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Get to feeder schools and make your presence known.

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MIddle school choir visit to the high schools.   They can perform for the high school and then the high school perform for them.

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MIddle school choir visit to the high schools.   They can perform for the high school and then the high school perform for them.

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Invite prospective choir members to concerts/performances. Acknowledge them at the event.

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Have a high school choir sit-in day where the middle school choirs go to their respective high schools and sit in for a choir rehearsal.  The HS choir students would sit in between the MS students and sort of take them under their wing for an hour or two.

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Have a high school choir sit-in day where the middle school choirs go to their respective high schools and sit in for a choir rehearsal.  The HS choir students would sit in between the MS students and sort of take them under their wing for an hour or two.

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Elementary students can visit the middle school choir, band and orchestra programs.

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Invite singers to open rehearsals. Nothing like rehearsing/singing with experienced singers who younger singers look up to.

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High School Choirs need to tour EVERY SCHOOL in their zone and sing for students.  They can put on a mini concert for younger students to show them what they can do as they grow.

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Invite students to see performances.

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MS choirs visit their feeder elementary schools and perform and then have a question/answer type event after.

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MS choirs visit their feeder elementary schools and perform and then have a question/answer type event after.

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Have a day camp one Saturday in the Spring to create community and team building outside of the regular school day.

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Students perform popular music at assemblies, national anthem at football games/basketball games.

Sing in front of student body to encourage others to join.

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Improvise rhythmic and melodic patterns and musical ideas for specific purpose

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Improvise rhythmic and melodic patterns and musical ideas for specific purpose

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Rehearsals: When preparing for a state festival, invite students from the feeder middle school to come over and participate in a listen of the rehearsal. Typically, students that are serious about music enjoy rehearsals of groups that are more advanced than them. It gives them motivation to want to be part of that group. Great way to recruit.

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Rehearsals: When preparing for a state festival, invite students from the feeder middle school to come over and participate in a listen of the rehearsal. Typically, students that are serious about music enjoy rehearsals of groups that are more advanced than them. It gives them motivation to want to be part of that group. Great way to recruit.

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MU:Pr4.1.3

Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose, and context.

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Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

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Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

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3rd Grade: Demonstrate and describe how intent is conveyed through expressive qualities (such as dynamics and tempo)

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Demonstrate and
state personal
interest in varied
musical
selections.

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3rd grade: a - Apply teacher provided and collaboratively - developed criteria and feedback to evaluate accuracy of ensemble performances.

b Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.

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MU:Pr4.2.3

a.Demonstrate understanding of the structure in music selected for performance.

b.When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.

c. Describe how context (such as personal and social) can inform a performance.

Grade 4

MU:Pr4.2.4

a.Demonstrate understanding of the structure and the elements of music(such as rhythm, pitch, and form) in music selected for performance.

b. When analyzing selected music, read and perform using iconic and/or standard notation.

c.Explain how context (such as social and cultural) informs a performance.

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Perform with a group or alone with expressive and technical accuracy.

b Demonstrate proper audience etiquette during performance

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Create-Students will improvise a melody using pitches within the pentatonic scale for the purpose of conveying a social, cultural or historical context.

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Create-Students will improvise a melody using pitches within the pentatonic scale for the purpose of conveying a social, cultural or historical context.

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Use iconic or standard notation to document musical ideas

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Use iconic or standard notation to document musical ideas

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With guidance,
perform music
with expression.

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Interpret and apply personal,peer and teacher feedback to revise personal music

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Interpret and apply personal,peer and teacher feedback to revise personal music

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Listen and analyze various musical selections.

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Listen and analyze various musical selections.

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Students will demonstrate understanding of music to other Arts classes as well as other subject such as math and history.

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Using personal, teacher, and peer feedback to refine performances. Use suggested
strategies in
rehearsal to
improve the
expressive
qualities of music

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Identify musical concepts(such as dynamics and tempo)using music from a variety of cultures.

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Identify musical concepts(such as dynamics and tempo)using music from a variety of cultures.

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Students will evaluate musical works and performances using specified criteria

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Perform selections appropriately and self evaluate both as a class and individually.

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Perform selections appropriately and self evaluate both as a class and individually.