EPPING HIGH SCHOOL
COURSE SYLLABUS
Course Title:
Course
Description
District
Competencies
in Content Area
(Identified by
District with the
help of teams)
District
Competencies
in and across
Content Areas
(Faculty needs
to discuss how
to assess)
(Included in
reporting
system)
Chorus
The High School Chorus provides students with the opportunity to enhance both
their musical knowledge and singing ability. The chorus focuses on demonstrating
proper singing technique in the areas of breathing, diction, sight-reading,
intonation, phrasing, balance, and blend while discovering the enjoyment of music
as an ensemble. The chorus concentrates on performing group-appropriate
literature at a high quality level. Additionally, all scheduled performances are a
required element of this course, as is periodic assessment of musical knowledge and
progress of vocal ability.
Students and teachers will collaborate on students learning to:
 Communication – Students will demonstrate the ability to communicate in
meaningful and appropriate ways within the context of their own unique
experiences, values, and perspectives.
 Experiences – Students will understand that the processes of creating and/or
performing work are essential to the life experience of the individual and the
community.
 Global Connections – Students will understand that the unified arts have a
fundamental connection with cultures and history.
 Evaluation – Students will understand that the products of the unified arts are
created to convey a point of view realistically, abstractly, or digitally, and as a
result can be critically and constructively evaluated.
 Integration – Students will understand that the unified arts integrate with other
content areas and these interdisciplinary connections enhance their experience.
Students and teachers will collaborate on students becoming a:
Learner – Demonstrate flexibility, adaptability, and accountability throughout the
learning process.
Communicator – Communicate clearly using the most appropriate and effective
means.
Thinker – Think critically, creatively, and systemically to define and solve problems.
Collaborator – Demonstrate respect, collaboration, and leadership in working with
others.
Contributor – Demonstrate global pride through community service, acceptance
and tolerance of diverse people, and responsibility for the environment.
Technology User – Use technology respectfully and apply it effectively.
Evaluator – Access, evaluate, use, and manage information.
Producer – Manage projects, produce results, and create media products.
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Students will understand that:
School Based
 Choral music can be read and performed through the context of proper music
Course
notations and conventions, including rhythm, pitch, and harmony.
Competency
(Communication, Experiences, Problem Solving)
Statements
 Knowledge of and practice with Solfeggio singing syllables (DO-RE-MI) will result
in sight reading/singing success. (Evaluation, Experiences)
(Need to be
 Proper vocal technique includes the areas of breathing, diction, intonation,
assessed using
dynamics, space, phrasing, balance, and blend. (Communication, Experiences)
NHDOE
 Connecting a piece of music to its’ specific historic and cultural framework will
validation
enhance the performance for the musician and audience. (Integration, Global
rubric)
Connections, Experiences)
 The elements of music theory make up the building blocks of every specific
(* no more than
voicing and mood within a piece of choral literature. (Communication, Problem
8)
Solving)
 There exists a strong connection between music and other disciplines such as
Literacy (Lyrical poetry, foreign language) and Mathematics (Form, Meter).
(Integration, Global Connections)
 Performing exemplary choral music requires continuous reflection, observation,
and critique on a personal and ensemble level. (Evaluation, Problem Solving)
Course Units
1) Music Basics
2) Performance
(Teacher/course
3) Analyze Music
specific)
4) Observe, Reflect, and Critique Performances
Students will be able to:
Course Unit
Content and
Music Basics
Skills
(Align
competencies
to units)
1. Read, listen to, and write notation, for rhythm, pitch, harmony. (Communication,
Experiences)
2. Respond to notation. (Communication)
3. Sing at sight. (Communication, Experiences)
4. Sing using proper vowel production and diction. (Communication, Experiences,
Integration, Global Connections)
5. Sing using good vocal production-breathing, pitch (Communication, Experiences,
Integration)
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
Performance
1. Sight read music alone and in an ensemble. (Communication, Experiences)
2. Practice and perform alone and in an ensemble. (Communication, Experiences)
3. Perform using proper and appropriate vocal musicianship. (Communication,
Experiences)
4. Use of proper vowel production and diction. (Communication, Experiences, Integration)
5. Use of proper breathing technique. (Communication, Experiences, Integration)
6. Develop polish as an individual and ensemble. (Communication)
7. Constant improvement of ability and technique. (Communication, Experiences,
Evaluation)
8. Demonstrated discipline in practicing. (Communication, Experiences)
Analyze Music
1. Analyze music in pitch and harmony. (Evaluation)
2. Analyze music in rhythm. (Evaluation)
3. Analyze music in form and orchestration. (Evaluation)
4. Analyze music using both visual and listening skills. (Communication, Evaluation)
5. Analyze music historical context. (Evaluation, Global Connections)
6. Analyze music in defining the composer's significance and influence. (Evaluation, Global
Connections)
7. Relate the music to other works, trends or styles of the composer. (Evaluation,
Communication, Integration)
8. Relate the music to other art connections. (Integration)
9. Relate the music to other academic disciplines. (Integration)
Observe, Reflect, and Critique Performances
1. Evaluate personal and group performance using the standards of proper vocal
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.
EPPING HIGH SCHOOL
COURSE SYLLABUS
technique. (Evaluation)
2. Discuss criteria in analysis of music in performance: musicianship, context of
performance. (Communication, Evaluation)
3. Discuss aesthetics of performance. (Communication, Evaluation)
4. Analyze composer's intent of the piece. (Communication, Evaluation)
5. Analyze music historical context. (Evaluation, Global Connections)
6. Discuss the Music History Periods and development and the work's place in these.
(Communication, Evaluation, Global Connections)
7. Discuss the piece(s) place in development and history. (Communication, Evaluation,
Global Connections)
8. Discuss career opportunities in the arts and music and the impact on everyday life.
(Communication, Experiences, Global Connections)
Instructional
Strategies
(Clear
articulation of
instructional
strategies)
Assessment
Strategies
(Clear
articulation of
assessment
strategies)
Approved
Revised
Strong focus on proper vocal technique within the context of choral literature and
musical content knowledge (theory). Individual and group learning through vocal
warm-ups, sight reading, theory exercises, ear training, and ensemble rehearsal.
Music Theory lessons/unit review, rhythmic and melodic dictation, individual and
group sight singing, audio recordings, daily rehearsal technique, concert
performance, adjudication results, score study, performance critique, exams.
February 2012
August 2013
The Epping High School community educates and empowers students within a safe environment to
become Respectful, Involved, and Knowledgeable citizens.