Scope and Sequence for _____Vocal Music_____Grade Level __9th__ Semester ___Spring____

Creating Performing

♬ Compose 4-bar pentatonic melody including quarter notes and eighth notes

♬ Improvise 8-beat rhythmic pattern using body percussion (tap, clap, or snap)

21st Century Skills: Critical Thinking, Creativity

♬ Sign solfege with accurate hand signs while singing major scale

♬ Sing selection from choral repertoire with correct pitch in a double quartet

21st Century Skills: Critical Thinking, Complex

Communication, Collaboration

Responding Connecting

♬ Listen to and evaluate performance in small groups with peers

♬ Identify differences between 5-part rondo and theme and variations

21st Century Skills: Critical Thinking, Collaboration

♬ Describe the similarities/differences between the instrumental and choral arrangement performed

♬ Discuss how the composer’s historical context influenced the writing of the piece in small groups

21st Century Skills: Complex Communication, Critical Thinking, Collaboration

Creating Music

Criteria Students are given key signature and four blank measures (in 4/4) on a

staff. Students will write a four bar composition using notes in the

pentatonic scale, quarter notes, and eighth notes. Students must use correct musical notation, including appropriate

beams, ties, flags, stem direction, and note heads. Students will be graded based on the following rubric.

1 2 3 4Notation No rhythms

or pitches are notated correctly.

Some rhythms and pitches are notated correctly.

Most rhythms and pitches are notated correctly.

All rhythms and pitches are notated correctly.

Pitches No pitches are in the pentatonic scale for the indicated key.

Some (<50%) pitches are in the pentatonic scale for the indicated key.

Most (>70%) pitches are in the pentatonic scale for the indicated key.

All pitches are in the pentatonic scale for the indicated key.

Rhythms No quarter notes or eighth notes are used.

Some quarter notes and eighth notes are used.

Most notes in the melody are quarter notes or eighth notes.

The entire melody uses quarter notes and eighth notes.

Criteria Students are given a steady beat and options for rhythm (quarter

note/rest, eighth note/rest, sixteenth note/rest) are projected on the board.

Student will improvise using indicated rhythms with tapping, clapping, or snapping for eight beats.

Student will be graded based on the following rubric.

1 2 3 4Performance Student

does not perform.

Student performs.

Rhythms No rhythm options are used.

1-2 rhythm options are used.

3-4 rhythm options are used.

5+ rhythm options are used.

Steady Beat The improvised rhythm does not line up with the steady beat.

The improvised rhythm lines up with the steady beat occasionally.

Most of the improvised rhythm lines up with the steady beat.

The entire improvised rhythm lines up with the steady beat.

Performing MusicCriteria

Student is given a major scale and oriented by teacher playing scale up and down and arpeggio.

Student will hand sign and sign major scale up and down. Student will be graded based on the following rubric.

1 2 3 4Pitch accuracy

0-4 pitches sung in tune.

5-8 pitches sung in tune.

9-12 pitches sung in tune.

13+ pitches sung in tune.

Hand Signs 0-2 hand signs match solfege syllables.

3-7 hand signs match solfege syllables.

8-12 hand signs match solfege syllables

13+ hand signs match solfege syllables.

Criteria Student is given specific measures to sing with seven other choir

members (one from same voice part, six from other three voice parts). Student will sing selection with correct intonation, articulation,

phrasing, and diction. Student will be graded based on the following rubric.

1 2 3 4Intonation <30% of

sung pitches are in tune.

30-60% of sung pitches are in tune.

60-90% of sung pitches are in tune.

>90% of sung pitches are in tune.

Articulation No articulations are accurate.

Some articulations are accurate.

Most articulations are accurate.

All articulations are accurate.

Phrasing No phrasing is used in singing.

Little phrasing is sung.

Most of phrasing is accurately sung.

All of phrasing is accurately sung.

Diction Text was unintelligible.

Some text was clearly sung.

Most text was clearly sung.

All text was clearly sung.

Responding to MusicCriteria

Student is assigned to small group with peers. Student will listen to performance and verbally discuss with small

group and full class. Student will be graded based on active verbal participation in small

and large group discussion.

Criteria Two pieces will be played, one with rondo form and one with theme

and variations. Student will circle correct answers on worksheet provided by teacher

(see examples below). Student will be graded based on completion of worksheet with correct

answers.

Rondo vs. Theme and Variation 1. (Rondo/Theme and Variations) pieces have the same statement return

multiple times.2. (Rondo/Theme and Variations) pieces use different rhythmic

durations and/or tempos to expand or shrink the main melody.3. (Rondo/Theme and Variations) pieces contain statements completely

unrelated to the main theme.4. (Rondo/Theme and Variations) pieces can be applied to songs that

use verses and a refrain.5. Using the above information, the form of excerpt #1 is classified as a

(Rondo/Theme and Variations).6. Using the above information, the form of excerpt #2 is classified as a

(Rondo/Theme and Variations).

Connecting to MusicCriteria

Student is given the scores to both the instrumental and choral arrangements of the piece, as well as the recordings of both.

Student will write a short description of the similarities and differences between the two arrangements (including where the melody is placed, articulation differences, dynamics choices, placements of breaths).

Student will be graded based on the completion of a written response including at least three similarities, three differences between the arrangements, and correct grammar.

1 2 3 4Completion Assignment

is not completed.

Assignment completed with many grammatical errors.

Assignment completed with few mistakes in grammar.

Assignment is completed with proper grammar.

Similarities 0 similarities are identified.

1 similarity is identified.

2 similarities are identified.

3+ similarities are identified.

Differences 0 differences are identified.

1 difference is identified.

2 differences are identified.

3+ differences are identified.

Criteria Student is given a packet of information including composer’s dates,

biography, and historical timeline of local and world events during the composer’s life.

Student will discuss verbally with peers how events and historical context affected the composer’s writing of the piece.

Student will be graded based on verbal participation during discussion.

9th Grade Vocal Performance Assessment

Performing Independently1. Hand sign solfege2. Solfege syllables3. Rhythmic accuracy4. Consistent tempo

Creating Music1. Compose with pentatonic

scale2. Compose with rhythmic

variety3. Improvise with rhythmic

variety

Receive and Respond1. Compare form between rondo

and theme and variation2. Evaluate and describe group

performance

Contextual Knowledge of Music1. Student assessment of

individual performance2. Student assessment of group

performance3. Students understanding of

historical context and composer’s writing

4. Students understanding of multiple arrangements of piece

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