Long Range Plans:

Topic Unit 1: Change Dates September 4October 29 GLEs Students will: Perform/Listen Develop skills in listening, performing and using notational skills Strive for musical excellence and positive attitudes individually and as members of groups Value Understand, evaluate and appreciate a variety of music Create Develop self-expression, creativity and communication through music Research be aware of the history of music and the implications of music in our society (Choral) Vocal develop/reinforce correct vocal techniques and skills Aural develop the ability to make aesthetic judgments based on critical listening and SLEs Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection demonstrate properly executed dipthongs identify melodic intervals by the number and quality as related to the repertoire sight read a specific line of a three-or four-part melody identify any harmonic interval by number write four bars of rhythmic dictation, using simple and compound time Aural Skills: Students will: sing a specified note of a major triad after hearing it played twice Theoretical/Practical Skills: Students will: name relative minor scales of given major scales Synthesis Skills: Students will: As a performer, recognize and understand the musical form employed in studied repertoire Resources -Alberta Program of Studies -A History of Western Music -Repertoire Evaluation -Summative Assessment: Performance tests, interval quiz, elective component Formative Assessment: -Performance assessment (checklists), Exit slips, Self Assessments Culminating Activity: Fall Concert, Remembrance Day Assembly

analysis of music Theoretical/Practical learn to interpret rhythm, melody, harmony, form and expression as they appear in musical notation Interpretation and Synthesis grow in the appreciation, understanding and enjoyment of music as a source of personal fulfilment and cultural expression through the amalgamation of the program components Attitudes value the uniqueness of this communication skills appreciate fine arts as a form of personal enrichment, self-expression and/or entertainment develop positive, realistic self-images through an understanding and acceptance of themselves with their strengths and their limitations apply maximum effort and attain effectiveness in performance through physical and mental discipline appreciate creativity as exhibited in all areas of human endeavour

analyze performance problems and take appropriate measures to resolve them perform a solo and/or sing in a small ensemble Required Elective Component: Vocal Sight singing Aural: Analysis Audio recordings Interpretation/Synthesis: Concert attendance Critiquing Theoretical/Practical Skills: Students will: recognize plagal (IV-I), perfect (V-I), imperfect (IV-V, I-V) and deceptive (V-VI) cadences recognize and be able to write inversions of major, minor and V7 chords

maintain positive attitudes toward leisure in all its forms, present and future value the necessity of learning throughout life develop a sense of purpose in life and joy in living SLEs Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection differentiate between major, minor, augmented and diminished triads demonstrate properly executed dipthongs identify melodic intervals by the number and quality as related to the repertoire Interpretive Skills Students will: listen to, interpret and discuss works of representative composers (Renaissance to Twentieth Century) Synthesis Skills: Students will: As a performer, recognize and understand the musical form employed in studied repertoire analyze performance problems Resources Alberta Program of Studies Repertoire Assessment Summative Assessment: -Performance assessment (rubric) Formative Assessment: -Self Assessment, Exit slips, performance assessment Culminating Activity: Christmas Concert

Topic Unit 2: Christmas Concert

Dates October 30December 10

GLEs Students will: Perform/Listen Develop skills in listening, performing and using notational skills Strive for musical excellence and positive attitudes individually and as members of groups Value Understand, evaluate and appreciate a variety of music Create Develop self-expression, creativity and communication through music Research be aware of the history of music and the implications of music in our society (Choral) Vocal develop/reinforce correct

vocal techniques and skills Aural develop the ability to make aesthetic judgments based on critical listening and analysis of music Theoretical/Practical learn to interpret rhythm, melody, harmony, form and expression as they appear in musical notation Interpretation and Synthesis grow in the appreciation, understanding and enjoyment of music as a source of personal fulfilment and cultural expression through the amalgamation of the program components Attitudes value the uniqueness of this communication skills appreciate fine arts as a form of personal enrichment, self-expression and/or entertainment develop positive, realistic self-images through an understanding and acceptance of themselves with their strengths and their limitations apply maximum effort and attain effectiveness in performance through

and take appropriate measures to resolve them Required Elective Component: Vocal Sight singing Aural: Analysis Theoretical/Practical: Play instrumental parts

physical and mental discipline appreciate creativity as exhibited in all areas of human endeavour maintain positive attitudes toward leisure in all its forms, present and future value the necessity of learning throughout life develop a sense of purpose in life and joy in living SLEs Theoretical/Practical Skills: Students will: recognize and conduct changing metres in simple and compound time Synthesis Skills: Students will: perform a solo and/or sing in a small ensemble Required Elective Component: Vocal Small ensembles Sight singing Theoretical/Practical: Student conductors Resources -Apro Music for Small Ensembles -Alberta Program of Studies Assessment Formative Assessment (rubric) Culminating Activity -In class recital of Christmas pieces (small ensemble)

Topic Unit 3: Small Ensembles

Dates December 10December 20

GLEs Students will: Perform/Listen Develop skills in listening, performing and using notational skills Strive for musical excellence and positive attitudes individually and as members of groups Value Understand, evaluate and appreciate a variety of music Create Develop self-expression, creativity and communication through music Research be aware of the history of

music and the implications of music in our society (Choral) Vocal develop/reinforce correct vocal techniques and skills Aural develop the ability to make aesthetic judgments based on critical listening and analysis of music Theoretical/Practical learn to interpret rhythm, melody, harmony, form and expression as they appear in musical notation Interpretation and Synthesis grow in the appreciation, understanding and enjoyment of music as a source of personal fulfilment and cultural expression through the amalgamation of the program components Attitudes value the uniqueness of this communication skills appreciate fine arts as a form of personal enrichment, self-expression and/or entertainment develop positive, realistic self-images through an understanding and acceptance of themselves

with their strengths and their limitations apply maximum effort and attain effectiveness in performance through physical and mental discipline appreciate creativity as exhibited in all areas of human endeavour maintain positive attitudes toward leisure in all its forms, present and future value the necessity of learning throughout life develop a sense of purpose in life and joy in living

Unit 1: Change Unit Rationale:

The theme of this unit coincides with the change that will be taking place in the province due to the recent floods. Further, it is an opportunity for the new members of choir to embrace the change from perhaps moving from a different ensemble, or as a solo performer to the new ensemble. This is also a change, and a new experience for myself. The theme of change allows for discussion and exploration of chord inversions, development of repertoire and its changes through different eras etc. The repertoire that was selected for the unit was primarily selected as it will be used for the Remembrance Day assembly. Blow Winds of Fall was selected as the lyrics depict the changing of nature from summer to autumn. Down by the Riverside places its roots in leaving our burdens by the riverside and allowing them to flow away and leave us with the opportunity to change who we are. Ubi Caritas et Amor (Where there is love and charity, God is there) is one of the Sacred pieces that is used in the concert; the piece will allow for discussion of sacred music being monophonic and changing to polyphony (as well as the emergence of secular music); Abide with me is a secondary Sacred piece (hymn) being learned for the purpose of Remembrance Day. May the Road Rise Up will allow exploration of folk music

Social Context Issues:

As several of the pieces are sacred, I will need to ensure to discuss with the students the disclaimer from the Alberta Program of Studies regarding the requirement for studying sacred music as it is part of music history. For students who are not comfortable with this, they will need to speak directly to myself or

my teacher mentor to see if different arrangements can be made; however, in order to fulfill the requirements of the P.O.S. the students should be studying (without needing to believe in the particular religion) the repertoire.

Differentiated Instruction:
I do not currently have any information regarding any special learning needs of individual students. This will be updated as I become aware of any modifications that will be needed for individual students/groups of students.

Culminating Activity:
There will be two opportunities for the choir to be showcased using this repertoire: the Fall Concert being the first, and the Remembrance Day Assembly being the second. Both concerts will be for a public audience so will require students to receive summative assessment and multiple formative assessments to ensure their parts and the entire ensemble is ready for the performance.

Unit 1: Change
Lesson Introduction/ Voice Placements SLEs Vocal skills: Students will: sight read a specific line of a threeor four-part melody Learning Activities Course Outline Ice-breaker/Getting to know you activity Vocal warm up Voice placements Resources -Sight singing -Interest surveys Assessment -Performance assessment (voice placements)

New Rep

Vocal skills: Students will: sight read a specific line of a threeor four-part melody

Assign parts Hand out rep Warm up Ubi Caritas et amor Down by the Riverside Rhythmic dictation Intervals Abide with Me May the Road Rise Up Blow Winds of Fall (?)

-Repertoire -Staff paper -Elective assignment

-Formative assessment -Exit slip -Formative dictation

New Rep Intervals

Vocal skills: Students will: identify melodic intervals by the number and quality as related to the repertoire sight read a specific line of a threeor four-part melody Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection demonstrate properly executed dipthongs Vocal Skills:

-Repertoire -Intervals chart

-Exit slip (intervals) -Formative performance assessment

Rehearsal

Concert repertoire Folk music discussion Rhythmic dictation

-History of Western Music -Repertoire

-3:2:1 -Formative dictation

Rhythmic

Rhythmic Dictation

-Staff Paper

-Rhythmic Dictation

Dictation

Students will: write four bars of rhythmic dictation, using simple and compound time Synthesis Skills: Students will: analyze performance problems and take appropriate measures to resolve them Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection perform a solo and/or sing in a small ensemble Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection

Warm up Interval training Fall Rep

-Repertoire -Interval checklist

(Summative assessment)

Rehearsal Section Selection

Section selection assessment Repertoire rehearsal

-Section selection rubric -Repertoire

-Summative performance assessment (rubric/checklist) -Self evaluation (formative)

Elective Proposal Due

Hand in elective proposal Intervals Repertoire rehearsal

-Repertoire

-Elective proposal (formative)

Rehearsal

Repertoire rehearsal Careers in music (past to present); how have careers in music changed since over the course of history? Repertoire rehearsal Sacred vs. secular music Ability for cadences to change our perception of the piece; move from one section to the next

-A History of Western Music -Repertoire

-Formative assessment (performance assessment)

Cadences Rehearsal

Theoretical/Practical Skills: Students will: recognize plagal (IV-I), perfect (VI), imperfect (IV-V, I-V) and deceptive (V-VI) cadences Vocal Skills: Students will:

-A History of Western Music -Venn Diagram -Cadence activity chart

-Formative assessment (Venn Diagram) -Formative assessment (performance assessment)

successfully perform his or her part in a three-or four-part selection How to determine minor scales/keys Rehearsal on concert repertoire Section selection on repertoire Balance/blend exploration using chords Rep. rehearsal Fix errors from section selection Interval quiz Warm up Concert repertoire rehearsal Fix mistakes from section selection Repertoire rehearsal Changing chords from root position to inversions -Repertoire -Key signature identification activity (minors) -Section selection rubric -Repertoire -Self assessment forms -Formative assessment (minor key identification) -Formative assessment (performance assessment) -Summative performance assessment -Formative assessment (Self assessment)

Minors

Theoretical/Practical Skills: Students will: name relative minor scales of given major scales Aural Skills: Students will: sing a specified note of a major triad after hearing it played twice

Rehearsal Section Selection

Rehearsal Interval Quiz

Vocal Skills: Students will: identify any harmonic interval by number

-Interval quiz -Repertoire

-Summative assessment (written: interval identification) -Formative assessment (performance assessment) -Formative assessment (chord inversions) -Formative assessment (performance assessment)

Rehearsal Chord Inversions

Theoretical/Practical Skills: Students will: recognize and be able to write inversions of major, minor and V7 chords Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection

-Interactive chord inversions activity (IAW) -Repertoire

Rehearsal

Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection

Guest conductor? Kelly Nesbitt Rehearse concert repertoire

-Thank you gift for Kelly -Repertoire

-Formative assessment (performance assessment)

Elective Due

Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection Vocal Skills: Students will: successfully perform his or her part in a three-or four-part selection Interpretation/Synthesis: Concert attendance Critiquing

Hand in elective assignments Rehearse concert repertoire

-Repertoire

-Summative assessment (elective component) -Formative assessment (performance assessment) Formative assessment (performance assessment) -Goals (as learning)

Dress Rehearsal Culminating Activity following evening

Concert etiquette Fine tuning concert repertoire Performance goals Concert analysis assigned

-Concert etiquette checklist -Performance goals/concert analysis outline