Visual and Performing Arts Framework-Complete - Free Downloads (CA Dept of Education)

This unit provides choral music students at the proficient level with an

opportunity to improvise original melodies while students at the advanced level

can create melodies in a blues style. At each level students apply a set of criteria

to establish indicators of success, and the teacher uses the recorded improvised

examples to document student achievement.

Chapter 4

Guidance

for Visual and

Performing Arts

Programs

PROFICIENT LEVEL

First year of instruction

Students listen to and research famil-
iar types of vocal improvisation from
familiar music (e.g., bends, slides).

The choir sings an arrangement of a
familiar selection in a popular style,
discussing and trying stylistically
correct embellishments (e.g., bends,
slides).

Independently, students listen to
local radio stations and note the
names of the songs that include
vocal improvisations and attempt to
classify the styles supporting their
classifications. In class students
discuss their classifications in small
groups.

Students learn the blues progression.
While half of the choir sings chord
tones, the other half improvises a
melody over the chord progression.
They then switch roles.

ADVANCED LEVEL Music

Two or more years of



additional instruction

Students examine and study a variety

of vocal improvisation styles from

familiar music (e.g., Stevie Wonder,

Ella Fitzgerald, Mel Torme, Bobby

McFerrin) and learn style names,

including the term scat singing.

While the choir sings an arrange-

ment of a familiar selection in a

popular style, individual students

improvise solos to selected sections

of the arrangement.

Students listen to recorded music

chosen by the choir teacher and

placed on reserve in the school li-

brary, including selections using a

blues progression. Students note

styles used and discuss differences

and similarities between blues pro-

gression styles and popular music

styles. In class students discuss what

they found and give a personal dem-

onstration for each characteristic

discovered.

While the choir sings a blues chord

progression, individual choir mem-

bers improvise a melody over the

chord progression. Groups of two

(duet) or three (trio) create impro-

vised melodies.