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Solo Ensemble Grades 9-12

This course is open to students who wish to work individually and/or in small groups in all instrumental or vocal capacities.

STANDARDS METCONTENT/SKILLS/ACTIVITIES
ABCD 
    Performing and Creating
1-4   a. Gain a working knowledge of voice/instrument through individual performance.
1-4   b. Demonstrate proper solo practice techniques/concentration skills and well-developed ensemble skills.
1-4   c. Perform a large and varied repertoire of literature with expression and technical accuracy at a difficulty level of 4 on a scale of 1-6, including pieces performed from memory.
1-5   d. Perform music written for both solo and ensemble presentation with and without accompaniments.
1-4   e. Improvise stylistically appropriate harmonic, rhythmic, and melodic variations.
1-4   f. Compose and arrange music in different styles and instrumentation/voicing, demonstrating understanding of elements of music.
1-4   g. Demonstrate ability to read a vocal score (up to four staves), instrumental score, and sight read accurately and expressively at a difficulty level of 4, on a scale of 1-6.
7968h. Investigate careers in music fields.
     
    History and Culture
    a. Explore music from various historical periods.
31-3  b. Classify by genre or style and by historical period or culture unfamiliar but representative aural examples of music and explain their classifications.
 1, 2, 4  c. Identify sources of American music genres, trace their evolution, and cite well-known musicians associated with them.
 1, 2, 4, 6  d. Identify various roles musicians perform and describe those musicians' activities and achievements.
    Evaluation and Analysis
    a. Set personal goals.
2, 3   b. Develop individual discipline.
2, 3 1, 2 c. Learn the fundamentals of music notation: note and rest values, articulations, simple and compound meters, rhythms, dynamics, tempos, note names, time and key signatures, intervals and chord structures.
3, 4 1, 2, 4 d. Analyze aural examples of a varied repertoire of music representing diverse genres and cultures by describing the uses of music and expressive devices.
1-3 1 e. Demonstrate extensive knowledge of the technical vocabulary of music.

*Prerequisite: Permission of instructor

STANDARDS METCONTENT/SKILLS/ACTIVITIES
ABCD 
    Evaluation and Analysis (continued)
3 1, 2 f. Identify and explain compositional devices and techniques used to provide unity, variety, tension, and release in a musical work, and give examples of other works that make similar use of those devices and techniques.
3, 4 1-3 g. Develop specific criteria for making informed, critical evaluations of the quality and effectiveness of performances, compositions, arrangements, and improvisations.
3, 4 1-2 h. Evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models.
     
    Aesthetic Appreciation
    a. Recognize aesthetic values of the eras: Renaissance, Baroque, Classical, Romantic, Impressionistic, and Contemporary.
3, 661, 22b. Explain how elements of imagination, craftsmanship, unity, variety, repetition, and contrast are used in various ways in all the arts, and cite examples.
61-3,6-81, 22c. Compare characteristics of two or more of the arts within a historical/cultural period or style and cite examples from various cultures.

ASSESSMENTS
• Comparison of progress relative to set personal goals
• Progress reports
• Self-evaluation
• Skill evaluation by instructor

*Prerequisite: Permission of instructor

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