Concert Choir
Syllabus
Choral Music Education
at R.H.S. has a long tradition of excellence.
Through participation
in the choral program, students learn not only the techniques of good singing
and music literacy, but team work and self-pride as well.
The Choral curriculum at
PLEASE NOTE: You must provide a ˝ inch binder for music!!
Grading policy:
Daily
Participation Grade (70% of the six weeks grade): 100 points total per day.
- ˝ inch binder with assigned music 50 points
- Pencil 10
points
- Good rehearsal etiquette* 40
points
* Rehearsal expectations include active
participation in warm ups, sight reading and rehearsal. Additionally, the student is to abide by the
classroom rules of no food or drink and no gum chewing.
Written Quizzes and Vocal Exams (30% of
the six weeks grade)
- In addition to at least one
written quiz each six weeks, each student will be evaluated using a mini
recording device once each six weeks.
The student will be recorded during warm ups and sight
reading.
Approximate
time table:
First six
weeks:
- Review of basic music symbols and
terms, rhythm notation and sol-fege dictation.
- Review of proper rehearsal
procedures
- Advanced sight reading
- Reinforcement of proper vocal
techniques
- Vocal evaluation
Second six
weeks:
- Continuation of proper rehearsal
procedures, sight reading and vocal technique with vocal evaluation
- Vocal anatomy and phonation terms
Third six
weeks:
§
Continuation
of proper rehearsal procedures, sight reading and vocal technique
§
Concert
Grade (Concert attendance is mandatory).
Mid-term
Exam: All material covered first
semester
Fourth-Sixth
Weeks:
§
Continuation
of proper rehearsal procedures, sight reading and vocal technique
REHEARSAL
EXPECTATIONS
During rehearsals and performances, students are expected to be on time, not to talk or distract, and use good judgment when working with other people, equipment, and the room.
Timeliness
By starting rehearsals on time with the proper equipment, we:
a. Improve ensemble and individual performance as we maximize our actual rehearsal time and avoid unnecessary delays;
b. Set a standard for the entire ensemble, as this behavior indicates the ensemble is important to us as individuals, and we are willing to sacrifice social and non-musical behaviors for the performance of the ensemble
Rehearsal Focus
By restricting conversation to musical and rehearsal matters, we:
a. Improve ensemble and individual performance as we allow sections to rehearse, and optimize communication between sections and the conductor;
b. Set a standard for the entire ensemble, as this behavior indicates the ensemble is important to us as individuals, and we are willing to sacrifice social and non-musical behavior for the performance of the ensemble.
Respect for Each Other
By refraining from personal put-downs, offensive language, and unnecessary comments, we:
a. Improve ensemble and individual performance as we can approach the music with a positive attitude, thus optimizing time on singing and minimizing conflict mediation;
b. Set a standard for the entire ensemble, as this behavior indicates the ensemble is important to us as individuals, and we are willing to resolve problems outside rehearsal time.
Respect for Property, Rehearsal Room
By taking the time to put choir folders in their proper storage place, taking care, even when hurried, and keeping the room picked-up from unnecessary debris, we:
a. Improve ensemble and individual performance as we reduce delays in rehearsal that are unnecessary. Folders left lying on the floor will result in lost participation points for the day.
b. Set a standard for the entire ensemble, as this behavior indicates the ensemble is important to us as individuals, and we are willing to take the time to be organized for the performance of the ensemble
CHOIR ROOM EXPECTATIONS
1. Students are only allowed in the Choir room when an instructor is present, or when specific permission is granted.
2. Students must ask permission to use the Director’s telephone
3. Students must ask to use the Choir stereo or the piano
4. Students should knock, and then receive permission to enter the Director’s Office
5. There will be no gum, food or beverage other than water allowed in the choir room.
Penalty Hall will be assigned to offenders.
Radford High School
The following offices will be voted upon by the members of the Symphonic Choir and Treble Choir through nomination and ballot. Elections will take place at the beginning of each academic year.
President: Duties include acting as liaison between choirs and director, presiding over student run events such as fund raisers, securing National Anthem singers for athletic events, delegating committees for publicity etc. and working with the director and other officers in choir activity decision making. Qualifications include leadership ability, and membership in a Radford High School Choir for at least two years.
Vice-President: Duties include working closely with the director and other officers in choir activity decision-making. Qualifications include leadership ability and membership in a Radford High School Choir for at least two years.
Treasurer: (One each for Symphonic and Treble Choirs.) Duties include working closely with the director and other officers in choir activity decision making, keeping financial records of fund-raisers and collecting moneys due for choir activities. Qualifications include leadership ability, ability to keep accurate records of finances, and membership in a Radford High School Choir for at least two years.
The following offices will be appointed by the director. Interested students should inform Mrs. Castonguay.
Secretary: (One for each choir) Duties include keeping records of daily and concert attendance and working closely with the director and other officers in choir activity decision making. Qualifications include leadership ability, ability to keep accurate daily records of attendance (secretary music have a good attendance record), and membership in a Radford High School Choir for at least one year.
Librarian: Duties include the maintenance and upkeep of the choral library. This will include some before or after school work cataloguing and distribution music. Qualifications include organizational skills as well as commitment to working occasional after hours.
Historian: Duties include maintaining Choir Scrap-Book, create/maintain bulletin boards and choir photos for choir room
Section leaders: Section leaders for each voice part will be determined after the director meets with and listens to each choir member. Duties include helping individuals within the section with music as well as working with the director regarding problems with music. Additionally, Section Leaders will help with behavior issues and work with individuals who miss rehearsal to make certain that they are at par with the rest of the section.
All of the offices require a great deal of responsibility. Nominees must be able to attend occasional meetings after school and above all must be dedicated, responsible members of the choir
Letter and Award Information
RHS Choir Letter Policy (Revised
August, 2005)
First year in choir: certificate
Second year in choir:
letter
To earn a letter in choir you must:
1) Successfully complete two years of high school choir with an average of 90 or higher.
2) Perform in each Winter and Spring Choir Concert
3) Be a member of either Concert Choir or Select Women’s Choir and/or audition for District Choir
Third year in choir: music emblem for letter
Fourth year in choir:
music medallion for letter
Other awards include:
The Arion Foundation Award: Given to a deserving senior who shows outstanding dedication to the choir and plans to continue with his or her music education.
The George L. Ducker Memorial Music Award: Given to a deserving student of music who will continue his or her music education.
The Memorial Award: Given to a deserving senior who shows
outstanding dedication to the
CHORAL CURRICULUM
CONCERT CHOIR
(revised
August, 2006)
The Choral
curriculum at
The following will
be evaluated in the form of written notes and tests:
SOL
Code: SOL Objective:
Perform
CAD.1 The
student will identify vocal anatomy including the function of the diaphragm and
larynx in singing
CAD.2 The
student will demonstrate knowledge of terminology related to phonation.
Investigate
CAD 8 The
student will read and write rhythmic and melodic notation.
The following
will be evaluated in the form a daily performance grade. In addition an individual test grade will be
recorded once every six weeks using a mini tape recording device for
evaluation. The student will hold the
device during warm up and sight reading.
I will them evaluate the tape for a grade.
SOL
Code: SOL Objective:
Perform
CAD.1 The
student will demonstrate an understanding of vocal technique as applied to
advanced vocal literature.
The
student will demonstrate consistent advanced vocal production and knowledge of
vocal anatomy.
The
student will use vocal technique in control of dynamics and articulation and
exhibit increased ability to breathe efficiently while singing.
CAD.2 The
student will consistently demonstrate accurate intonation in solo and ensemble
singing.
CAD.3 The
student will sing with purity of vowels and clarity of consonants.
The
student will demonstrate the difference between voiced and unvoiced consonants
and the difference between pure vowels and diphthongs.
CAD.4 The
student will sing in a manner reflecting expressive qualities of music
incorporating mood, tempo, dynamics and tone color.
The
student will demonstrate blending vocal timbres and matching dynamic levels and
will demonstrate the ability to sing with expressive phrasing.
CAD.5 The
student will perform music written in four parts with and without
accompaniment.
CAD.6 The
student will respond to various conducting patterns and interpretive gestures.
The
student will respond to changing and mixed meter and demonstrate conducting
patterns in duple and triple meter.
CAD 7. The
student will demonstrate the ability to sing independently, including audition
skills and memorization skills.
The
student will perform a song and/or an individual vocal part alone.
CAD 8 The
student will sight read individual voice part in a vocal score.
The
student will use so-fege to read melodic lines in
major keys.
Investigate
CAD 11 The
student will identify various compositional methods in the music being studied
including fugue, word painting, modulation and aleatory
music.
Connect
CAD 12 The
student will demonstrate and understanding between the relationship of music to
other arts and disciplines outside the arts.
The
student will explore careers in music.
CAD.13 The
student will demonstrate leadership ability in the vocal/choral setting.
The
student will demonstrate the ability to fulfill leadership roles including one
or more of the following: section
leader, officer, peer mentor.
The
student will exhibit concert etiquette during performances in a variety of
settings.
CAD 14 The
student will evaluate music performances.