MUS 382A Curriculum Project Template

Name: Patrick Rosal

Type of Choir: Middle School Choir
Please number your selections F1 (Fall 1), F2, etc. and W1 (Winter 1), W2, etc.

Fall Concert Title Composer/Arr.

Repertoire (please F1. Kusimama Jim Papoulis
plan 10-15 minutes F2. Come in the from the Firefly Darkness Amy F. Bernon
of music): F3. The Rainbow Connection Audrey Snyder

The text in italics below is an example based on the piece “Fair and True” by James Mulholland
Selectio Justification Tempo: Up- Concepts/Skills Core Arts Assessment
n for Choosing Tempo, to Teach in this Standards Possibilities
Ballad, etc. Piece Addressed
(be specific—
list numbers)
F1 Another Mid- • 3/4 Meter MU:Cr3.2.4a • Quartet and
beautiful Tempo/Balla • Accidentals Present the Octet
final version
song that d • Part of personal
Testing
encourages Independenc created • Memorizatio
unity and e music to n Tests
love. • Voice others, and • Written
Different blending explain memorizatio
meter than connection n tests
the previous to
expressive
two pieces.
intent.
Another
female MU:Pr4.1.6a
composer. I Apply
enjoy the teacher-
melody and provided
the main criteria for
selecting
message of
music to
the piece. perform for a
specific
purpose
and/or
context, and
explain why
each was
chosen.
 MU:Re8.1.6a
Describe a
personal
interpretatio
n of how
creators’ and
performers’
application of
the elements
of music and
expressive
qualities,
within
genres and
cultural and
historical
context,
convey
expressive
intent.

F2 Beautiful Mid-Tempo • 4/4 Meter MU:Pr4.1.5a • Quartet and

piece that • Some Demonstrat Octet
has a SATB e and explain
syncopation Testing
how the
arrangement • 4-Part selection of • Memorizatio
. The piece • Part music to n Tests
was written Independenc perform is • Written
by a female e influenced by memorizatio
composer. • Dynamic personal n tests
Beautiful interest,
contrast knowledge,
harmonies • Text stress and context,
throughout • Voice as well as
the piece, blending their personal
strophic and • Understandi and others’
push and technical
ng the road skill.
pull sections map of the
that are very piece MU:Pr6.1.6a
expressive. • Perform the
music with
technical
accuracy to
convey the
creator’s
intent.

MU:Pr5.1.5b
Rehearse to
 refine
technical
accuracy
and
expressive
qualities to
address
challenges,
and show
improvement
over time.

F3 Fun, Up-Tempo • 4/4 Meter MU:Pr4.1.6a • Quartet and

challenging • Syncopation Apply Octet
teacher-
piece and • Part provided
Testing
will keep the Independenc criteria for • Assigning
choir e selecting Specific
engaged. A • Dynamic music to Measures to
lot of contrast perform for a have
dynamic specific
• Percussion memorized
purpose
contrast • Swahili • Written
and/or
throughout language memorizatio
context, and
the piece. • Text stress explain why n tests
The choir • Rhythmic each was
will patterns chosen.
experience • Blending
singing in a MU:Re7.1.7a
• Understandi Select or
different
ng the road choose
language
map of the contrasting
and giving music to
piece
their own listen to and
interpretatio compare the
n of the text. connections
Rhythmically to specific
challenging interests or
experiences
for a specific
purpose.

MU:Cn11.0.7
a
Demonstrate
understandin
g of
relationships
between
music and
 the other
arts, other
disciplines,
varied
contexts, and
daily life.

MU:Pr5.1.5b
Rehearse to
refine
technical
accuracy
and
expressive
qualities to
address
challenges,
and show
improvement
over time.

October Curriculum Plan

Day Teaching Strategies
Week 1, Day 1 Introduce piece. Learn about simple
rhythm notation.
Quarter notes, eighth notes, and
quarter rests. Learn what a 4/4 beat
pattern is. Have the class read
rhythms
cards on Takadimi, that only use
quarter notes/rests and
eighth notes.
Week 1, Day 2 Go over the whole piece. Write in all
Solfeggio syllables.
Week 2, Day 1 Learn notes for each voice part.
Familiarize the piece with the choir.
Week 2, Day 2 Rehearse through the whole piece. Go •
over any trouble spots the choir may
need.
Week 3, Day 1 Rehearse through the whole piece
again. Repetition will help solidify
Assessment Strategies
• Have them read rhythm
cards
• Write simple notation
• Pair share
• Share and compare
Solfeggio syllables
• Have each section sing
their parts individually
Have students go home
and practice the trouble
spots and come back the
next rehearsal ready to try
it again
• Have students do a
memorization test of a
small a section
 their parts. Rehearse by specific
sections of the piece.
Week 3, Day 2 Learn how to tune with each other.
Vowel shapes,
consonance, and choral blending.
Week 4, Day 1 Dynamics, emotion, text stress,
learning the meaning behind
the pieces chosen.
Week 4, Day 2 Rehearse through the piece thinking
about dynamics and text stress.
Hopefully pitches and rhythm are
more solid by now.
• Have Octets or Quartets of
students in different
sections and have them
try and match vowel
shapes/blending
• Have students pair share
with another student and
share what the piece
means to them
• Have different sections
face each other and
compete who is the most
expressive