D2L Corporation
2015-03-02T10:45:51-05:00
2015-03-02T10:45:51-05:00
D2L Corporation
Beginning Vocal Music II Curriculum Framework
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.
2015-03-02
2014
Arkansas Department of Education
Arkansas Department of Education
Music
Music
Strand
Creating
1:
Music
Content Standard
Students will generate and conceptualize artistic ideas and work.
CR.1.BVMII.1
Music
Student Learning Expectation
Improvise rhythms, melodies, and/or accompaniments
2:
Music
Content Standard
Students will organize and develop artistic ideas and work.
CR.2.BVMII.1
Music
Student Learning Expectation
Identify notes written on lines, in spaces, and on ledger lines of treble clef and bass clef
CR.2.BVMII.2
Music
Student Learning Expectation
Notate melodic or rhythmic ideas or motifs, using standard notation or digital recording<ul><li>2/4 and 6/8 time signatures</li><li>pattern of a dotted quarter note followed by an eighth note or eighth rest</li></ul>
CR.2.BVMII.3
Music
Student Learning Expectation
Compose a four-measure phrase with accompaniment
CR.2.BVMII.4
Music
Student Learning Expectation
Create movement that reflects musical form
3:
Music
Content Standard
Students will refine and complete artistic work.
CR.3.BVMII.1
Music
Student Learning Expectation
Refine draft compositions, using collaboratively-generated criteria
CR.3.BVMII.2
Music
Student Learning Expectation
Share personally-developed motifs that demonstrate understanding of elements of music as an ensemble
Music
Strand
Performing
4:
Music
Content Standard
Students will analyze, interpret, and select artistic work for presentation.
P.4.BVMII.1
Music
Student Learning Expectation
Explore a variety of vocal repertoire in two-part harmony at an appropriate level of difficulty
P.4.BVMII.2
Music
Student Learning Expectation
Demonstrate sight-reading skills by singing with others<ul><li>4/4 time</li><li>quarter notes, half notes, whole notes, and quarter rests</li><li>step-wise movement</li></ul>
P.4.BVMII.3
Music
Student Learning Expectation
Identify musical timbre<ul><li>brass</li><li>electronic</li><li>percussion</li><li>string</li><li>vocal</li><li>woodwind</li></ul>
P.4.BVMII.4
Music
Student Learning Expectation
Compare and contrast various musical forms
P.4.BVMII.5
Music
Student Learning Expectation
Recognize musical texture<ul><li>two-part</li><li>unison</li></ul>
5:
Music
Content Standard
Students will develop and refine artistic work for presentation.
P.5.BVMII.1
Music
Student Learning Expectation
Sing a varied repertoire containing grade-level appropriate elements of music and expressive elements<ul><li>2/4 and 6/8 meters</li><li>major and minor tonalities</li><li>melodic patterns that include accidentals</li><li>more complex forms or harmonies (e.g., two-part lines)</li><li>pattern of a dotted quarter note followed by an eighth note or eighth rest</li><li>variety of tempi (e.g., lento, presto)</li><li>various dynamic levels</li></ul>
P.5.BVMII.2
Music
Student Learning Expectation
Apply knowledge of symbols and terms in reading music<ul><li>accidentals</li><li>coda</li><li>da capo (D.C.)</li><li>dal segno (D.S.)</li><li>first and second endings</li><li>simple key signatures</li></ul>
P.5.BVMII.3
Music
Student Learning Expectation
Demonstrate simple conducting patterns
P.5.BVMII.4
Music
Student Learning Expectation
Explore the changing voice and vocal range through warm-ups, breathing exercises, and selected repertoire
6:
Music
Content Standard
Students will convey meaning through the presentation of artistic work.
P.6.BVMII.1
Music
Student Learning Expectation
Sing with attention to dynamics and phrasing
P.6.BVMII.2
Music
Student Learning Expectation
Present a varied repertoire of music to demonstrate technical accuracy and expressive qualities in performance
P.6.BVMII.3
Music
Student Learning Expectation
Students will continue to demonstrate etiquette
Music
Strand
Responding
7:
Music
Content Standard
Students will perceive and analyze artistic work.
R.7.BVMII.1
Music
Student Learning Expectation
Identify the manner in which knowledge of context and use of repetition, similarities, and contrasts informs musical response
8:
Music
Content Standard
Students will interpret intent and meaning in artistic work.
R.8.BVMII.1
Music
Student Learning Expectation
Interpret the meaning of musical works, referencing context and text setting
9:
Music
Content Standard
Students will apply criteria to evaluate artistic work.
R.9.BVMII.1
Music
Student Learning Expectation
Evaluate musical selections using collaboratively-generated criteria
Music
Strand
Connecting
10:
Music
Content Standard
Students will synthesize and relate knowledge and personal experiences to make art.
CN.10.BVMII.1
Music
Student Learning Expectation
Research individual experiences and other influences that provide context for the musical work of others
11:
Music
Content Standard
The student will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding.
CN.11.BVMII.1
Music
Student Learning Expectation
Identify connections at a more complex level<ul><li>between music and other fine arts</li><li>between music and disciplines outside the arts</li></ul>
CN.11.BVMII.2
Music
Student Learning Expectation
Connect to music from various cultures and historical periods<ul><li>classical</li><li>popular music</li></ul>
CN.11.BVMII.3
Music
Student Learning Expectation
Describe career opportunities in musical fields
e.g., business, education, performance, music therapy, technology