Chorus

Course length: Full year

Course number: 500925

Course description:

Students will:

• Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
• Select, organize, construct, and document personal musical ideas for arrangements and compositions within AB or ABA form that demonstrate an effective beginning, middle, and ending, and convey expressive intent.
• Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic musical ideas.
• Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources.
• Describe the rationale for making revisions to the music based on evaluation criteria and feedback from their teacher.
• Present the final version of their documented personal composition or arrangement, using craftsmanship and originality to demonstrate an effective beginning, middle, and ending, and convey expressive intent.
• Apply teacher-provided criteria for selecting music to perform for a specific purpose and/or context, and explain why each was chosen.
• Explain how understanding the structure and the elements of music are used in selected for performance.
• When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics.
• Identify how cultural and historical context inform performances.
• Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
• Identify and apply teacher provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
• Perform the music with technical accuracy to convey the creator’s intent.
• Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
• Select or choose music to listen to and explain the connections to specific interests or experiences for a specific purpose.
• Describe how the elements of music and expressive qualities relate to the structure of the pieces.
• Identify the context of music from a variety of genres, cultures, and historical periods.
• Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
• Apply teacher-provided criteria to evaluate musical works or performances.
• Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
• knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Course length: Full year

Course number: 500925

Course description: 

Students will: 

• Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
• Select, organize, develop and document personal musical ideas for arrangements, songs, and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive intent.
• Use standard and/or iconic notation and/or audio/ video recording to document personal simple rhythmic phrases, melodic phrases, and harmonic sequences.
• Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources.
• Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others (teacher and peers).
• Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety, and convey expressive intent.
• Apply collaboratively developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context and, after discussion, identify expressive qualities, technical challenges, and reasons for choices.
• Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used.
• When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form.
• Identify how cultural and historical context inform performances and result in different music interpretations.
• Perform contrasting pieces of music demonstrating their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing) convey intent.
• Identify and apply collaboratively developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.
• Perform the music with technical accuracy and stylistic expression to convey the creator’s intent.
• Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
• Select or choose contrasting music to listen to and compare the connections to specific interests or experiences for a specific purpose.
• Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces.
• Identify and compare the context of music from a variety of genres, cultures, and historical periods.
• Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.
• Select from teacher-provided criteria to evaluate musical works or performances.
• Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
• Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

Course length: Full year

Course number: 500925

Course description:

Students will:

• Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
• Select, organize, and document personal musical ideas for arrangements, songs, and compositions within expanded forms that demonstrate tension and release, unity and variety, balance, and convey expressive intent.
• Use standard and/or iconic notation and/or audio/ video recording to document personal rhythmic phrases, melodic phrases, and harmonic sequences.
• Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources.
• Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
• Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate the application of compositional techniques for creating unity and variety, tension and release, and balance to convey expressive intent.
• Apply personally-developed criteria for selecting music of contrasting styles for a program with a specific purpose and/or context, and explain expressive qualities, technical challenges, and reasons for choices.
• Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each.
• When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation.
• Identity how cultural and historical context inform performances and result in different musical effects.
• Perform contrasting pieces of music, demonstrating as well as explaining how the music’s intent is conveyed by their interpretations of the elements of music and expressive qualities (such as dynamics, tempo, timbre, articulation/style, and phrasing).
• Identify and apply personally developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.
• Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent.
• Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
• Select programs of music (such as a CD mix or live performances) and demonstrate the connections to an interest or experience for a specific purpose.
• Compare how the elements of music and expressive qualities relate to the structure within programs of music.
• Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
• Support personal interpretation of contrasting programs of music and explain how creators’ or performers’ apply the elements of music and expressive qualities, within genres, cultures, and historical periods to convey expressive intent.
• Apply appropriate personally developed criteria to evaluate musical works or performances.
• Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
• Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.

• Chorus

• This pathway aligns to all FCPS high school's chorus requirements