STANDARD	SKILLS and CONCEPTS	VOCABULARY
Standard 1: Choral Ensembles (Proficient Level). Students sing accurately and expressively from memory, with proper technique and steady breath control, alone or in ensembles. Choral music students sing music written mostly in three or more parts, with or without accompaniment, and demonstrate well-developed ensemble skills.	H.1.3  Sing alone or with a group, on pitch and in tempo, with clear diction, consistent breath control, and appropriate posture for singing.	tempo, diction, breath control
	H.1.4  Sing expressively a variety of vocal literature, utilizing dynamic contrasts, phrasing that fits the musical work, a variety of articulations, and a style appropriate to the piece being sung.	expression, dynamics, phrasing, articulation
	H.1.5  Sing an independent vocal part while maintaining a balance of volume and a blend of vocal quality with other members of the ensemble.	balance, blend
	H.1.6  Follow the cues of a conductor.
Standard 3: Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, adn expression. Students correctly interpret a vocal or instrumental score. They sight read simple melodies in all clefs applicable to their performance medium. They use standard notation to communicate musical ideas.	H.3.1  Name and explain the meaning of symbols found on a musical score.	notation
	H.3.2  Demonstrate the correct use of musical terminology when discussing music.
	H.3.3  Accurately perform a musical score by observing all symbols pertaining to pitch, rhythm, dynamics, tempo, articulation, and expressive details.
	H.3.4  Read and perform musical excerpts never before seen, in the necessary clefs, in major keys.	major keys
	H.3.5  Notate rhythms and melodies in simple and compound meters.	simple meters, compound meters
Standard 4: Students improvise stylistically appropriate harmonies.	H.4.2  Create a harmony for a given melody.	harmony
Standard 7: Students apply the musical and non-musical skills learned through participation in performance ensembles to other life settings.	H.7.3  List several skills learned in ensembles and relate them to those skills needed in areas such as the work force, church or community group, and other school groups. Example: As part of a concert, write a brief essay on non-musical benefits that have resulted through taking part in an ensemble. Read it to the audience or have it printed in the program.
Standard 9:  Students develop criteria for what defines musical quality, and constructively evaluate performances or compositions.	8.9.1 Develop a classroom rubric to use while evaluating musical performances.
	8.9.2 Using a classroom-devised evaluation tool, critique either a performance of your own or of another performer by noting both positive aspects and aspects that could be improved. Example: Using the rubric your class has developed, write an evaluation of the choir's performance in a recent concert. Discuss both strenghths and weaknesses  in the performance as a class.