Patrick Henry Choral Department
Patrick Henry High School, 2017-2018
Ms. Schmitt
“Music can change the world because it can change people.” ~ Bono
Course Description:
Members of this group are required to have a mid-high level of performance. Prior experience is not required but is preferred (admittance by audition for Women’s Choir and Chamber Choir). Students must be willing to be outgoing and create vivid performances with the other members of the choir. Students will be further developing their skills in terms of musical understanding, technical performance, sight-reading, and overall musicianship through the study of theory, aural training, and choral/vocal performance.
Objectives:
1. The student will develop skills in vocal and choral performance.
2. The student will demonstrate an understanding of musical and aural skills through critiquing of self, classmates, and other performances.
3. The student will be exposed to a variety of music literature.
4. The student will develop and demonstrate knowledge of basic music theory concepts.
5. The student will explore the expression and organization of musical ideas.
6. The student will demonstrate proper concert etiquette in every day rehearsal.
7. Demonstrate an awareness of the collaborative nature of the choral art.
Virginia Music Standards of Learning: High School Vocal/Choral Music, Intermediate Level
The standards for High School Vocal/Choral Music, Intermediate Level enable students to build upon the skills and knowledge acquired at the beginning level. Students continue the development of vocal production techniques and ensemble participation. Opportunities are provided for students to explore choral music as a means of expression and communication. Through the collaborative environment of the choral setting, students develop an understanding of teamwork and leadership skills. Students are provided with opportunities to participate in local, district, regional, and state events.
Music Theory/Literacy
HCI.1 The student will read and notate music, including
1. identifying components of a vocal score; 2. reading rhythmic patterns that include dotted-half-quarter, dotted-quarter-eighth, dotted-eighth-sixteenth, half-note triplets, and corresponding rests; 3.identifying key signatures (C, F, B-flat, G, D); 4. sight-singing eight-measure, stepwise melodic patterns from two-part scores while maintaining a steady beat; 5. singing major and minor scales, using a neutral syllable; 6. demonstrating basic conducting patterns, including duple meter; 7. identifying modulation(s) in choral scores; 8. writing four-measure melodic phrases from dictation; 9. demonstrating understanding of the grand staff; and 10. using contemporary technology to reinforce choral skills.
HCI.2 The student will develop aural skills by
1. recognizing and demonstrating diatonic intervals (m2, m3, M6, m7); 2. identifying ascending and descending half-step and whole-step intervals; 3. identifying and explaining AB and ABA musical forms; 4. writing from dictation eight-measure rhythmic phrases;
5. writing from dictation four-measure melodic phrases from dictation; 6. identifying a cappella vs. accompanied singing, including ostinato; and 7. identifying monophonic, homophonic, and polyphonic textures.
Performance
HCI.3 The student will apply vocal techniques and choral skills, including
1. consistently using proper posture for choral singing; 2. consistently using breathing techniques that support vocal production; 3. demonstrating diaphragmatic breathing; 4. demonstrating the difference between head voice and chest voice; 5. strengthening vocal independence, agility, and range by singing appropriate vocal exercises; 6. consistently using proper diction (i.e., pure vowel sounds, diphthongs, voiced and unvoiced consonants); 7. blending with other singers across sections, using correct intonation; 8. singing an assigned vocal part in simple harmony alone or in ensemble; 9. singing music literature with and without instrumental accompaniment in at least one language other than English; and 10. singing music literature from memory and from score.
HCI.4 The student will sing expressively, including
1. interpreting various tempos while singing; 2. performing rhythmic patterns that include syncopations, hemiolas, dotted-half-quarter,
dotted-quarter-eighth, dotted-eighth-sixteenth, half-note triplets, and corresponding rests; 3. performing syncopations and hemiolas in music literature; 4. consistently applying dynamic markings while maintaining correct intonation; 5. demonstrating consistent use of phrasing; 6. responding to a wide range of conducting patterns and interpretative gestures; and 7. consistently using facial and physical expressions that reflect the mood and style of the music.
HCI.5 The student will respond to music with movement by applying various styles of choreography to different musical compositions.
HCI.6 The student will demonstrate collaboration and concert etiquette as a performer by
1. participating in a variety of performances and other music activities; and 2. cooperating and collaborating as a singer in a rehearsal.
Music History and Cultural Context
HCI.7 The student will explore historical and cultural aspects of music by
1. describing the cultures, musical styles, composers, and historical periods associated with
the music literature being studied; 2. comparing and contrasting a variety of musical periods and styles, using music terminology; 3. comparing and contrasting the functions of vocal/choral music in a variety of cultures; 4. describing how musicians, consumers of music, and music advocates impact the community; 5. comparing and contrasting career options in music; 6. examining the relationship of choral music to the other fine arts; 7. examining ethical standards as applied to the use of social media and copyrighted materials; and 8. consistently demonstrating concert etiquette as an active listener.
Analysis, Evaluation, and Critique
HCI.8 The student will analyze and evaluate music by
1. explaining the importance of cultural influences and historical context for the interpretation of works of music; 2. interpreting works of music, using inquiry skills and music terminology; 3. applying accepted criteria for evaluating works of music; and 4. applying accepted criteria for critiquing music performances.
Aesthetics
HCI.9 The student will investigate aesthetic concepts related to music by
1. analyzing and explaining how the factors of time and place influence characteristics that give meaning and value to a work of music; 2. describing personal emotional and intellectual responses to works of music, using music terminology; 3. analyzing ways in which music can evoke emotion and be persuasive; 4. applying aesthetic criteria for determining the quality of a work of music or importance of a musical style; and 5. explaining the value of musical performance to the community.
The CODE:
All Chorus students will be expected to know and abide by the Choir CODE:
1. We are a culture of EXCELLENCE
a. We are known for what we are for. We do everything to the best of our ability to set an example for others. People will want to be a part of something that is excellent.
2. WE not I
a. “If you want to go far, go with others.”
3. We GET to.
a. We will have an attitude of GRATITUDE. We don’t have to do this. We get to do this.
4. We are a generation of HONOR.
a. This applies to each other, others, teachers/mentors, audiences, performances, the music itself…all of which we will honor and respect.
5. 4 E’s: Equip (ourselves), Enable (each other), Empower (our audience, school, community)= Excellence
Rules & Expectations
Follow the CODE. The rules and expectations all fit underneath it.
1. Be respectful at all times and abide by the Roanoke City Public Schools Code of Conduct.
2. Be in class! On time is IN YOUR SEAT with ALL materials when the bell rings.
3. Have music folder, numbered music, sharpened pencil, and choir journal every day.
4. Dispose of gum, candy, food, and drinks other than water before the bell rings.
5. Clean up after yourself and put everything in its proper place after class.
6. Participate in class. (singing, discussions, group work, written work, etc.)
7. Rehearsal time is for singing and working, not having conversations. Listen to the director and focus on the music. We’re better together.
8. While we may use the keyboard and other devices to analyze music, personal technology devices (cell phones, iPods, etc.) should remain unused in accordance with school division policy AND in the appropriate cell phone slots during class.
9. Calmly and respectfully accept constructive criticism.
10. Work as a group not as individuals. (No “divas” please). Cooperate! WE not I.
11. Attend and participate in all scheduled choir performances and rehearsals. Prior notice of times and dates has been given.
12. Arrive to concerts and performances properly dressed and in concert attire and at your call time.
13. On that note…arrive to CLASS properly dressed. Those who are not will wear the big, baggy t-shirt or the classroom belt to hold up pants as needed! We will show honor for our privilege of education, especially a musical one.
Consequences:
1. Verbal Warning
2. Conference with student
3. Call home to parent/guardian
4. Lunch Detention/ASD
5. Office referral
**Severe clause: Any misbehavior deemed severe will be sent directly to the office.
Rewards:
1. Positive Feedback/ Positive Performances (You perform how you practice! Practice makes PERMANENT)
2. Class rewards/ More unstructured activities in the classroom
3. Individual Rewards and Acknowledgements- SINGER OF THE MONTH AWARDS! Praise postcards & phone calls, etc.
Required Materials:
1. Required Music (provided, must be numbered & MUST BE RETURNED in good condition as it is school property.)
2. 3-ring 1-1 ½ inch Binder with name on or inside cover and number on the spine.
3. Notebook paper or notebook/composition book for journals.
4. PENCILS!!!!!!!!!
5. Colored Pencils & Highlighters
6. Concert Attire: Black closed-toe dress shoes, black knee-highs/dress socks, Ladies black tank top/Guys white under shirt
7. Additional materials where appropriate as requested by the teacher
Grading:
I. A student’s 9 weeks grade will be determined through assessment in the following areas:
1. Class participation (as explained above)
2. Homework/Class Work (will be graded on basis of completion, effort, and timeliness.)
3. Tests and Quizzes:
a. Written Tests-Students will be given written exams covering various aspects of information covered in class
b. Singing Tests: Students will be given singing exams on, but not exclusive to, quartet singing, sight-reading, musical passages, and rhythms.
4. Performances: Students will be given a grade for their attendance and participation, preparation, and etiquette at concerts and performances.
Participation(Daily/Weekly Grade) / (Timeliness, Posture, Vocal Technique, Effort, Focus, Preparedness, Cooperation, 3 Week Participation Logs, Daily Classwork & Complete Journals/Written Assignments) / 45%
Singing Assessments
(Quiz Grade) / Part Tests or Sight-Reading Tests / 10%
Written Assessment or Exam (Exam Grade) / Music Theory, Program Notes, Music History, Reading & Writing Discussions, Melodic or Rhythmic Dictation, Formal Journal Assignments / 15%
Concert/Dress Rehearsal
(Performance Grade) / Fall Concert, Winter Concert, Concert Assessment, Spring Concert, Possible Community Performances / 30%
Midterm & Final Exams: At the end of each semester. They may be written, singing, or a combination of the two. Final Exams are an Exam Grade.
Extra Credit: Students may earn additional credit by attending additional community and school related concerts and recitals. Students must have a program of the event signed by their parent and a short written summary/critique in order to receive credit.
Grade / Description of Student DemonstrationA / The student’s attention is on the rehearsal 90-100% of the time. The student is a model for others, willing to cooperate, putting the group before themselves, and singing with a positive attitude & enthusiasm. The student has proper posture, all materials at all times, and great attendance with no unexcused tardies.
B / The student’s attention is on the rehearsal 80-89% of the time. The student needs occasional reminders regarding focus, cooperation, preparedness, etc. but meets expectations for an excellent rehearsal (see “A” description).
C / The student’s attention is on the rehearsal 70-79% of the time. The student needs frequent reminders regarding focus, cooperation, preparedness, etc. The student may have missing or incomplete work. The student only somewhat meets expectations for an excellent rehearsal (see “A” description).
D / The student’s attention is on the rehearsal less than 70% of the time. The student has missing or incomplete written work. The student needs frequent reminders regarding focus, cooperation, preparedness, etc. and does not meet the expectations for an excellent rehearsal (see “A” description).
F / The student refuses to complete work or participate in class by singing or working with members of the team. Effort is severely lacking.
Part Tests
Graded on a Rubric; Each category can be scored from 1-4. Total points possible= 32 points (percentage used)
Tone Quality, Pitch Phrasing, Breath Support, Diction, Posture & Relaxation, Expression & Style, Overall Effort
Sight-Reading Tests
Graded on a Rubric; Each category can be scored from 1-4. Total points possible= 16 points (percentage used).
Correct Notes, Correct Rhythms, Correct Solfege, Overall Effort
Concert Expectations
1. Full Attention to Director and the Music
2. Concert Attire is followed
3. Honor your fellow singers, chaperones, school, & audience members
4. Enter & leave risers in orderly fashion with arms at side, head up, SMILE!
5. Facial expressions! Tell the story!
6. Acknowledge your applause (no talking on risers- they are saying thank you!)
7. Remember, someone is always watching. Be a role model. We are the Choir!
8. No phones. Nope…none. IN the cell phone slots at the start of every class.
9. Congratulate other groups and performers
10. Give other groups the same amount of honor you’d like if you were singing.
Make-Up Work:
Make up work is the STUDENT’S RESPONSIBILITY!
- It shall be the responsibility of the student to make up work for absences and to complete all assignments within one school day for every day missed (Example: miss 3 days, 3 school days to make up work). Teachers shall have the discretion to extend the time limit because of extenuating circumstances providing the student communicates professionally & effectively.
- Students who are absent on the day of an assessment should be prepared to take the test or quiz on the first day of their return to school (unless they did not receive advance notice). Make-up assessments must be arranged with the teacher.
- Work missed during a school-sponsored activity should be arranged prior to the absence.
- Concert Attendance: If you miss a concert (reasons only because of emergencies or possible scheduling conflicts which must be discussed with Director at least 2 weeks prior to concert accompanied by a note or Request Form signed by doctor or parent/guardian), student MUST complete the alternate assignment to substitute the grade. Alternate Assignments are due the day after the performance. Each day the assignment is late, the Concert grade goes down one letter grade.