spirituals

  • world music




CN.11.BVMII.2

Connect to music from various cultures and historical periods



  • classical

  • popular music

CN.11.BVMIII.2

Explore music from various cultures, historical periods, and/or events



CN.11.BVMIV.2

Investigate music from various cultures, historical periods, and/or events



CCRA.R.1, 2, 3, 4, 5, 6, 7, 8, 10

CCRA.SL.1, 2, 3, 4, 5, 6



CN.11.BVMI.3

Identify career opportunities in musical fields

(e.g., business, education, performance music therapy, technology)


CN.11.BVMII.3

Describe career opportunities in musical fields

(e.g., business, education, performance, music therapy, technology)


CN.11.BVMIII.3

Compare career opportunities in contrasting musical fields

(e.g., business, education, performance, music therapy, technology)


CN.11.BVMIV.3

Research career opportunities in musical fields

(e.g., business, education, performance, music therapy, technology) for presentation



CCR.R.1, 7

CCR.W.7, 8, 9



CCR.SL.1, 2, 3, 4, 5, 6



Glossary for Beginning Vocal Music I-IV


Articulation

The clear and effective utterance of vowels and consonants

Artistic conducting

The manner in which a person directs

Context

Environment that surrounds music, influences understanding, provides meaning, and connects to an event or occurrence

Dynamic

Loudness or softness of sound

Elements of music

Melody, harmony, rhythm, form

Etiquette

Protocols for behavior during a rehearsal or a performance

Expressive elements

Texture, dynamics, timbre, tempo

Expressive intent

The emotions, thoughts, and ideas that a performer or composer seeks to convey by manipulating the elements of music

Folk music

Music that is passed orally or by memorization and repetition from generation to generation

Form

The structure or shape of a musical work, based on repetition, contrast, and variation

Genre

Style, category, class, or type of music

Improvise

To create spontaneously

Motif

Brief rhythmic/melodic figure or pattern that recurs throughout a composition as a unifying element

Music therapy

Use of music to improve psychological, social, cognitive, and physical function

Repertoire

List of music pieces which a group or person has prepared or performed

Style

A characteristic of a particular period, person, or group of people that make genres of music unique (e.g., folk, symphony)

Timbre

The character or quality of a musical sound or voice as distinct from its pitch and intensity

World music

Music of indigenous peoples

Contributors


The following people contributed to the development of this document:


Dr. Deborah Barber – Arkansas Tech University

Steve Holder – Rose Bud School District

Kaci Berry – Springdale School District

Alexander Michaels – El Dorado School District

Kerry Blakemore – Pulaski County Special School District

Patrick Mugridge – Helena/West Helena School District

Casey Buck – Conway School District

Karen Murphy – Greenwood School District

Jeremy Carter – Corning School District

Dr. I.J. Routen – Little Rock School District

Laura Cornelius – Arkadelphia School District

Bennie Vincent – Monticello School District

James Hatch – Pulaski County Special School District

John Wilkerson – Star City School District




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