This is an outline of a unit to teach reading of notation and expression marks in choral music.
Title: Score study
Topics: Elements of music theory in choral music
Time Frame:
Start Date: Sep. - Jun.
Summary:
This is an ongoing unit designed to teach the elements of music theory utilizing choral scores for pieces which the Mixed and Freshman Choruses will rehearse for
performance.
Print Materials Needed:
choral scores
printed handouts with score specific questions
State: MA
Title: Performing Arts
Standard(s): Performance: Singing 1.10, 1.11, 1.12; Reading & Notation 2.7, 2.10; Critical Response 5.12, 5.13
Understandings:
Knowing how to read music and to utilize musical elements will create more competent performers.
Performing groups are capable of more challenging
music and improved performances when the members
have reading skills and knowledge of musical elements.
Performers enjoy singing more when they are
skilled and knowledgeable, and become more educated consumers.
Essential Questions:
How does the music notation in a musical score translate into sound?
What elements of music theory will improve a performer's contribution to a group?
Knowledge and Skills:
The student will:
identify the various elements of music which notation represents.
demonstrate his knowledge of music notation and expression through improving performance of his part.
Assessment Summary:
Assessment will be made through class and small
group interaction and discussion,
through section and/or solo performance, and entries
in a personal journal.
Performance Task
Topics: Student knowledge of music notation
Summary:
Students will meet in small groups
to discuss which elements of music notation each person
understands and can explain, contributing to a
group presentation to the class.
Print Materials Needed:
choral scores
Student Directions:
Given a choral score, students will meet in small groups
within their section to discuss which elements of music
notation in the score they understand. One person in the group
will act as scribe, writing down what the group discusses, and another
will be chosen to present the material to the whole class.
Each student will keep his own notes in his/her journal.
Rubric: Section Discussion
Summary:
Each student will be required to parti-
cipate in a group discussion about
the specific score being studied, and
keep an individual, on-going record of his notation-
reading skills.
Trait: Group Discussion
Performance Type: Oral.
Level 1: Excellent
Student actively participates in group dis cussion, is attentive to the comments of other group members, and contributes to the group's presentation to the class. Acts
as scribe or presenter.
Level 2: Good
Student participates in group discussion, is mostly attentive to group discussion, and makes some contributionto the group's presentation.
Level 3: Poor Student does not contribute to the discussion or the group's presentation, and is distracting while others are speaking.
Performance Task
Topics: Use of music notation and expression
Summary:
Students will perform part or all of a piece either
in small groups or solo to demonstrate their know-
ledge of notation and expression in a choral score.
Student Directions:
In a small group from the section or as a soloist, the
student will perform part or all of the choral piece discussed
both in sections and with the whole classe and rehearsed,
demonstrating his knowledge of notation and expression
elements found in the piece.
Rubric: Section/Solo Performance
Summary:
This rubric will assess the student's
knowledge of the musical elements in a choral
score relevant to his or her specific part.
Trait: Individual/section performance
Performance Type: Oral.
Level 1: Excellent
The student performs his/her part accurately and musically, demonstrating knowledge of the specific notation and expression markings in the music.
Level 2: Good
The student's performance is
mostly accurate, demonstrating
a good grasp of most of the elements
of notation and expression in the
musical score.
Level 3: Poor
The student's performance is poor,
with many errors and little attention
to elements of expression found in
the musical score. Task/Prompt: Personal Journal
Performance Task
Topics: Journal entries
Summary:
The student will keep a personal journal with
entries for each section discussion, notes from
whole class discussions, and personal entries
regarding his/her own musical growth.
Student Directions:
In a journal or in a specified area of your notebook, make
entries regarding: each section discussion, each full-class
discussion, and your thoughts on your personal growth as
a musician. Entries should be neat and complete, with attention
to good writing skills.
Rubric: Journal
Summary:
This rubric will assess the student's
journal entries.
Trait: Journal entries
Performance Type: Written.
Level 1: Excellent
Journal entries are neat, concise, and well-written with entries for each group and class discussion, and insightful comments re: his/her personal growth.
Level 2: Good
Entries are mostly neat and well-written, with entries for most group and class discussion, and include some comments re: the student's personal growth.
Level 3: Poor
Journal is sloppy and incomplete, with several entries missing, and little evidence of personal growth,
Other assessment evidence to be collected:
Selected Response/Short-answer test/quiz
The student may be asked to take a short quiz
on the basic elements of music notation and
expression.
Product check
Students who serve as mentors within a section
and are willing to help others will be awarded extra credit.
Learning Activities:
1. Given a score with which they are not familiar, the students will discuss which elements of music notation and
expression each understands, sharing their knowledge with other members of the group. Notes on this activity should be the first
entry in the student's personal journal. A member of the group will act as scribe, and another will present the group's
information to the entire class.
2. Given the same score utilized in activity 1., the student will participate in a section discussion, reviewing elements
of notation from the first session, and discussing those elements of notation and expression with which the students are
not familiar. The scribe will again take notes on the discussion and each student will make his/her individual journal
entries with any pertinent new or review information. Any advanced music theory students in the section should act
as mentors, aiding with any necessary explanations or examples. The group will be required to present any new materials to
the entire class.
3. Students in the section/group will begin to prepare their (section or solo) performance of part or all (as requested) of
the score studied in activities 1 and 2. Each group will be assisted by either a teacher or a student mentor. This activity
may be repeated as necessary for the group to be ready.
Notes for future implementation: During each of the activities, students will make entries in their personal journals, keeping notes on specifics of music notation and expression as well as their individual reactions/perceptions, etc.
