Choral/Vocal and Classroom Fine Arts Materials Submission
Core Code Alignment
Fine Arts
Music
02040013030: Music Theory CE
Music
02040013030: Music Theory CE
Recommendation
Recommended Teacher Resource
Evaluation
These choral/vocal materials are a collection of resources that a teacher could use to rehearse, build musicianship, and promote a positive learning culture with their choirs. While most of the resources are geared for middle and high school choir use, many could be adapted to the elementary choir setting. Each book in the collection has a different focus. Across the broad array of materials the following topics are covered: music theory, sight singing, warm-ups/posture, IPA, repertoire, choral singing technique, positive choral/growth mindset, performance self-reflection, and activities to build the choral community. Some books in the collection are meant to be supplemental materials and should be used alongside one another.
Most of the texts are designed to be utilized by a teacher and not by students. However there is a sight reading curriculum provided that could be used as a primary curriculum resource to develop student musicianship.
While there are many excellent resources within this collection of materials, these do not provide an actual "curriculum" for the choral setting. The materials reflect the complexity and need for flexibility in developing choral singing.
The resources reflect diversity and appreciation for people with their diverse cultures and languages while being accessible and useful to students of all backgrounds. Within the texts, many instructions and assessments help the student to develop shared choral/musical character traits that can translate to desired character traits in their non-musical lives.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Generic
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | This item has not been graded. | |||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | This item has not been graded. | |||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | This item has not been graded. | |||||
| Free from advertising, e-commerce, or political interest | This item has not been graded. | |||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| The materials throughout the collection are aligned with Utah and National standards, although standards are not explicitly stated within the text, or outlined by the publisher. Elements of perform, create, respond and connect can be found throughout all the texts, however some texts are more focused on one element of the standards. For example, the sight reading materials focus primarily on the perform strand. "The Mindful Musical Classroom" focuses and responding and connecting. "The Choir-tivities" book includes opportunities for composition and improvisation. | ||||||
| Navigation | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| Most of the choral materials are resources rather than curriculums, and so the majority of the materials are not scaffolded from simple to complex skill development. Rather, they are categorized according to topics such as warm-ups, posture, breath, harmony, intonation, etc. Teachers can select materials that they feel their students need, or are ready for. However, the "Sing at First Sight" materials include much scaffolding in the form of careful and intentional utilization of occurrences of concepts within sight reading exercises. Rich extensions are also included. Scaffolding harmony singing could be better with more inclusions of rhythm exercises in 2 or more parts. Scaffolding could also be better for bass clef. There aren’t as many exercises utilizing bass clef. Focus is literacy skills, specifically note & rhythm reading. | ||||||
| Instructional Support | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| Most of the materials are easily navigated by the teacher through use of indexes and tables of contents. The majority are not easily accessed independently by the student. Some vocal/choral materials can be accessed online by students (such as "Vocalize"), but they may not be able to understand how to use those materials and/or the vocal models are lacking, using instrumental recordings instead. Some of such companion student materials do not directly correspond with the page numbers and ordering in the teacher materials, so it could create some difficulty in aligning both teacher and student experience (i.e. "Sing at First Sight Vol 1 Reproducible Companion"). | ||||||
| Assessments | This item has not been graded. | |||||
| Ethnic Studies Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate a curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | This item has not been graded. | |||||
| Shared Values and Character Traits | This item has not been graded. | |||||
Material Characteristics
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| Some materials have reproducibles for students, and some do not. The "Choir-tivities" and "Sing at First Sight" materials have online materials that accompany the book for ease of reproducing materials, but most do not. "Vocalize" is a series of warm-up slides that can be shown on an interactive TV. Some books have visuals are outdated, and lack audio, while others have high-quality and engaging videos/audio. Some books have CD's rather than online access to mp3's. Some materials could be used for student interaction, but for the most part, they are for teacher reference. | ||||||
| Technical Standards | This material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| Recordings are included to help in situations where the teacher does not play the piano. Some materials can be used synchronously in-person, or asynchronously online. When necessary, licensing information is clear and no student data is collected. Online access available with subscription and user code for some materials such as the "Choral Playbook." | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| Depending on the specific book most of the materials can easily be used and differentiated in a variety of settings for beginning to more advanced singers. Activities can be adapted to elementary to high school choristers. However, some books such as the sight-singing books are more geared to middle and high school learners. Some vocal warm-ups have ranges that may not take into account the changing voice. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807