CURRICULUM MAP: 10323.map

Glee Club (SCP) 825
Rehearsal and Performance Practice

TIME FRAME: On Going
GRADE: 9-12
CONTACT: Music Faculty

         MAP LEVEL:
01.2 THE ARTS - MUSIC

01.2.1.0.1 -- Students will sing independently on pitch and in rhythm, with appropriate timbre, diction and posture, and maintain a steady tempo

01.2.1.0.2 -- Students will sing expressively, with appropriate dynamics, phrasing and interpretation

01.2.1.0.5 -- Students will sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

01.2.1.5.1 -- Students will sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

01.2.1.5.2 -- Students will sing with expression and technical accuracy a repertoire of vocal literature with a difficulty level of 2, on a scale of 1 to 6 including some songs performed from memory

01.2.1.5.4 -- Students will sing music written in two and three parts

01.2 THE ARTS - MUSIC

01.2.1.9.3 -- Students will demonstrate well-developed ensemble skills.

01.2.5.9.1 -- Students will demonstrate the ability to read an instrumental or vocal score of up to four staves by describing how the elements of music are used

01.2.5.9.2 -- Students will sign-read, accurately and expressively, music with a difficulty level of 3, on a scale of 1 to 6.

01.2.6.5.1 -- Students will describe specific music events in a given aural example, using appropriate terminology

01.2.6.9.2 -- Students will demonstrate extensive knowledge of the technical vocabulary of music

01.2.7.9.2 -- Students will evaluate a performance, composition, arrangement or improvisation by comparing it to similar or exemplary models.



How is communication established between performer and conductor in both a performance and rehearsal setting?

How is blend and balance achieved within a rehearsal and/or performance?




Rehearsal and performance techniques are first introduced in mixed chorus and will be expanded upon in Glee Club. One of the main focuses of this unit is to learn how to follow and communicate with the conductor. Choral blend and balance will also be discussed and emphasized throughout the year. Special focus will be placed upon learning how to sing with uniform vowels and consonants. Each student will also be exposed to a variety of seating arrangements within the rehearsals. These arrangements include but are not limited to: Sitting in sections and mixed seating. This will enable them to develop a strong, independent singing voice and to gain a better understanding of how the different choral parts fit together.

The students will develop a daily rehearsal routine that will consist of stretching and vocal warm-ups. The warm-ups are designed to help expand the range of the singer as well as help to create a uniform sound through out the ensemble. Equal focus will be placed upon vowel and consonant production.




TThe student will develop the ability to:
*explain and demonstrate correct posture for singing
*explain and demonstrate proper diaphragmatic breathing
*sing with a round, warm characteristic tone quality
*Appropriately respond to conductor cues: tempo, breathing, cues, cut-offs, phrasing, dynamic changes
*blend their sound and volume with that of their section and the ensemble
*perform with a wide range of dynamic contrasts
*identify musical phrases and appropriate breathing opportunities
*sing music written in three parts with and without accompaniment




On a daily basis, students will work on rehearsal and performance techniques via:
-Vocal warm-ups that help to extend range and breath support/control
-Vocal warm-ups that are sung using all of the vowels. Attention is paid to uniformity in the vowels and how the shapes of vowels affect tone and range. Warm-ups may be geared to specifically target problem areas in the choral literature
-Blending as an ensemble and as a section via uniform vowels
-Self evaluation and class discussion on how to improve the sound/performance
-Self evaluation and class discussion on what is being performed well and how to reproduce said sound
-Incorporation of skills presented during warm-ups into choral literature
*Students will participate in a minimum of 3 concerts a year: Winter, Spring and End of the Year





Students will be assessed via the following:
*Self evaluation and class discussion
*Aural evaluation-tone quality, blend and balance, unison and harmonies, vowel formation
*Visual evaluation-posture, jaw position, vowel shapes, breathing, ability to follow conductor
*Aural and visual assessment on how well the student follows conductor cues for dynamics, blend, balance, tempo, phrasing and cut offs
*Students will participate in a minimum of 3 concerts a year: Winter, Spring and End of the Year