1. Chelmsford Public Schools Fine and Performing Arts Department Chorus Curriculum Map By the end of each grade level, students will be able to: Grade 5Grade 6Grade 7Grade 8 Literacy Follow a score-2 part (2.5) Identify, define, and use standard notation for pitch- middle C to A5 (2.7) Identify, define, and use standard notation for rhythm-2/4, 3/4, 4/4 (2.5, 2.7) Identify, define, and use standard notation for dynamics-pp, p, mp, mf, f, ff, crescendo, decrescendo (2.7) Follow a score-2,3 parts (2.5) Identify, define, and use standard notation for pitch- Grand Staff (2.7) Identify, define, and use standard notation for rhythm-6/8, 9/8, alla breve (2.5, 2.7) Identify, define, and use standard notation for dynamics-ppp, fff, sforzando, subito (2.7) Follow a score-3, 4 parts (2.5) Identify, define, and use standard notation for pitch- Grand Staff (2.7) Identify, define, and use standard notation for rhythm-6/8, 9/8, alla breve (2.5, 2.7) Identify, define, and use standard notation for dynamics-ppp, fff, sforzando, subito (2.7) Follow a score-3,4 parts (2.5) Identify, define, and use standard notation for pitch- Grand Staff (2.7) Identify, define, and use standard notation for rhythm-6/8, 9/8, alla breve (2.5, 2.7) Identify, define, and use standard notation for dynamics-ppp, fff, sforzando, subito (2.7)

2. Chelmsford Public Schools Fine and Performing Arts Department Chorus Curriculum Map By the end of each grade level, students will be able to: Grade 5Grade 6Grade 7Grade 8 Expression Breathe, using appropriate phrasing (1.6) Identify markings and reproduce dynamics, tempo (1.7, 2.7) Watch and follow conductor cues (1.5 1.7) Interpret accents, expressive markings, crescendo and decrescendo (1.7, 2.7) Interpret a piece with appropriate vocal style (1.8) Create a bright and dark tone (1.8) Understand and reproduce syllabic stress (1.7, 1.8) Communicate the composer/lyricist intent (1.8) Interpret expressive markings, crescendo, decrescendo, fermatas and phrase marks (1.7, 2.7) Use Staggered breathing (1.6) Interpret pieces using knowledge of time period and compositional style (1.8) Expand upon skills learned in Grades 5-6 exhibit proper use of tone placement as matches music of varied styles (1.8) Expand upon skills learned in grades 5-7

3. Chelmsford Public Schools Fine and Performing Arts Department Chorus Curriculum Map By the end of each grade level, students will be able to: Grade 5Grade 6Grade 7Grade 8 Ear Training and Sight Reading Sing Major Scale (1.6, 2.6) Sing rounds for harmony (1.4) Demonstrate fluency of pitch and letter names of the Treble Clef (2.7) Demonstrate ability to stay in tune, blend, find unison (1.6, 1.9) Recognize and use solfege (2.2) Read and sing with Curwin Hand Signals (2.2) Sing minor scale (1.6, 2.6) Understand the difference between major and minor-- sung or heard (5.8) Audiate pitch (2.6) Critique and adjust balance within the group (5.8) Perform diatonic intervals in major and minor (2.6) Identify rhythm patterns in simple and compound meters using beat division and sub division (2.7) Sight-sing 8-16 measure exercises with solfege (2.9) Sing chromatic scale (2.6) Identify and perform diatonic intervals (2.6) Identify major, minor and chromatic pitch patterns (2.6, 2.7) Expand upon grade 5-7 skills

4. Chelmsford Public Schools Fine and Performing Arts Department Chorus Curriculum Map By the end of each grade level, students will be able to: Grade 5Grade 6Grade 7Grade 8 Technique And Vocal Health breathe using diaphragm use air to carry sound and create onset of pitch exhibit correct posture, standing and sitting ( exhibit relaxation and Warm-up techniques including tongue stretch recreate vowel shape: Vertical/horizontal demonstrate staggered Breathing (1.1, 1.2, 1.6) use air to make pitches last exhibit proper rib position and diaphragm use correctly reproduce diction Articulators correctly reproduce rhythmic consonants demonstrate correct vowel Shape -a, e, i, o, and u with mouth and lips understand and apply proper vocal health/aural health practices (1.1, 1.2, 1.6) demonstrate ablitity to use resonance i.e., tone placement, mask, nasality, throat, bright and dark tones use articulators i.e., diction, tongue teeth, jaw lips, tall vowels, mixed vowel shapes, dark and bright vowels, dipthongs use diaphragm to take a low breath -breathing into the back release tension in throat and body exhibit posture, alignment, and coordination with Breath (1.1, 1.2, 1.6, 1.7) Expand upon grade 5-7 skills