Levels of C Quartet: Names and Song List

Size: px
Start display at page:

Download "Levels of C Quartet: Names and Song List"

Transcription

1 BALLADS: Levels of C Quartet: Names and Song List C- (low) Region 16, Cont. #14, Tonal Recall Quartet When I Fall in Love C- (high) Region 34, Cont. 15, Raw Sugar Quartet It Had To Be You C (low) Region 1, Cont. #7, Blue Fusion Quartet Somewhere Over the Rainbow C (high) Region 17, Cont. #13, Vocal Bling Quartet All Dressed Up With a Broken Heart C+ (low) Region 2, Cont. #2, Venture Quartet Just a Song At Twilight C+ (high) Region 12, Cont. #2, Lucky Pitches Quartet Baby Mine B- (low) Region 5, Cont. 14, Midnight Madness Quartet Once Upon a Time

2 UPTUNES: C- (low) Poor Region 12, Cont. #24, The Loreleis Quartet (song 2) Can t Recall His Name C- (high) Region 34, Cont. 2, As Is Quartet Razzle Dazzle C (low) Fair Region 16, Cont. #2, Flavah Quartet Whose Honey Are You? C (high) Region 2, Cont. # 7, Vortex Quartet The Moment I Saw Your Eyes C+ (low) Acceptable Reg. 5, Cont. #16, Blitz Quartet Bill Bailey Please Come Home C+ (High) Region 2, Cont. #6, Splice Quartet Flirty Eyes B- Satisfactory Region 15, Cont., #5, Hopscotch Quartet Deed I Do

3 Low C- (Avg. 42) Contestant #1 When I Fall in Love Levels of C - Quartet Ballads Sound - 42 Vocal skills weak Intro was tentative with unclear chords As chorus begins, major tuning problems appear Baritone has trouble fitting into the chords, key center not established Bass/lead do not match octaves, out of tune Breath support development needed Synchronization issues keep chords from aligning Harmony accuracy problems with wrong notes especially at tag Music - 40 An acceptable song, skillfully arranged with some secondary flavor evident Nerves/vibrato in melody delivery distort chord alignment Consistent harmony accuracy problems and tuning errors Widely-voiced chords (see love and heart) impossible to balance with minimal singing skills No sense of harmonizing to a melody among ensemble Complete loss of tonal center as song continues Inaccurate notes=inaccurate chords throughout Choice of material is much too difficult for present level of vocal skill development Expression - 41 Vocal delivery is very individual; any work on unified vocal skills is not readily apparent Wrong notes and chordal integrity inhibit any level of musicality Unit approach to breath support needed Synch suffers from over-pronunciation of words resulting in choppy delivery of the lyric line; synch issues consistently apparent Song and arrangement drains the performers compromising any attempt at communicating the lyrical message Showmanship - 45 Vocal skills are weak from outset and deteriorate as song progresses Posture problems are affecting both vocal skills and command of stage Lack of unit approach to visual presentation Some singers barely making eye contact with audience Costuming preparation is adequate, but poor posture makes it look messy overall

4 High C- (Avg. 44) Contestant #2 It Had To Be You Sound - 43 Vocal skills weak with some work emerging Breath Support development needed Chords are shaky and wobbly Lead s voice lacks ability to be predominant at times, too fuzzy Phrase endings are frayed Tuning is problematic with wrong notes Octaves esp. at tag were not locked, out of tune Music - 44 Swing song with familiar melody and good structure--but deceptively difficult to tune because of several instances of minor and secondary chord choices Under-developed vocal skills prevent phrase/swipe completion No sense of vowel resonance/unit tuning=harmony accuracy deficits Clarity of chords clouded by consistent lack of musical unity Each singer on her own no harmonic partnership in chord alignment Inaccurate notes throughout Quick, opening pick-up notes/chords at beginnings of phrases often woodshedded, rather than sung with correct chord components Wrong notes in build to tag Expression - 43 Some enthusiasm apparent in into that contributes to synch issues and lack of unified delivery throughout Attention to a more vowel-to-vowel delivery needed Vocal skill development needs a unified approach Appropriate tempo set and often maintained Breath support issues disturb unity at attacks and releases Showmanship - 46 Vocal skills are emerging from singer to singer, still not able to maintain accuracy Faces are in and out of the lyrical story line, consumed with personal vocal responsibilities No real identification with message of song Physical energy is fragmented Each performer is on her own vocally and visually Costuming preparation is fine. Makeup needs more intensity for stage

5 Low C (Avg. 48) Contestant #3 Somewhere Over the Rainbow Sound - 49 Pitch was faulty and tonal center not well established Vocal skills shows improvement but breath support needs more developing Some wrong notes especially when bass singer is singing melody an octave low, incomplete chords Harmony accuracies happening too often with wrong notes blue, star, can t I Out of tune singing occurring too often Unit sound is pleasant but only occurs now and then Music - 44 Good, barbershop-worthy song in a beautiful, creative arrangement; however, the challenging melody line with its considerable octave leaps is not for the weak of vocal skills Pretty voices but unsupported, and so are the chords-- consistently inaccurate Not a musical unit Very slow delivery; ploddy phrasing musical energy lacking Bass/lead match faulty and, thus, so are many chords Some sense of musical plan of delivery noted Where you ll find me example of consistently inaccurate notes and harmony accuracy error Expression - 48 Synch issues throughout intro Unity improves as body of the song begins Individual vocal skill development is apparent and occasionally joins together to create a unified delivery Vowels need match across the unit Breath support need further development to prevent synch issues Lyrical plan evident, but shows little connection to the emotional intent of the lyrical message Showmanship - 50 Vocal skills are stronger individually, do not stand up to performance demands Faces are lovely at the beginning, then start to fall victim to vocal challenges as song progresses Not a unit persona each singing for herself Personality not defined Vocal inaccuracies and visual incongruence destroy believability Costuming is great color for stage with attention to detail.

6 High C (Avg. 52) Contestant #4 I m All Dressed Up With a Broken Heart Sound - 52 Vocal skills are progressing but still inconsistent Octaves not precise, out of tune Breath Support development needed Drops, true out of tune Some attempts of dynamics evident but softs lose support and tuning problems occur Bbshop balance is well maintained in middle range, chords become fragmented at outer ranges Music - 51 Lovely, poignant song with lilting melody; strong arrangement but many musical demands in its vocal ranges, energy expectations, dynamics, and swipe demands Better vocal skills, especially in melody singer; however, still no ring in sound noted, as chords are often fragile and unstable Improved delivery of a musical plan at this level Charms, -drops examples of chords spread so wide that cannot be adequately tuned and balanced with current level of vocal skills Frequent tuning error preventing full chord alignment With a careless woodshedding of pick-up chords End of song beyond current vocal ranges=musical distortion Choice of material way beyond current vocal and musical pay grade Expression - 53 Lyrical plan is apparent and appropriate now needing forward motion applied to the phrase by phrase delivery Individual voices disrupt unity at times Unified vocal skill development is apparent, but inconsistent Breath support varies across the unit Synch issues peppered throughout Softer dynamic attempts highlight their liabilities instead of pointing to the message or emotion intended Showmanship - 53 Vocal skills are progressing, still inconsistent from singer to singer Singers are fairly comfortable on stage individually A somewhat larger sense of physicality adds to story telling skills Faces are inconsistent in their involvement in story Performance is cautious Preparation is good overall. Attractive, well-fitted costume. Make-up needs color intensity for stage lighting

7 Low C+ (Avg. 54) Contestant #5 Love s Old Sweet Song Sound - 55 Vocal skill is tentative, but displays improvement going in the right direction Breath support development needed Lead/bass match is strong at middle ranges Phrase endings are being clipped off Some attempt at matching vowel placement/resonance Several out of tune words refrain, take, song, long Baritone needs more fill when below the lead Last note shaky and wobbly, ran out of breath Music - 53 Good song/good, simple arrangement/good choice for this level Vocal skills marginal but more consistently correct notes Tuning error is more frequent than grossly wrong notes Chord alignment prevented by musical unity discrepancies Not listening to each other and a lack of vowel resonance preventing true chord lock Still to us wrong notes Intervals often shaved in all parts=chords generally out of alignment Final, widely-voiced chord impossible to balance given current level of vocal skills and stamina Expression - 54 Phrase by phrase delivery in intro and beyond needs forward motion connected to the emotional intent of the lyrical message Long needs vowel match; vowel work showing, clean up in certain words/vowels now needed Synch issues at phrase ends consistently problematic; breath support development needed across the unit Tuning issues detract from attempts at musicality Showmanship - 55 Vocal skills are stronger, still quite unstable at extremities The group appears to feel fairly secure with each other Faces begin the song with meaning, lose that unity as vocal challenges occur There are vestiges of teamwork Performance still lacks unity of purpose in telling lyrical story Costuming well done good choice of design, fabric and fit. Makeup needs more intensity with black costume and stage lighting

8 High C+ (Avg. 58) Contestant #6 Baby Mine Sound - 58 Vocal skill development progressing nicely but too staid and mechanical Singing is very cautious and careful, need more vocal freedom Intervals (note to note) delivery is belabored giving a mechanical feel to the unit sound Tuning issues occurring with tension in the sound on spread chords Quartet singers showing progress in their vocal skill development Work is evident on matching tone/vowel production, but needs refining Tenor hanger at the tag well done Music - 59 Weak song with monotonous melody; arrangement ok; much secondary flavor, especially in bridge Better vocal skills on display Chord tuning still a problem because of random wrong notes To your; precious wrong notes in tenor line=chord distortion Musical plan of delivery exceeds skills necessary to complete No clear destination of musical line climax not discernible Phrasing stilted; musical communication not credible Lack of musical energy to deliver song well Expression - 58 Forward motion needed in intro and beyond to more effectively convey the lyrical message Coming in and out of a tempo detracts from the lyrical message and needs greater understanding of the ad lib/rubato style used in the Barbershop style Synch issues in almost all embellishments Slow delivery of diphthongs create synch issues; greater emphasis on target vowel needed Dynamic range is very narrow Showmanship - 58 Vocal skills are more stable, but not a unit yet Singers appear to be more at ease on stage Performance is very controlled Some lovely unit visual moments surrounded by periods of self-involvement Intentions are good, just lacking the skill to execute as yet Obvious care taken with grooming lovely makeup Costume a bit incongruent with formal hairstyles well fitted

9 Low B- (Avg. 62) Contestant #7 Once Upon a Time Sound - 61 Vocal skills acceptable but inconsistent Work evident on vowel matching and resonance Some minor synch errors especially at phrase endings Lead vocal qualities in upper range need more vocal freedom, blend becomes challenged in those instances Breath support and vocal energy needs further development Breath deficits in song s ending causing out of tune delivery Music - 61 Good but long song; fine arrangement Better sense of unit chord delivery Some sense of ring, especially on octave locks on triads Breathing skills still failing at phrase ends Chord clarity still suspect on fast, pick-up chords Better forward motion and sense of conversational phrasing, although artificial in delivery Some vowel match problems affecting chord lock, especially on important and frequent lyric, time Inadequate musical energy to communicate fully this musical message Expression - 63 Internal synch issues in intro Attempt at delivery of the emotional intent of the lyric is evident in their plan even though it is too contained to be authentic E vowel needs unified resonance Breath management issues creep into the last ½ of the song and unity suffers Internal synch issues inside words as target vowel/diphthong delivery needs attention Bell chorus and other embellishment delivery show promise in Barbershop style understanding and delivery Showmanship - 62 Vocal skills established, just not consistent yet Performance is more together than individual Singers show awareness of story line and involvement in telling it Sense of confidence, but still careful As song progresses, stamina fades Costume appropriate for stage, good color selection and fit Makeup needs intensity for stage

10 Levels of C - Quartet Uptunes Low C- (Avg. 42) Contestant #8 I Can t Recall His Name Sound - 42 Vocal skills weak Tuning/harmony inaccuracies plague the performance Breath support development needed Phrase endings are clipped and abrupt Octaves do not align causing out of tune singing in those instances There is joy being displayed in the Sound at times Music - 41 A good, solid song and arrangement with strong structure and chording; enjoyable to sing, but it must be accurate first--which this performance does not illustrate Unstable tempo No chord tuning integrity because of note inaccuracy Weak vocal skills, especially breathing deficits Matched vowel resonance not at all evident=lack of chord clarity Each singer for herself no sense of unity or musical ensemble More enthusiasm than vocal or musical skill evident in delivery Expression - 41 Intro out of synch throughout Tempo helps their unity Over-pronunciation of consonants create choppiness and consistent synch issues Vowel match is very minimal Individual vocal characteristics need unified approach to help build communication of their story They are having fun with this story, but contributes to a lack of unity in every area of this category Showmanship - 42 Vocal skills are quite weak need development to maintain tonality, especially in performance A performance of individuals. Planned movements lack flow or style in execution Nervous energy rules the performance Muted color of costume not stagey. Fit needs ease on some for visual unity Makeup needs intensity for stage

11 High C- (Avg. 45) Contestant #9 Razzle Dazzle Sound - 45 Vocal skills weak with some work apparent Tenor is in and out of chords at the start Breath support development needed Out of tune singing prevalent as intervals (note to note) are not precise and are fuzzy Some evidence of the barbershop craft being displayed Phrase endings are frayed, causing synchronization errors Tag was pleasant but ended abruptly Music - 45 Good choice for this level but more challenging than other selections in easy folio because of challenging chords, transition chords, rhythmic requirements, many lyrics Immediately out of key; quartet would benefit from taking a pitch If I Could not chords Minimal vocal skills prevent accurate chord delivery I Tell Ya good example of difficult transition chords sung out of tune Tempo lacks consistency All are rusty example of bass singing wrong notes, e.g. melody an octave low Wrong notes throughout in all parts Making up chords often little attention to correct chord component singing No sense of harmony Song is too difficult for current level of vocal skill development More noise than music Expression - 45 Enthusiastic approach needs greater unity Synch issues consistently apparent Need vowel agreement and less consonant interference throughout Tempo set is energetic, needing greater consistency in delivery throughout Characterization attempted, but lost in synch, tuning and vowel disturbances Tag shows the promise of what they could be with unified approach to vocal skills and breath support Showmanship - 45 Vocal skills challenged by this song Taking a pitch on stage would have been a wise decision for this group. Execution of very involved visual plan hampers group s ability to execute vocal plan Lead is very animated other facial expressions are in and out of the story as it progresses Dramatic stage costuming

12 Low C (Avg. 46) Contestant #10 Whose Honey Are You? Sound - 47 Vocal skills weak especially breath support Faulty pitch, tonal center not well established Recognizable barbershop chords with some sense of the cone Lead voice has vibrato at times affecting blend Tuning issues throughout as intervals are not executed precisely Breath support development needed Phrase endings are frayed Music - 47 Strong swing song and arrangement; good choice for this level; tempo establishment, however, often challenging backbeat emphasis needed Immediately out of key; quartet would benefit from taking a pitch Many chord inaccuracies in intro Weak melody delivery; vibrato affecting chord lock Little swipe tuning and control More accurate notes than level below Expression - 46 Individual vocal approaches detract from a unified delivery causing synch issues throughout Characterization is a strength here; now they need to develop the vocal skills and understanding of Barbershop style that will allow it to shine Choppy delivery throughout Breath support issues and disparate vocal styles disturb unified delivery throughout Showmanship - 44 Vocal skills are emerging, still need development Tentative approach to the song No definition to personality of the group Execution is more individual than unit Bodies are somewhat stiff, need a larger sense of physicality Costuming is appropriate and fit is OK.

13 High C (Avg. 51) Contestant #11 The Moment I Saw Your Eyes Sound - 50 Vocal skills show progress Some drooping of the tonal center at beginning Barbershop balance is good especially in mid range Lead s head voice needs more vocal freedom Lies not supported and out of tune Phrase endings clipped Eyes at tag never tuned Bass/Bari octave never locked Quartet shows potential, ready to move to next level Music - 51 Good arrangement of ok song with secondary and minor flavor and many spread chords Better musical energy apparent Chords still out of tune frequently Tonal center not established until chorus Stronger, more consistent tempo Range demands at song s end exceed vocal and musical abilities Stronger bass presence noted in chord balancing Expression - 52 E vowel needs unified approach and resonance Internal synch issues throughout Tempo set is not consistently maintained Vowel match is inconsistent Phrase ends lose support and cause synch issues They are having fun that overtakes their vocal skills Showmanship - 51 Individual vocal skills are strengthening, still need development An enthusiastic approach to the song that comes off as forced Visual plan somewhat chaotic in execution Faces are in and out of the story as individual vocal challenges arise Costume design is good, needs ease in fit/ different under garment for visual unity for in under-blouse

14 Low C+ (Avg. 55) Contestant #12 Bill Bailey, Won t You Please Come Home? Sound - 55 Vocal skills well developed, but inconsistent Some tuning issues in the intro Please, Blame Cone shaped balance well maintained for the most part Ascending chords not clean, tuning issues When lead is below baritone, chords not balanced Some vowel work is evident creating lock and ring but inconsistent Synch issues occurring at times causing minor tuning Last note didn t tune ended breathless Music - 54 Strong barbershop song/creatively arranged. Challenging because of medley structure, range demands, stamina, modulations More consistent tempo delivery noted Some attempt at dynamic variation Phrase endings clipped Low-lying chords know I m, for instance unclear because of pitch slippage Song/medley demands stretch vocal skills, leading to faulty modulations and a tag completely out of tune Although the song seems enjoyable for the quartet to sing and they do try to communicate the fun of the message, the audience finds it difficult to hear due to lack of musical skill Expression - 55 Exciting opening that loses unity and momentum at the intro s end and in tempo choice Tempo set is mostly maintained; lost consistency at breath points E and Oh vowels need unified delivery Attempts at character delivery leads to choppiness and synch issues Disintegrating breath support as they head into the stomp leads to greater internal synch issues Showmanship - 54 Pretty solid vocal skills, still inconsistent Appear at ease on stage Personality is peeking through, especially in humorous spots Stamina becomes an issue as song progresses Execution of visual plan has some flow. Need further characterization to unify style At points in the song, quartet establishes strong communication with audience, doesn t have the vocal skills yet to keep that constant Solid costuming design choice and well-fitted

15 High C+ (Avg. 58) Contestant #13 Flirty Eyes Sound - 58 Vocal skills shows work, but inconsistent Vowel work evident Cone balance well maintained except on the very lows. We lost the bass affecting balance and chord clarity How I wish tuning issue there Bass hanger and tag a bit wobbly as breath supply gave way Good vocal energy displayed Music - 60 Strong, ring-able arrangement of ok song; frequent difficult descending chromatic progressions difficult to deliver accurately Some sense of barbershop style and chord tuning evident More consistent tempo establishment, albeit rather conservative and sometimes confusing changes Tuning problems occur at descending progression in opening of chorus Intervals often short-changed=flatting Better individual vocal skills and sense of musical unity Insufficient vocal energy to deliver total song; forced voices at tag Some random wrong notes on pick-up chords at beginning of phrases Expression - 58 Tempo set is a bit languid for the energy of this lyrical message; stronger pulse needed Tempo inconsistently maintained, especially in B section ( Good Morning, Sir. Synch issues consistently peppered throughout internal due to choppy delivery Stamina waned in last 1/3 of performance Development of unified target vowel/diphthong delivery is needed. Showmanship - 54 Vocal skills solid, not totally consistent Group looks at ease on stage Two outside people spend more and more time looking into quartet as performance unfolds, blocking their communication with the audience, Faces are pleasant, but not telling this story. Need characterization Group is performing the paper, not the song Design and fit of costume is good. Need intensity in make-up application for stage

16 Low B- (Avg. 64) Contestant #14 Deed I Do Sound - 64 Vocal skills are good, work in this area evident Sound is pushed at times more vocal freedom needed Do (ooh) vowel a mismatch there causing tuning issue Preacher out of tune Key change well done with new key well established Some minor synch issues affecting tuning at times Showing vocal style in the delivery Tag breath support gave way and became out of tune Music - 64 Musical energy immediately apparent Better tuning demonstrated More well-developed vocal skills, but tension in sound and vowel mismatch mars resonance/chord alignment, e.g. now Chord alignment inconsistent good on triads, out of tune often on closely-voiced triads Problems tuning descending chromatic progression at beginning of tag Better sense of tempo; transitional chords between tempo changes ragged because of synchronization errors Tag almost completed; tuning almost there; unit delivery of chords almost achieved Smoother musical line in second song, but more chord inaccuracies arise as medley continues Little dynamic variety Expression - 63 Energetic opening that lacks unity Good tempo set and mostly well maintained Internal synch issues problematic more pulse needed; less word focus Barbershop style apparent just messy Energy dips, especially from stomp forward, cause greater synch issues; stamina needed Showmanship - 64 Vocal skills good, not totally consistent Group looks excited to be on stage More of a unit approach to the music and the visual The performance is more external than internal Group is still careful in their approach, rather than letting go Costume is appropriate and flattering Makeup needs intensity for stage

17 Overall Sound Comments C Level C- Vocal skill is lacking often adding a cringe factor to the performance Synchronization is problematic, trouble singing as a unit with togetherness Breath support development needed Only moments of chord clarity Harmony inaccuracies/tuning issues apparent C Evidence can be heard of unit vocal skills and vocal production Breath support development is needed Synchronization errors mar tuning and unity Phrase endings are clipped at times Some moments of acceptability as musicality is more recognizable in the barbershop style, usually 50/50, as much right as wrong C+ Vocal skill development is apparent but inconsistent Tone/vowel production becomes apparent with more vocal chord clarity Cleaner intervals (note to note) starting to emerge creating better tuning and harmony accuracy Breath support development is needed Phrase endings become more lifted and energized but inconsistent B- Vocal skills strong but inconsistent Outer vocal ranges need more vocal freedom as they move through vocal registers Barbershop cone/balance becomes more consistent Artistic Sound descriptors such as energized vocal line and vocal style starts to emerge Harmony accuracy problems related to inaccurate intervals, tuning and intonation

18 Overall Music Comments C Level C- With few exceptions, choice of material is much too difficult and singers do not understand chord structure, form, or harmony principles They usually choose better uptunes than ballads to match their vocal skills They do not take well-established starting pitches, lessening chance of beginning in tune Lack of vocal skill development, especially breathing deficits, prevents chord accuracy Wrong notes prevail and preclude any sense of chord alignment Musical unity is completely lacking C Problems noted at C- level continue to exist but at a lower rate Vocal skills still lacking development They are somewhat comfortable with A1 and A2 sections of chorus, especially in uptunes, but intros, tags, and bridges cause them considerable problems with harmony accuracy, chord balance and tuning, and musical unity Vocal ranges and musical energy often fail them at musical builds and climaxes in ballads, tags in uptunes Quick pick-up chords at phrase beginnings in both ballads and uptunes often incomplete, inaccurate, or ignored Little sense of musical partnership in song delivery Choices still too difficult for singing skills C+ Bit closer correlation between choice of material and skill level Some growth in vocal skills noted; some moments of musical skill observed Better plans for phrase delivery; more breath reservoir available to do so Harmony accuracy still problematic=distorted, cloudy chords Tempos inconsistent in uptunes; tempo disagreements across quartet Lack of musical unity in phrase delivery in ballads Consistent inaccuracy in bridges of songs Dissimilar musical energy across quartet Still not a musical unit B- Often overly-ambitious arrangement selections vs. vocal skill/stamina development Vocal skills developed but inconsistent Correct notes Tempo inconsistencies Harmony accuracy problems related to inaccurate intervals, tuning and intonation Too often Groups in search of a Team in all areas of category Suitability matching issues, especially demands of last 1/3 and tags of songs Problems in Sound category directly affecting musical performance: total and instant accuracy, resonance development, synchronization, breath management, part balance

19 Overall Expression Comments C Level C- Vocal Skills are minimal and little unity is apparent Breath Support is almost non-existent Synchronization errors are rampant Vowel match development is needed Even at this level, they can exhibit joy and/or fun that makes the lack of skills bearable C Attempts at vocal and breathing skill development are becoming apparent Lyrical plans become more obvious, but reveal a lack any discernable connection to the emotion of the lyrical message Lack of Vowel matching become more apparent now that unity is beginning to be established Synch issues consistently disturb unity both internally and attacks and releases Becoming aware of singing with others, but lose some of the spontaneity and freedom heard at C- C+ Need for Forward Motion becomes more apparent as the plan becomes more defined Vowel matching improves leaving only particular vowels in need of a unit approach Mostly pleasant vocal delivery that shows continued effort to build unity Attempts at dynamics are hindered by breath support and tuning issues Barbershop style is still only understood by singing a plan, not felt in delivery of artistic elements Synchronization still problematic B- Barbershop style is seen with some energy and understanding applied Vocal skill issues become more refined and are more noticeable by the moments they are not proficient than in the moments they are Synch issues are more prominent inside word and phrase delivery Stamina and breath energy become more of the issue than breath support Enthusiasm for the art form sometimes overwhelms their skills to create messy yet compelling performances

20 Overall Showmanship Comments C Level C- Vocal skills need development and should be a priority Posture problems are common, affecting vocal skills and telegraphing their unease Faces get caught in the dilemma of vocal problems rather than engaging the audience in the message of the song Performances are individuals rather than unit Stamina is often a problem Performance energy is elusive C Vocal skills are emerging need further development Faces tend to be pleasant rather than involved in the song s message Visual plans are non-existent or grandiose Physical expression is somewhat mechanical Stamina is problematic in second half of songs, affecting audience connection Performance feels somewhat forced C+ Vocal skills evident still need development for onstage control Stamina is still a factor in performance quality Characterization is starting to appear Beginning to understand performance energy Faces more consistently involved in song s message Teamwork begins the road to unity B- Vocal skills are apparent, still inconsistent Performers have an acceptable level of comfort on stage Performances tend to start as a unit and evolve to more individual than unit Inconsistent performance energy Characterization not well developed Stamina is still an issue Preparation is usually pretty well covered

Level. Topic. Musicality. Unity. Theme/Script/MC/ Mic Technique. Creativity. Communication A 86-93

Level. Topic. Musicality. Unity. Theme/Script/MC/ Mic Technique. Creativity. Communication A 86-93 Level Topic A 86-93 A- 80-85 Exceptional, professional level Experience shared by performer & audience; effortless; genuine, enthusiastic audience reaction Excellent, no distractions Excellent musical

More information

Synopsis of the SAI Judging Categories

Synopsis of the SAI Judging Categories Synopsis of the SAI Judging Categories Sound The voice and what you do with it (hardware) Unit Sound 70% Vocal Skills (Posture, Breathing, Phonation, Resonation, Articulation) Accuracy (Notes, Intervals,

More information

ENTERTAINMENT PACKAGE LEVELS

ENTERTAINMENT PACKAGE LEVELS MUSICALITY MUSICALITY MUSICALITY A+ (94-100) SUPERIOR A (86-93) NEARLY PERFECT A- (80-85) EXCELLENT Demonstrates distinctive sound that perfectly balances beauty and power Tempos are in check, dynamics

More information

Music Selection Prepared by Lorraine Barrows with input from past scripts by Carolyn Butler, Vicki Uhr, Marge Bailey, Joni Bescos.

Music Selection Prepared by Lorraine Barrows with input from past scripts by Carolyn Butler, Vicki Uhr, Marge Bailey, Joni Bescos. Molly Huffman Page 1 Music Selection Prepared by Lorraine Barrows with input from past scripts by Carolyn Butler, Vicki Uhr, Marge Bailey, Joni Bescos. Where to find arrangements: - Published music from

More information

SWEET ADELINES INTERNATIONAL MARCH 2005 KOUT VOCAL STUDIOS. Barbershop Criteria

SWEET ADELINES INTERNATIONAL MARCH 2005 KOUT VOCAL STUDIOS. Barbershop Criteria Barbershop Criteria Sweet Adelines International 1. It has four parts - no more, no less. 2. It has melodies that are easily remembered. 3. Barbershop harmonic structure is characterized by: a strong bass

More information

LEAD SECTIONAL. Expression Accurate sense of plan basic to complex Ability to craft a simple and successful plan, leave the interp for coaches

LEAD SECTIONAL. Expression Accurate sense of plan basic to complex Ability to craft a simple and successful plan, leave the interp for coaches LEAD SECTIONAL Common Lead Traps Your vowel doesn t automatically win Lead, but don t drag Don t cue twice Know your skill level: own what you need to work on, own what you do well Just because you re

More information

Rate the following from 1-5 with 1 being weak and 5 being strong. Song Title: Use in Repertoire:

Rate the following from 1-5 with 1 being weak and 5 being strong. Song Title: Use in Repertoire: CHECKLIST FOR MUSIC SELECTION (Bailey, Diamond, Gooch, McNeill, Barrows, Breidart) Tori Postma Rate the following from 1-5 with 1 being weak and 5 being strong. Song Title: Interesting melody line? Each

More information

2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier

2014A Cappella Harmonv Academv Handout #2 Page 1. Sweet Adelines International Balance & Blend Joan Boutilier 2014A Cappella Harmonv Academv Page 1 The Role of Balance within the Judging Categories Music: Part balance to enable delivery of complete, clear, balanced chords Balance in tempo choice and variation

More information

VOCAL CHARACTERISTICS OF THE FOUR VOICE PARTS

VOCAL CHARACTERISTICS OF THE FOUR VOICE PARTS VOCAL CHARACTERISTICS OF THE FOUR VOICE PARTS We will begin by saying that it is expected that all four parts should work to exhibit a freely produced, well-resonated sound. We all know what a healthy

More information

ENTERTAINMENT PACKAGE OUTLINE OF CONTENT I. INTRODUCTION 1 II. ELEMENTS 1-2 III. SCORING 3-5

ENTERTAINMENT PACKAGE OUTLINE OF CONTENT I. INTRODUCTION 1 II. ELEMENTS 1-2 III. SCORING 3-5 DESCRIPTION BOOK OUTLINE (11/14) ENTERTAINMENT PACKAGE OUTLINE OF CONTENT TOPIC PAGE I. INTRODUCTION 1 II. ELEMENTS 1-2 III. SCORING 3-5 IV. REGIONAL OPEN DIVISION ENTERTAINMENT PACKAGE 5 A. Introduction

More information

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke

WHAT IS BARBERSHOP. Life Changing Music By Denise Fly and Jane Schlinke WHAT IS BARBERSHOP Life Changing Music By Denise Fly and Jane Schlinke DEFINITION Dictionary.com the singing of four-part harmony in barbershop style or the music sung in this style. specializing in the

More information

Contest and Judging Manual

Contest and Judging Manual Contest and Judging Manual Published by the A Cappella Education Association Current revisions to this document are online at www.acappellaeducators.com April 2018 2 Table of Contents Adjudication Practices...

More information

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.)

BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Page 1 BARBERSHOP BASICS (All you ever wanted to know about Barbershop, but were afraid to ask.) Barbershop- (WIKIPEDIA) Barbershop vocal harmony, as codified during the barbershop revival era (1940s-

More information

MUSIC CATEGORY. I. INTRODUCTION... p. 1 A. The Music Category... p. 1 B. Relationship with Other Categories... p. 2. II. MUSICAL ELEMENTS... p.

MUSIC CATEGORY. I. INTRODUCTION... p. 1 A. The Music Category... p. 1 B. Relationship with Other Categories... p. 2. II. MUSICAL ELEMENTS... p. MUSIC CATEGORY I. INTRODUCTION... p. 1 A. The Music Category... p. 1 B. Relationship with Other Categories... p. 2 II. MUSICAL ELEMENTS... p. 2 III. PERFORMANCE ELEMENTS... p. 3 A. Consonance... p. 3 B.

More information

Introduction to Performance Fundamentals

Introduction to Performance Fundamentals Introduction to Performance Fundamentals Produce a characteristic vocal tone? Demonstrate appropriate posture and breathing techniques? Read basic notation? Demonstrate pitch discrimination? Demonstrate

More information

Mixture of styles in feedback reduces clarity of message to contestants Doesn t look joined up or coherent Doesn t present a professional image

Mixture of styles in feedback reduces clarity of message to contestants Doesn t look joined up or coherent Doesn t present a professional image Written Evaluations A PROPOSAL FOR ALL CATEGORIES IN LABBS & BABS TO HAVE A COMMON APPROACH FOR WRITING POST-CONTEST EVALUATIONS MIKE TAYLOR & PAULA TAYLOR-WILLIAMS SEPTEMBER/OCTOBER 2018 Why? We want

More information

PREPARATION (0-30 POINTS PER SONG) (Visual Plan)

PREPARATION (0-30 POINTS PER SONG) (Visual Plan) PREPARATION (0-30 POINTS PER SONG) (Visual Plan) The showmanship judge considers all facets of the performance that should have been planned in advance, to determine how effectively the performer has prepared

More information

CHARACTERISTICS OF EFFECTIVE SECTION LEADERS

CHARACTERISTICS OF EFFECTIVE SECTION LEADERS Handout #1, Overhead #1 CHARACTERISTICS OF EFFECTIVE SECTION LEADERS ~ Set a strong, positive example ~ Create a productive atmosphere ~ Musical Leaders ~ Quick, accurate learners ~ Use/demonstrate correct

More information

THE BASIS OF JAZZ ASSESSMENT

THE BASIS OF JAZZ ASSESSMENT THE BASIS OF JAZZ ASSESSMENT The tables on pp. 42 5 contain minimalist criteria statements, giving clear guidance as to what the examiner is looking for in the various sections of the exam. Every performance

More information

DOC s DO s, DON T s and DEFINITIONS

DOC s DO s, DON T s and DEFINITIONS Like any other organization, a Barbershop Chapter and Chorus has a variety of terms, phrases and rules that are applicable to the way it functions. Below is a collection of those you will find used within

More information

Cachet Region 11 Contest! KMPR Ringin Again. Region 11 Champions. Sally McLeish Shawnna Allen Tove Hoch Mary Ashford. 2nd Place Medalists

Cachet Region 11 Contest! KMPR Ringin Again. Region 11 Champions. Sally McLeish Shawnna Allen Tove Hoch Mary Ashford. 2nd Place Medalists 2016 Region 11 Contest! Cachet KMPR Ringin Again 2nd Place Medalists Lady Luck Showtime Stacey Riss Ami Nichelson Suzanne Lunak Bobbie Jewell Region 11 Champions Agoura Hills Harmony Carpe Diem Harborlites

More information

The Best Group Wins. Singing Music. Performance. A Brief Look at the History. Three Category System 3/16/17. Sandi and David Wright

The Best Group Wins. Singing Music. Performance. A Brief Look at the History. Three Category System 3/16/17. Sandi and David Wright The Best Group Wins Sandi and David Wright A Brief Look at the History Beginnings 1938 SPEBSQSA (now BHS) 1945 Sweet Adelines Inc. 1959 Harmony Incorporated Singing Music Three Category System Performance...

More information

TCDA Candid Camera Session. Rehearsal Flow in the Boys Choir

TCDA Candid Camera Session. Rehearsal Flow in the Boys Choir TCDA 2014 - Candid Camera Session Tammy Benton tammy.benton@midwayisd.org Rehearsal Flow in the Boys Choir An idle boy is a mischievous boy author unknown Job Qualifications: assertive teaching style,

More information

Tag Session with After Hours Singers Sing a bunch of tags with After Hours!

Tag Session with After Hours Singers Sing a bunch of tags with After Hours! Say This, Not That! Adam Scott Coaching Instead of saying "Tune it!" or "Lift your soft palate" try our new ways of thinking and speaking to your choruses and quartetmates in ways they will understand

More information

MUSIC PERFORMANCE ENSEMBLE

MUSIC PERFORMANCE ENSEMBLE MUSIC PERFORMANCE ENSEMBLE Band Class Event Date Prelims/Finals Evaluate each caption below based on the criteria reference. Performances will be evaluated with the understanding that the vocabulary and

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: M/J Chorus 3 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: M/J Chorus 3 Course Number: 1303020 Abbreviated Title: M/J CHORUS 3 Course Length: Year Course Level: 2 PERFORMING Benchmarks

More information

VOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music.

VOCAL MUSIC CURRICULUM STANDARDS Grades Students will sing, alone and with others, a varied repertoire of music. Standard 1.0 Singing VOCAL MUSIC CURRICULUM STANDARDS Grades 9-12 Students will sing, alone and with others, a varied repertoire of music. The Student will 1.1 Demonstrate expression and technical accuracy

More information

Rhythmic Dissonance: Introduction

Rhythmic Dissonance: Introduction The Concept Rhythmic Dissonance: Introduction One of the more difficult things for a singer to do is to maintain dissonance when singing. Because the ear is searching for consonance, singing a B natural

More information

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music.

Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. Curriculum Standard One: The student will listen to and analyze music critically, using the vocabulary and language of music. 1. The student will analyze the uses of elements of music. A. Can the student

More information

Elements of Music - 2

Elements of Music - 2 Elements of Music - 2 A series of single tones that add up to a recognizable whole. - Steps small intervals - Leaps Larger intervals The specific order of steps and leaps, short notes and long notes, is

More information

Instrumental Performance Band 7. Fine Arts Curriculum Framework

Instrumental Performance Band 7. Fine Arts Curriculum Framework Instrumental Performance Band 7 Fine Arts Curriculum Framework Content Standard 1: Skills and Techniques Students shall demonstrate and apply the essential skills and techniques to produce music. M.1.7.1

More information

MUSIC PERFORMANCE ADJUDICATION: Music Performance Ensemble

MUSIC PERFORMANCE ADJUDICATION: Music Performance Ensemble MUSIC PERFORMANCE ADJUDICATION: Music Performance Ensemble Band Date Evaluate each caption below based on the criteria reference. Performances will be evaluated with the understanding that the vocabulary

More information

JUDGING CATEGORY DESCRIPTION BOOK

JUDGING CATEGORY DESCRIPTION BOOK Welcome to the online JUDGING CATEGORY You may advance through the book page by page, or use the master index to move immediately to the desired section. Click on your selected topic below. Please note

More information

COURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique

COURSE: Chorus GRADE(S): 9, 10, 11, 12. UNIT: Vocal Technique UNIT: Vocal Technique 1. Students will demonstrate knowledge of phonation, resonance, diction, expression, posture, and respiration through a variety of best practices in daily rehearsals and performances.

More information

AP MUSIC THEORY 2011 SCORING GUIDELINES

AP MUSIC THEORY 2011 SCORING GUIDELINES 2011 SCORING GUIDELINES Question 7 SCORING: 9 points A. ARRIVING AT A SCORE FOR THE ENTIRE QUESTION 1. Score each phrase separately and then add these phrase scores together to arrive at a preliminary

More information

CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS

CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS CAB CALLOWAY HIGH SCHOOL VOCAL ASSESSMENTS NAME: GRADE: VOICE PART: Broadway Song: (3 points) Total: DICTION TONE INTONATION RHYTHMIC Words were not pronounced clearly or at all. Tone was not present or

More information

Vocal Production for Directors, Section Leaders, and Music Team Developing tools for you and your singers toolbox HCNW, 2013

Vocal Production for Directors, Section Leaders, and Music Team Developing tools for you and your singers toolbox HCNW, 2013 Vocal Production for Directors, Section Leaders, and Music Team Developing tools for you and your singers toolbox HCNW, 201 Course Objectives -To give directors, assistant directors, and other musical

More information

Class Title: Page 1 OBJECTVES: Discuss why singers must spend time and attention on a healthy, complete vocal warm-up routine Examine the various parts of a healthy, complete vocal warm-up routine Sing

More information

MSHSAA State Solo and Small Ensemble Rating Descriptions

MSHSAA State Solo and Small Ensemble Rating Descriptions MSHSAA State Solo and Small Ensemble Descriptions GOLD The GOLD rating is the highest level of musical achievement performance in the MSHSAA sponsored music festivals. This performance is musically artistic

More information

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire

OGEHR Festival 2019 Peace by Piece. Rehearsal Notes: Copper A Repertoire OGEHR Festival 2019 Peace by Piece Rehearsal Notes: Copper A Repertoire Peace in our Time In looking through this piece I couldn t help but notice that the LV markings are a little bit confusing. Please

More information

ASSESSMENT REPORT: DEPARTMENT: MUSIC INSTRUCTOR: McNamara, Hermann, Barnett DATE: October 2011

ASSESSMENT REPORT: DEPARTMENT: MUSIC INSTRUCTOR: McNamara, Hermann, Barnett DATE: October 2011 Outcome 1 Computation CWA Measurable Criteria Measurement Tool Time Frame Student will devise appropriate strategies, employ valid reasoning, and apply correct procedures (Computation Outcome B) when demonstrating

More information

National Coalition for Core Arts Standards. Music Model Cornerstone Assessment: General Music Grades 3-5

National Coalition for Core Arts Standards. Music Model Cornerstone Assessment: General Music Grades 3-5 National Coalition for Core Arts Standards Music Model Cornerstone Assessment: General Music Grades 3-5 Discipline: Music Artistic Processes: Perform Title: Performing: Realizing artistic ideas and work

More information

Chetek-Weyerhaeuser High School

Chetek-Weyerhaeuser High School Chetek-Weyerhaeuser High School Unit 1 Show Choir Concert (60 Days) Show Choir Units and s Essential Question: What does it mean to be a member of a show choir and to put on a high quality show in sixty

More information

Content Map For Fine Arts - Visual Art

Content Map For Fine Arts - Visual Art Content Map For Fine Arts - Visual Art Content Strand: Fundamentals Art I Art II Art III Art IV FA-VA-I-1 Identify and define elements and principles of design and how they are used in composition. FA-VA-I-2

More information

SAMPLE ASSESSMENT TASKS MUSIC CONTEMPORARY ATAR YEAR 11

SAMPLE ASSESSMENT TASKS MUSIC CONTEMPORARY ATAR YEAR 11 SAMPLE ASSESSMENT TASKS MUSIC CONTEMPORARY ATAR YEAR 11 Copyright School Curriculum and Standards Authority, 014 This document apart from any third party copyright material contained in it may be freely

More information

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE: Advanced Chorus (Grades 9-12); Advanced Choral Ensemble (Grades 9-12) CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE DESCRIPTION: COURSE TITLE: ADVANCED CHORUS I- IV Advanced Choral

More information

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION

ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION UPDATED AS OF Dec. 2017 ADJUDICATION CRITERIA SOLO & ENSEMBLE CONTEST PERCUSSION Percussion Solo 1. Use of Sticks 2. Technique: Fluency, Precision 3. Interpretation: Tempo, Dynamics 4. Rhythm: Accuracy,

More information

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS

GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GROSSE POINTE SOUTH HIGH SCHOOL BAND AUDITIONS GENERAL INFORMATION: Auditions will take place the week of April 23-27. Please see the sign-up sheets in the Band Room (room 25). There will be audition times

More information

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 7. Scoring Guideline.

AP Music Theory. Sample Student Responses and Scoring Commentary. Inside: Free Response Question 7. Scoring Guideline. 2018 AP Music Theory Sample Student Responses and Scoring Commentary Inside: Free Response Question 7 RR Scoring Guideline RR Student Samples RR Scoring Commentary College Board, Advanced Placement Program,

More information

Improvisation. A guide to improvisation in. with Grade 1 examples

Improvisation. A guide to improvisation in. with Grade 1 examples Improvisation A guide to improvisation in Trinity examinations with Grade 1 examples Contents Introduction...1 Outline of the test...1 Criteria for assessment...2 Overview of examples...4 Examples of Improvisations...5

More information

Essential Standards Endurance Leverage Readiness

Essential Standards Endurance Leverage Readiness Essential Standards for Choral Music in LS R-7 Essential Standards Endurance Leverage Readiness 1. Sing while implementing the elements of proper vocal production. Good individual singing technique will

More information

SAMPLE ASSESSMENT TASKS MUSIC JAZZ ATAR YEAR 11

SAMPLE ASSESSMENT TASKS MUSIC JAZZ ATAR YEAR 11 SAMPLE ASSESSMENT TASKS MUSIC JAZZ ATAR YEAR 11 Copyright School Curriculum and Standards Authority, 2014 This document apart from any third party copyright material contained in it may be freely copied,

More information

PERFORMANCE CATEGORY

PERFORMANCE CATEGORY PERFORMANCE CATEGORY I. THE ART OF PERFORMANCE... p. 1 II. PERFORMANCE CATEGORY DESCRIPTION... p. 1 A. Characteristics of the Barbershop Performance... p. 1 B. Performance Techniques... p. 3 C. Visual/Vocal

More information

Course Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12

Course Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12 State Curriculum Unit Content Descriptors Toms River Schools C.Loeffler / P.Martin Content Area: Fine Arts - Music Course Title: Chorale, Concert Choir, Master s Chorus Grade Level: 9-12 Unit Plan 1 Vocal

More information

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12

SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 SAMPLE ASSESSMENT TASKS MUSIC GENERAL YEAR 12 Copyright School Curriculum and Standards Authority, 2015 This document apart from any third party copyright material contained in it may be freely copied,

More information

The Complete Vocal Workout for Guys

The Complete Vocal Workout for Guys 1 The Complete Vocal Workout for Guys W elcome to The Complete Vocal Workout for Girls Use the instructions below alongside the exercises to get the most out of your workout. This program offers a thorough

More information

by Staff Sergeant Samuel Woodhead

by Staff Sergeant Samuel Woodhead 1 by Staff Sergeant Samuel Woodhead Range extension is an aspect of trombone playing that many exert considerable effort to improve, but often with little success. This article is intended to provide practical

More information

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2004 AP Music Theory Free-Response Questions The following comments on the 2004 free-response questions for AP Music Theory were written by the Chief Reader, Jo Anne F. Caputo

More information

Office of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale.

Office of Curriculum, Instruction, and Technology. A Cappella Choir. Grade 10, 11, or 12. Prerequisite: Concert Choir or Chorale. Office of Curriculum, Instruction, and Technology Grade 10, 11, or 12 Prerequisite: Concert Choir or Chorale Credit Value: 5 ABSTRACT The primary focus of the course is to provide students with the opportunity

More information

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE

STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE STUDENT LEARNING OBJECTIVE (SLO) PROCESS TEMPLATE SLO is a process to document a measure of educator effectiveness based on student achievement of content standards. SLOs are a part of Pennsylvania s multiple-measure,

More information

REPORT ON THE NOVEMBER 2009 EXAMINATIONS

REPORT ON THE NOVEMBER 2009 EXAMINATIONS THEORY OF MUSIC REPORT ON THE NOVEMBER 2009 EXAMINATIONS General Accuracy and neatness are crucial at all levels. In the earlier grades there were examples of notes covering more than one pitch, whilst

More information

Oskaloosa Community School District. Music. Grade Level Benchmarks

Oskaloosa Community School District. Music. Grade Level Benchmarks Oskaloosa Community School District Music Grade Level Benchmarks Drafted 2011-2012 Music Mission Statement The mission of the Oskaloosa Music department is to give all students the opportunity to develop

More information

National Youth Theatre Awards. Scoring Guidelines

National Youth Theatre Awards. Scoring Guidelines 00-00 National Youth Theatre Awards Scoring Guidelines Please use this scoring guide to help you assign points. Although we do expect you to use this guideline, we also expect you to use your best professional

More information

CONTENT AREA: MUSIC EDUCATION

CONTENT AREA: MUSIC EDUCATION COURSE TITLE Intermediate Chorus (Grades 9-12) Intermediate Choral Ensemble CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: 9-12 COURSE TITLE: INTERMEDIATE CHORUS I, II, III, IV Intermediate Choral Ensemble

More information

Music Annual Assessment Report AY17-18

Music Annual Assessment Report AY17-18 Music Annual Assessment Report AY17-18 Summary Across activities that dealt with students technical performances and knowledge of music theory, students performed strongly, with students doing relatively

More information

ADJUDICATION SHEET CRAFTS

ADJUDICATION SHEET CRAFTS CRAFTS NAME ZONE: JUNIOR PRIMARY AGE 1. Originality 2. Craftsmanship/Degree of Difficulty 3. Creative use of media 4. Presentation 5. Composition and design 6. Interpretation of theme 7. Detail 8. Requirements

More information

Vocal Music I. Fine Arts Curriculum Framework. Revised 2008

Vocal Music I. Fine Arts Curriculum Framework. Revised 2008 Vocal Music I Fine Arts Curriculum Framework Revised 2008 Course Title: Vocal Music I Course/Unit Credit: 1 Course Number: Teacher Licensure: Grades: 9-12 Vocal Music I Vocal Music I is a two-semester

More information

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education

K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education K-12 Performing Arts - Music Standards Lincoln Community School Sources: ArtsEdge - National Standards for Arts Education Grades K-4 Students sing independently, on pitch and in rhythm, with appropriate

More information

Years 7 and 8 standard elaborations Australian Curriculum: Music

Years 7 and 8 standard elaborations Australian Curriculum: Music Purpose The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. These can be used as a tool for: making

More information

SOA PIANO ENTRANCE AUDITIONS FOR 6 TH - 12 TH GRADE

SOA PIANO ENTRANCE AUDITIONS FOR 6 TH - 12 TH GRADE SOA PIANO ENTRANCE AUDITIONS FOR 6 TH - 12 TH GRADE Program Expectations In the School of the Arts Piano Department, students learn the technical and musical skills they will need to be successful as a

More information

Curricular Area: Visual and Performing Arts. semester

Curricular Area: Visual and Performing Arts. semester High School Course Description for Chorus Course Title: Chorus Course Number: VPA105/106 Grade Level: 9-12 Curricular Area: Visual and Performing Arts Length: One Year with option to begin 2 nd semester

More information

NANCY TELFER S. Choral Curriculum. Introducing. Performing FREE. Review Book offer! See inside for. Neil A. Kjos Music Company Publisher

NANCY TELFER S. Choral Curriculum. Introducing. Performing FREE. Review Book offer! See inside for. Neil A. Kjos Music Company Publisher NANCY TELFER S Successful Choral Curriculum Introducing Successful Performing Celebrating 70 Years of Music Publishing! Neil A. Kjos Music Company Publisher See inside for FREE Review Book offer! Take

More information

AUDITION PROCEDURES:

AUDITION PROCEDURES: COLORADO ALL STATE CHOIR AUDITION PROCEDURES and REQUIREMENTS AUDITION PROCEDURES: Auditions: Auditions will be held in four regions of Colorado by the same group of judges to ensure consistency in evaluating.

More information

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2

Florida Performing Fine Arts Assessment Item Specifications for Benchmarks in Course: Chorus 2 Task A/B/C/D Item Type Florida Performing Fine Arts Assessment Course Title: Chorus 2 Course Number: 1303310 Abbreviated Title: CHORUS 2 Course Length: Year Course Level: 2 Credit: 1.0 Graduation Requirements:

More information

MMEA Jazz Guitar, Bass, Piano, Vibe Solo/Comp All-

MMEA Jazz Guitar, Bass, Piano, Vibe Solo/Comp All- MMEA Jazz Guitar, Bass, Piano, Vibe Solo/Comp All- A. COMPING - Circle ONE number in each ROW. 2 1 0 an outline of the appropriate chord functions and qualities. 2 1 0 an understanding of harmonic sequence.

More information

Connecticut State Department of Education Music Standards Middle School Grades 6-8

Connecticut State Department of Education Music Standards Middle School Grades 6-8 Connecticut State Department of Education Music Standards Middle School Grades 6-8 Music Standards Vocal Students will sing, alone and with others, a varied repertoire of songs. Students will sing accurately

More information

Content Area Course: Chorus Grade Level: 9-12 Music

Content Area Course: Chorus Grade Level: 9-12 Music Content Area Course: Chorus Grade Level: 9-12 Music R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal Development Ongoing

More information

The Art of Jazz Singing: Working With The Band

The Art of Jazz Singing: Working With The Band Working With The Band 1. Introduction Listening and responding are the responsibilities of every jazz musician, and some of our brightest musical moments are collective reactions to the unexpected. But

More information

2014 Music Style and Composition GA 3: Aural and written examination

2014 Music Style and Composition GA 3: Aural and written examination 2014 Music Style and Composition GA 3: Aural and written examination GENERAL COMMENTS The 2014 Music Style and Composition examination consisted of two sections, worth a total of 100 marks. Both sections

More information

Eastern Illinois University Panther Marching Band Festival

Eastern Illinois University Panther Marching Band Festival Effect Music Eastern Illinois University Panther Marching Band Festival Credit the frequency and quality of the intellectual, emotional, and aesthetic effectiveness of the program and performers efforts

More information

Presented by Joe Cerutti

Presented by Joe Cerutti The Development of a Choral Instrument based on an article by Howard Swan Presented by Joe Cerutti Recordings provided by: Stephen C. Pagano and the Freeport High School Select Choral Opening Statement

More information

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus

Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus Content Area Course: Chorus Grade Level: Eighth 8th Grade Chorus R14 The Seven Cs of Learning Collaboration Character Communication Citizenship Critical Thinking Creativity Curiosity Unit Titles Vocal

More information

PRESENTATION CATEGORY

PRESENTATION CATEGORY PRESENTATION CATEGORY I. INTRODUCTION... p. 1 II. PRESENTATION ELEMENTS... p. 2 A. Characteristics of the Barbershop Presentation... p. 2 B. Themes of Song Presentations... p. 4 C. Presentation Techniques...

More information

Student Performance Q&A:

Student Performance Q&A: Student Performance Q&A: 2008 AP Music Theory Free-Response Questions The following comments on the 2008 free-response questions for AP Music Theory were written by the Chief Reader, Ken Stephenson of

More information

Curriculum Mapping Subject-VOCAL JAZZ (L)4184

Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Curriculum Mapping Subject-VOCAL JAZZ (L)4184 Unit/ Days 1 st 9 weeks Standard Number H.1.1 Sing using proper vocal technique including body alignment, breath support and control, position of tongue and

More information

AP MUSIC THEORY 2006 SCORING GUIDELINES. Question 7

AP MUSIC THEORY 2006 SCORING GUIDELINES. Question 7 2006 SCORING GUIDELINES Question 7 SCORING: 9 points I. Basic Procedure for Scoring Each Phrase A. Conceal the Roman numerals, and judge the bass line to be good, fair, or poor against the given melody.

More information

Version 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment

Version 5: August Requires performance/aural assessment. S1C1-102 Adjusting and matching pitches. Requires performance/aural assessment Choir (Foundational) Item Specifications for Summative Assessment Code Content Statement Item Specifications Depth of Knowledge Essence S1C1-101 Maintaining a steady beat with auditory assistance (e.g.,

More information

Grade Level 5-12 Subject Area: Vocal and Instrumental Music

Grade Level 5-12 Subject Area: Vocal and Instrumental Music 1 Grade Level 5-12 Subject Area: Vocal and Instrumental Music Standard 1 - Sings alone and with others, a varied repertoire of music The student will be able to. 1. Sings ostinatos (repetition of a short

More information

Music Curriculum Glossary

Music Curriculum Glossary Acappella AB form ABA form Accent Accompaniment Analyze Arrangement Articulation Band Bass clef Beat Body percussion Bordun (drone) Brass family Canon Chant Chart Chord Chord progression Coda Color parts

More information

the mathematics of the voice. As musicians, we d both been frustrated with groups inability to

the mathematics of the voice. As musicians, we d both been frustrated with groups inability to Bailey Hoar & Grace Lempres December 7, 2010 Math 005 Final Project Because we are both singers, we decided that we wanted our project to experiment with the mathematics of the voice. As musicians, we

More information

Seventeenth-Century Opera Style Sheet. Prepared by Lucas Harris, February 2007 for La Calisto production at Ohio State University

Seventeenth-Century Opera Style Sheet. Prepared by Lucas Harris, February 2007 for La Calisto production at Ohio State University Know the text Seventeenth-Century Opera Style Sheet Prepared by Lucas Harris, February 2007 for La Calisto production at Ohio State University Everyone in the cast & band ought to take the time to read

More information

GRATTON, Hector CHANSON ECOSSAISE. Instrumentation: Violin, piano. Duration: 2'30" Publisher: Berandol Music. Level: Difficult

GRATTON, Hector CHANSON ECOSSAISE. Instrumentation: Violin, piano. Duration: 2'30 Publisher: Berandol Music. Level: Difficult GRATTON, Hector CHANSON ECOSSAISE Instrumentation: Violin, piano Duration: 2'30" Publisher: Berandol Music Level: Difficult Musical Characteristics: This piece features a lyrical melodic line. The feeling

More information

Describe the essential elements necessary to sing a musical phrase. Sing an independent part as assigned in an ensemble.

Describe the essential elements necessary to sing a musical phrase. Sing an independent part as assigned in an ensemble. Checks for Understanding 1.1 Level 1. Sing, alone and in a group, vocal literature on a difficulty level of 3-4 using expressive qualities and technical accuracy (rhythmic and melodic precision, dynamics,

More information

PERFORMING ARTS Curriculum Framework K - 12

PERFORMING ARTS Curriculum Framework K - 12 PERFORMING ARTS Curriculum Framework K - 12 Litchfield School District Approved 4/2016 1 Philosophy of Performing Arts Education The Litchfield School District performing arts program seeks to provide

More information

Judge Instructions Packet

Judge Instructions Packet Judge Instructions Packet Judges instructions should be reviewed in advance of contest by each adjudicator. This packet can be copied and mailed to your judges at least ten days prior to your contest or

More information

Melodic Minor Scale Jazz Studies: Introduction

Melodic Minor Scale Jazz Studies: Introduction Melodic Minor Scale Jazz Studies: Introduction The Concept As an improvising musician, I ve always been thrilled by one thing in particular: Discovering melodies spontaneously. I love to surprise myself

More information

In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers.

In all creative work melody writing, harmonising a bass part, adding a melody to a given bass part the simplest answers tend to be the best answers. THEORY OF MUSIC REPORT ON THE MAY 2009 EXAMINATIONS General The early grades are very much concerned with learning and using the language of music and becoming familiar with basic theory. But, there are

More information

Iv. dealist.ic. I dealis.1:ic. I dealistic. Tues., 7 10 p.m I dealistic: I dealistic:: IdElta I ist:ic. Vc HORUS'; VC HORUS, VC HORUS';

Iv. dealist.ic. I dealis.1:ic. I dealistic. Tues., 7 10 p.m I dealistic: I dealistic:: IdElta I ist:ic. Vc HORUS'; VC HORUS, VC HORUS'; choruswebsite. com I dealistic:: "\ / alley '\i Vc HORUS'; I dealistic: \./alley h VC HORUS'; IdElta I ist:ic alley \1 VC HORUS III 888-8888 I dealistic 'Ialley '\t VC HORUS, Iv. dealist.ic C alley 'n

More information

19 th INTERNATIONAL CONGRESS ON ACOUSTICS MADRID, 2-7 SEPTEMBER 2007 FORMANT FREQUENCY ADJUSTMENT IN BARBERSHOP QUARTET SINGING

19 th INTERNATIONAL CONGRESS ON ACOUSTICS MADRID, 2-7 SEPTEMBER 2007 FORMANT FREQUENCY ADJUSTMENT IN BARBERSHOP QUARTET SINGING 19 th INTERNATIONAL CONGRESS ON ACOUSTICS MADRID, 2-7 SEPTEMBER 2007 FORMANT FREQUENCY ADJUSTMENT IN BARBERSHOP QUARTET SINGING PACS: 43.75.Rs Ternström, Sten; Kalin, Gustaf Dept of Speech, Music and Hearing,

More information

AP Music Theory Syllabus

AP Music Theory Syllabus AP Music Theory 2017 2018 Syllabus Instructor: Patrick McCarty Hour: 7 Location: Band Room - 605 Contact: pmmccarty@olatheschools.org 913-780-7034 Course Overview AP Music Theory is a rigorous course designed

More information