Mr. Cabrera
 Fine Arts
 acabrera@cghs.dadeschools.net

Cavalier Chorale | Cavalier Singers

 

 

Cavalier Chorale

(Chorus I, II, III, IV)

Course Description / Overview

Anthony Cabrera, Director

Room 801

(305)443-4871 X255

 

·        Major Concepts/Content.

 

The purpose of this course is to enable students to develop basic individual and ensemble skills in choral performance through preparation of varied high school literature. Emphasis will be placed on healthy and expressive singing, accurate interpretation of notation, and development of critical and aesthetic response to music.

 

The content includes, but is not limited to, the following:

- vocal production

- choral performance techniques

- music literacy

- sight reading and ear training

- elements and characteristics of music

- improvisation, composition, and arranging

- performance analysis

- role and influence of choral music and musicians

- connections between music and other subject areas

- responsible participation in music activities

 

 

·        Special Note.

 

This course generally requires students to participate in extra rehearsals and performances beyond the school day.

 

 

 

·        Course Requirements.

 

These requirements include, but are not limited to, the benchmarks from the Sunshine State Standards that are most relevant to this

course. Benchmarks correlated with a specific course requirement may also be

addressed by other course requirements as appropriate. The benchmarks printed

in regular type are required for this course.

 

After successfully completing this course, the student will:

 

·        Demonstrate use of healthy, age-appropriate vocal skills through

            performance of high school choral literature of varied styles.

 

MU.A.1.4.1 sing accurately, with and without accompaniment, standard choral repertoire (e.g., music written in four-, five-, or six-part

madrigal or double choir) with appropriate vocal technique.

 

·        Demonstrate use of basic solo and ensemble techniques through

            performance of high school choral literature of varied styles.

 

MU.A.1.4.2 use appropriate vocal styles and techniques of various

music literature (e.g., jazz, Baroque, gospel, and swing).

 

MU.A.1.4.3 use ensemble skills (e.g., balance, intonation, and rhythmic unity) in both formal and informal settings, with choral groups of various sizes and styles (e.g., concert choir, show choir, barbershop quartet, octet, and madrigal).

 

·        Demonstrate basic music literacy by performing melodic and

rhythmic notation accurately and expressively through sight reading and practiced performance.

 

MU.A.2.4.1 perform on at least one instrument, alone and in groups, using proper playing technique (e.g., embouchure, posture, or bow control) and attend to melodic phrasing, rhythmic accuracy, and articulation.

(Note: Instruments may include the use of recorders, rhythm sticks, keyboards, ethnic instruments, etc., to enhance reading skills or provide accompaniment.)

 

MU.A.3.4.1 sight read one’s part in a four-part vocal or instrumental

score.

 

MU.A.3.4.2 describe how traditional and nontraditional notation and symbols of a written score provide information to the performer (e.g., repeats, key and meter changes, themes, and motifs).

 

·        Notate from dictation the pitch and rhythm of a simple phrase

(e.g., stepwise motion; rhythm patterns using half, quarter, and eighth notes).

 

MU.A.2.4.4 perform melodic phrases accurately, after hearing them

only once.

 

MU.A.3.4.3 write the notation for a simple harmonic progression

performed by someone else.

 

·        Demonstrate awareness of the characteristics and functions of

significant elements (e.g., tonality, meter, style, form, genre) in the reading and performance literature studied.

 

MU.D.1.4.1 perceive and remember significant music events within a composition.

 

MU.D.1.4.2 analyze music events within a composition, using appropriate music principles and technical vocabulary.

 

·        Identify and demonstrate use of expressive techniques (i.e., tempo, dynamics, articulation, and phrasing) appropriate to the culture, style, and historical period of the literature studied.

 

MU.C.1.4.1 describe and classify unfamiliar music according to style, period, composer, culture, or performer.

 

·        Create improvisations appropriate to the literature studied.

 

MU.B.1.4.1 improvise harmonic accompaniments in pentatonic, major, and minor modes.

 

MU.B.1.4.2 improvise melodies over a given chord progression with appropriate notes and rhythm.

 

·        Compose and arrange music for specific uses such as sight reading.

 

MU.B.2.4.1 use basic principles to create compositions in distinct styles and in different media to express an idea or feeling.

 

MU.B.2.4.2 arrange familiar music for voices or instruments for a

specific event or function.

 

·        Develop criteria and analyze varied music performances as a

            participant or listener.

 

MU.D.1.4.3 understand the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses.

 

MU.D.2.4.1 establish a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance.

 

MU.D.2.4.2 understand the criteria used in the critical evaluation of

one’s own and others’ performances, arrangements, and improvisations.

 

·        Demonstrate awareness of the role and influence on choral music and musicians in history, culture, society, and one’s own life.

 

MU.C.1.4.2 understand the development of American music

(e.g., country, blues, folk, stage or film, and gospel).

 

MU.C.1.4.3 understand the influence of significant composers and performers on music styles, traditions, and performance practices.

 

MU.E.1.4.2 understand how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context.\

 

MU.E.2.4.2 use informed consumer choices concerning music based on personal criteria (e.g., rationalize and defend music preferences).

 

MU.E.2.4.3 know the various roles that musicians perform

(e.g., entertainer, teacher, or transmitter of cultural tradition), representative individuals who have functioned in these roles, and their achievements.

 

·        Demonstrate awareness of the connections between music and other subject areas.

 

MU.E.1.4.1 understand how elements, artistic processes, and organizational principles are used in distinctive ways and provide connections between music and other subjects.

 

·        Demonstrate responsible participation in music activities.

 

MU.E.2.4.1 know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various musical settings.

 

 

 

 

Cavalier Singers

(Vocal Ensemble I, II, II, IV)

Course Description / Overview

Anthony Cabrera, Director

Room 801

(305)443-4871 X255

 

·        Major Concepts/Content.

 

The purpose of this course is to enable students to develop basic individual and ensemble skills in choral performance through preparation of varied high school literature. Emphasis will be placed on healthy and expressive singing, accurate interpretation of notation, and development of critical and aesthetic response to music.

 

The content includes, but is not limited to, the following:

- vocal production

- choral performance techniques

- music literacy

- sight reading and ear training

- elements and characteristics of music

- improvisation, composition, and arranging

- performance analysis

- role and influence of choral music and musicians

- connections between music and other subject areas

- responsible participation in music activities

 

 

·        Special Note.

 

This course generally requires students to participate in extra rehearsals and performances beyond the school day.

 

 

 

·        Course Requirements.

 

These requirements include, but are not limited to, the benchmarks from the Sunshine State Standards that are most relevant to this

course. Benchmarks correlated with a specific course requirement may also be

addressed by other course requirements as appropriate. The benchmarks printed

in regular type are required for this course.

 

After successfully completing this course, the student will:

 

·        Demonstrate use of healthy, age-appropriate vocal skills through

            performance of high school choral literature of varied styles.

 

MU.A.1.4.1 sing accurately, with and without accompaniment, standard choral repertoire (e.g., music written in four-, five-, or six-part

madrigal or double choir) with appropriate vocal technique.

 

MU.A.1.4.2 use appropriate vocal styles and techniques of various

music literature (e.g., jazz, Baroque, gospel, and swing).

 

MU.A.1.4.3 use ensemble skills (e.g., balance, intonation, and rhythmic unity) in both formal and informal settings, with choral

groups of various sizes and styles (e.g., concert choir, show

choir, barbershop quartet, octet, and madrigal).

 

 

·        Demonstrate use of basic solo and ensemble techniques through

            performance of high school choral literature of varied styles.

 

MU.A.1.4.2 use appropriate vocal styles and techniques of various

music literature (e.g., jazz, Baroque, gospel, and swing).

 

MU.A.1.4.3 use ensemble skills (e.g., balance, intonation, and rhythmic unity) in both formal and informal settings, with choral groups of various sizes and styles (e.g., concert choir, show choir, barbershop quartet, octet, and madrigal).

 

·        Demonstrate basic music literacy by performing melodic and

rhythmic notation accurately and expressively through sight reading and practiced performance.

 

MU.A.2.4.1 perform on at least one instrument, alone and in groups, using proper playing technique (e.g., embouchure, posture, or bow control) and attend to melodic phrasing, rhythmic accuracy, and articulation.

(Note: Instruments may include the use of recorders, rhythm sticks, keyboards, ethnic instruments, etc., to enhance reading skills or provide accompaniment.)

 

MU.A.3.4.1 sight read one’s part in a four-part vocal or instrumental

score.

 

MU.A.3.4.2 describe how traditional and nontraditional notation and symbols of a written score provide information to the performer (e.g., repeats, key and meter changes, themes, and motifs).

 

·        Notate from dictation the pitch and rhythm of a simple phrase

(e.g., stepwise motion; rhythm patterns using half, quarter, and eighth notes).

 

MU.A.2.4.4 perform melodic phrases accurately, after hearing them

only once.

 

MU.A.3.4.3 write the notation for a simple harmonic progression

performed by someone else.

 

·        Demonstrate awareness of the characteristics and functions of

significant elements (e.g., tonality, meter, style, form, genre) in the reading and performance literature studied.

 

MU.D.1.4.1 perceive and remember significant music events within a composition.

 

MU.D.1.4.2 analyze music events within a composition, using appropriate music principles and technical vocabulary.

 

·        Identify and demonstrate use of expressive techniques (i.e., tempo, dynamics, articulation, and phrasing) appropriate to the culture, style, and historical period of the literature studied.

 

MU.C.1.4.1 describe and classify unfamiliar music according to style, period, composer, culture, or performer.

 

·        Create improvisations appropriate to the literature studied.

 

MU.B.1.4.1 improvise harmonic accompaniments in pentatonic, major, and minor modes.

 

MU.B.1.4.2 improvise melodies over a given chord progression with appropriate notes and rhythm.

 

·        Compose and arrange music for specific uses such as sight reading.

 

MU.B.2.4.1 use basic principles to create compositions in distinct styles and in different media to express an idea or feeling.

 

MU.B.2.4.2 arrange familiar music for voices or instruments for a

specific event or function.

 

·        Develop criteria and analyze varied music performances as a

            participant or listener.

 

MU.D.1.4.3 understand the musical elements and expressive techniques (e.g., tension and release, tempo, dynamics, and harmonic and melodic movement) that generate aesthetic responses.

 

MU.D.2.4.1 establish a strategy for making informed, critical evaluations of the quality and/or the effectiveness of a performance.

 

MU.D.2.4.2 understand the criteria used in the critical evaluation of

one’s own and others’ performances, arrangements, and improvisations.

 

·        Demonstrate awareness of the role and influence on choral music and musicians in history, culture, society, and one’s own life.

 

MU.C.1.4.2 understand the development of American music

(e.g., country, blues, folk, stage or film, and gospel).

 

MU.C.1.4.3 understand the influence of significant composers and performers on music styles, traditions, and performance practices.

 

MU.E.1.4.2 understand how the uniqueness of a given work of music serves to define its artistic tradition and its cultural context.\

 

MU.E.2.4.2 use informed consumer choices concerning music based on personal criteria (e.g., rationalize and defend music preferences).

 

MU.E.2.4.3 know the various roles that musicians perform

(e.g., entertainer, teacher, or transmitter of cultural tradition), representative individuals who have functioned in these roles, and their achievements.

 

·        Demonstrate awareness of the connections between music and other subject areas.

 

MU.E.1.4.1 understand how elements, artistic processes, and organizational principles are used in distinctive ways and provide connections between music and other subjects.

 

·        Demonstrate responsible participation in music activities.

 

MU.E.2.4.1 know characteristics that make music suitable for specific occasions and purposes and respond appropriately within various musical settings.

 

 

 

 

 

 

 

Coral Gables Senior High
450 Bird Road
Coral Gables, Florida
 305-443-4871

 

Last updated February 02, 2006