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    Fall Concert    
    Meeting Times: Monday-Friday, 5th period  
    Fall Concert
    Fall and Spring Performance Assessments 
    Holiday Recording Fundraiser
    Red Carpet Concert (Pops)
    Spring Musical
    Performances throughout the community 
    Festivals (Audition only) 
    AMEA Solo/ Ensemble 
    AMEA All- State Choir
    District Honor Choir 
    AzACDA Cantaremos Festival 
    *Audition days will be e-mailed to students and parents.
    DVUSD Vocal Music - Choir II 
    The standards for Choir II enables students to build upon the skills and knowledge acquired at intermediate level. As students perform choral works and sight-read materials, they expand their performance abilities and creativity. Through the collaborative environment of the choral setting, students demonstrate teamwork and and display leadership skills. They develop an understanding of and an appreciation for vocal/instrumental music and its relationship to other disciplines. Students are provided with opportunities to participate in local, district, regional, and state events. 
     Music Theory/Literacy
    C8.1 The student will read and notate music, including 
    1. identifying, defining, and using standard notation for pitch, rhythm, meter, dynamics, and other elements of music;
    2. echoing, reading, and notating rhythmic patterns that include eighth-note, and quarter-note triplets;
    3. sight0singing eight-measure, step-wise melodic patterns that include eighth-note and quarter-note triplets;
    4. identifying components of a three-part choral score;
    5. composing and performing basic rhythmic patterns
    6. identifying major and minor key signatures; and
    7.  Applying contemporary technology to reinforce advanced choral skills
    C8. 2 The student will develop aural skills by
    1. identifying all diatonic intervals;
    2. distinguishing descending half-step and whole-step intervals;
    3. singing major, minor, and chromatic scales using a methodology (i.e. solfege or numbers) or neutral syllable;
    4. identifying ABBA and rondo musical forms;
    5. recognizing monophonic and homophonic textures;
    6. writing from dictation complex melodic and rhythmic phrases.
    C8.3 The student will demonstrate vocal techniques and choral skills, including
    1. consistently maintaining proper posture for choral singing;
    2. consistently using breathing techniques that support vocal production;
    3. identifying the effect of physiological changes on the voice;
    4. increasing breath control through strength and endurance exercises;
    5. integrating principles of vocal health in singing (e.g. diaphragmatic support, open throat, raised soft palate);
    6. enhancing vocal independence, agility, and range by singing developmentally appropriate vocal exercises, including use of registration (i.e. head voice, chest voices and falsetto as appropriate);
    Note: Boys with changed voices should vocalize in their falsetto register during a portion of the warm up exercises; the majority of their vocalizing should be in head and chest voice.
    7.blending with other singers on the same vocal part and across sections, using correct intonation and vowel shape;
    8. singing an assigned vocal part in music written in three or more parts;
    9. applying proper diction (i.e. pure vowel sounds, dipthongs, triphthongs, voiced and unvoiced consonants);
    10. singing music literature with and without instrumental accompaniment in at least three languages; and
    11. singing music literature from memory and from score.
    C8.4 The student will sing expressively, including
    1.following and maintaining indicated tempos while singing;
    2. performing rhythmic patterns that include eighth-note, half note, and quarter-note triplets;
    3. consistently applying dynamic markings while maintaining correct intonation;
    4. interpreting expressive phrasing techniques;
    5. responding to advanced conducting patterns and interpretive gestures; and
    6. consistently using facial and physical expressions that reflect the mood and style of the music. 
    C8.5 The student will respond to music with movement by
    1.creating movement individually or collaboratively to interpret a musical composition; and
    2. applying choreography as a form of expression and communication (e.g. sign language, riser choreography).
    C8.6 The student will demonstrate collaboration and concert etiquette as a performer by
    1. participating in a variety of performances;
    2. applying expected rehearsal skills; and
    3. respecting student leaders within the choral ensemble 
    Music History and Cultural Context
    C8.7 The student will explore historical and cultural aspects of music by
    1. analyzing the cultures, musical styles, composers, and historical periods associated with the music literature being studied;
    2. comparing and contrasting a variety of musical styles using musical terminology;
    3. investigating opportunities for music performance and advocacy within the community;
    4. researching career options in music;
    5. examining the relationship of choral music to other fields of knowledge;
    6. researching the use and misuse of ethical standards as applied to social media and copyrighted materials; and
    7. consistently demonstrating exemplary concert etiquette as an active listener 
    Analysis, Evaluation, and Critique
    C8.8  The student will analyze and evaluate music by
    1. comparing and contrasting works of music using musical terminology;
    2. evaluating works of music using accepted criteria;
    3. comparing and contrasting music performances; and
    4. critiquing music performances using critical-thinking skills.
    C8.9 The student will investigate aesthetic concepts related to music by
    1. analyzing personal responses to works of music using music terminology;
    2. analyzing aesthetic criteria used for evaluating works of music or critiquing musical performances; and
    3. identifying the value of musical performance to society.