Assignments *you should put these dates in your calendar

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1 Assignments *you should put these dates in your calendar Creator Reports: Report 1: DUE Friday, November 18 Report 2: DUE Friday, April 24 (Concert Choir ONLY) You will write one report per semester so two total for the year on a creator of music. One of these creators must be a composer from before the 20 th Century, and the other must be a composer or performer from any era. 2-3 pages, typed, double-spaced, 12-point font, with default margins (1 top/bottom, 1.25 left/right) Heading in top corner, single-spaced: first and last name, period number, date A title (i.e. Franz Joseph Haydn or Tori Kelly: Goddess Among Peasants have fun with this) A works cited page, in MLA or APA format, with at least 3 reliable sources (artist websites, online encyclopedias, books, etc.) Plagiarized work will not be accepted for credit. If your work looks or sounds similar to your source, CHANGE IT. If you are considering turning in another student s work, RECONSIDER. Answer the following questions: o First paragraph: Who did you choose? When and where did they live? What did they do? (i.e. church organist and composer, composer and conductor, American Idol contestant) Introduce the person you are talking about. o Body paragraphs: Give a summary of this person s life, including: Where are they from? What was their musical background? Marriage? Family? What made them successful? What works are they most known for? What makes them interesting? What are your opinions of their work? o Conclusion paragraph: Sum it up in a few sentences! points (A) Used correct formatting, heading, and provided a title Answered all provided questions with insight, clarity, and academic tone and use of musical vocabulary Few or no errors in spelling or grammar Excellent structure and readability No plagiarism and correct works cited page, with proper format and appropriate sources points (B) Used correct formatting, heading, and provided a title Answered most provided questions with insight, clarity, and appropriate tone, with some musical vocabulary Some or few errors in spelling or grammar Good structure and readability No plagiarism and correct works cited page, with proper format and appropriate sources points (C) Used mostly correct formatting, heading, and provided a title; Answered some provided questions with clarity and some insight

2 Some errors in spelling or grammar Okay structure and readability No plagiarism and good works cited page, with somewhat proper format and somewhat appropriate sources points (D) Used some correct formatting, heading, and provided a title; Answered few provided questions, with little clarity or insight Several errors in spelling or grammar Poor structure and readability No plagiarism and okay works cited page, with okay format and somewhat appropriate sources Concert Reports: Report 1: DUE Friday, December 16 Report 2: DUE Friday, May 26 You will attend a music performance, at least once per semester, and write a report fulfilling the following requirements (I recommend taking notes on your program): You must provide a program or ticket stub from the performance to receive full credit. If a program is not available, you must take a selfie with a performer for proof of attendance. 2-3 pages, typed, double-spaced, 12-point font, with default margins (1 top/bottom, 1.25 left/right) Heading in top corner, single-spaced: first and last name, period number, date A title (i.e Concert Report or Demi Lovato: A Life-Changing Event That Has Made Me A Better Human Being have fun with this) Answer the following questions: o First paragraph: What concert did you attend? Who performed? Where and when was the concert? What type of music was performed (genre, style, orchestral, choral)? o Body paragraphs: What did you see/hear? Give a brief summary of your experience and anything that stood out to you (good or bad). What were your favorite parts? What were your least favorite parts? What surprised you? What did you learn (about the art form, style, performance technique anything!)? What moved you emotionally? What connected you to the performance? What will you take home and use later on? Remember to be professional in tone when offering criticism. It is great to have opinions, and it is greater to offer them with care for the performers. o Conclusion paragraph: What were your overall feelings about the performance you saw? Would you recommend this experience to someone else? points (A) Used correct formatting, heading, and provided a title Answered all provided questions with insight, clarity, and academic tone and use of musical vocabulary Few or no errors in spelling or grammar Excellent structure and readability points (B) Used correct formatting, heading, and provided a title

3 Answered most provided questions with insight, clarity, and appropriate tone, with some musical vocabulary Some or few errors in spelling or grammar Good structure and readability points (C) Used mostly correct formatting, heading, and provided a title; Answered some provided questions with clarity and some insight Some errors in spelling or grammar Okay structure and readability points (D) Used some correct formatting, heading, and provided a title; Answered few provided questions, with little clarity or insight Several errors in spelling or grammar Poor structure and readability No proof of attendance Arranging Project: DUE Wednesday, February 8 (Chamber and Treble Choirs ONLY) You will work in a group of 4-6 students to arrange a pre-existing, 32-bar tune to perform for the class or possibly a larger audience. Mrs. Brekke will provide more information about choosing a song for this project as we get closer to it. Your tune will fulfill the following requirements: Must be at least 32-bars long, and no longer than 60 bars (jingle-style) Must include at least 1 pre-existing song (this is not a composition project) o The song must be SCHOOL APPROPRIATE Must be written and performed a cappella (no accompanying instruments), but can include vocal percussion or auxiliary percussion if desired Must include all group members in performance, for 90% of the song (i.e. Don t just take turns singing the melody and do nothing else) Must demonstrate understanding of harmonic and rhythmic integrity points (A) bars long Utilizes harmonic and rhythmic writing for all parts Melody is clear within the arrangement and easy to follow Features all group members, at least 90% of the time Harmony is consonant unless used for effect Arrangement is creative and engaging to listeners Performance is engaging and energetic points (B) bars long Utilizes harmonic and rhythmic writing for all parts, most of the time Melody is mostly clear and easy to follow Features all group members, at least 90% of the time Harmony is mostly consonant

4 Arrangement is quite creative and engaging to listeners Performance is mostly engaging and energetic points (C) bars long Utilizes harmonic and rhythmic writing for most parts, some of the time Melody is somewhat clear and easy to follow Features all group members, 80-89% of the time Harmony is somewhat consonant Arrangement is somewhat creative and engaging to listeners Performance is somewhat engaging and energetic points (D) Less than 32 bars long Utilizes little harmonic and rhythmic writing Melody is unclear and difficult to follow Features all group members, less than 80% of the time Harmony is not consonant or is mostly unison writing Arrangement is somewhat creative, but not engaging to listeners Performance is dull Performances: This is a performance-based class, where your grade will rely heavily on your decorum and attendance at all concerts and festivals, on and off campus. You will be graded according to the following points (A) Arrived at or before call time, dressed appropriately and ready to walk onstage Dressed and groomed according to requirements laid out in syllabus (clothing, accessories, and hair) at or before call time *Displayed professional decorum both on and offstage, as evidenced by speaking at an appropriate volume, entering and exiting the stage quietly, actively participating in the performance, and supporting colleagues with respectful behavior (not yelling, not using technology during the performance, remaining dressed for performance) points (B) Arrived at or before call time, dressed appropriately and ready to walk onstage Mostly dressed and groomed according to requirements laid out in syllabus (clothing, accessories, and hair) at call time Displayed mostly professional decorum both on and offstage (see * above) points (C) Arrived within 5 minutes of call time, dressed appropriately and ready to walk onstage Dressed and groomed somewhat according to requirements laid out in syllabus (clothing, accessories, and hair) by arrival Displayed somewhat professional decorum both on and

5 offstage (see * above) points (D) Arrived 5-10 minutes after call time, dressed appropriately and ready to walk onstage Not dressed and groomed according to requirements laid out in syllabus (clothing, accessories, and hair) by arrival Displayed poor professional decorum on or offstage (see * above) Did not attend the rest of the performance to support teammates (not previously discussed with Mrs. Brekke) 0-59 points (F) Did not attend concert (unexcused) or was removed by Mrs. Brekke for unacceptable behavior Arrived minutes after call time Not dressed or groomed according to requirements laid out in syllabus (clothing, accessories, and hair) by arrival Unprofessional decorum on or offstage (see * above) Did not attend the rest of the performance to support teammates (not previously discussed with Mrs. Brekke)