WaunAkee. MIDDLe SCHOOL Vocal MUSIC. TeacherS MS.Roberts and Mrs. Thomas

Transcription

1 WaunAkee MIDDLe SCHOOL Vocal MUSIC TeacherS MS.Roberts and Mrs. Thomas

2 Middle School Chorus Calendar Chorus is a performance class with most events taking place outside of the school day. If a student misses a performance, they miss the opportunity to showcase all the hard work they have put forth in the classroom. All performances marked with an * are mandatory TBD First Quarter Music Booster Fruit Sale Second Quarter Dec TBA Fruit Sale Pick Bethel Circle Dec 12 *Middle School Chorus Concert 7 HS PAC * Dec 14 JAZZICALZ starts on Thursday mornings from 7:20-8:05 TBA MS/HS Chorus Retreat 3:45-5:30 Third Quarter Register online for WSMA Middle Level Honors Choir - See director for more info Jan 25 Solo and Ensemble Qualification 4-8 (singers perform for a vocal judge to get some helpful hints before going to festival there is no audience for this performance) March 3 District Solo and Ensemble DeForest 8-4pm March Middle School Musical Auditions Fourth Quarter TBD Music Booster Plant Sale May 7 Music Booster Summer Camp Scholarship Forms Due May 8-9 Musical Dress Rehearsals (School Shows) May Middle School Blue Aud May 24 *Middle School Chorus Concert 7 PAC* June 8th 8th grade Recognition ~ 8th grade sings during the school day MS Chorus Behavior Expectation Plan

3 Teacher: Roberts/Thomas Subject: Chorus Grade: 7-8 Date: Objective of Plan: Reinforce sense of safety, teamwork & cooperation within all music classes. Promote a safe and welcoming learning environment. Behavioral Expectations: Be on time. Be prepared. Be your personal best. Consequences for Inappropriate Behavior: Verbal / Visual warning. Time out to reflect on better behavior choices. Seating change. Office Referral /Phone call home to discuss problem. Conference with Parent/student/teacher/principal or other appropriate school staff.

4 Sacred Music Philosophy The study of choral music with sacred texts is vital and appropriate part of the total music experience in both performing and listening. The omission of sacred texts from the repertoire or study of music would present an incorrect and incomplete concept of the comprehensive nature of the art form. (Wisconsin Music Educators Association) Since this issue is at times a sensitive one, I thought I would address it and describe the approach that we take in presenting sacred music at the Middle School in the Waunakee Community School District. The study of music with sacred texts is vital in giving students an accurate and excellent education in their choral music experience. Great composers such as J.S. Bach, G.F. Handel and even W.A. Mozart wrote primarily sacred music. The African American choral tradition has also given us a wealth of great music in spirituals, gospel, blues and jazz. To exclude this from the WMS choral curriculum would be giving students an incomplete picture into the deep traditions of choral music. I program a balance of sacred and secular music throughout the year representing different cultures and languages. I spend a great deal of time selecting repertoire for the choirs to sing. This repertoire needs to be of the highest artistic quality and provide an appropriate challenge to the particular students involved. I look for balance in style, historical era, and culture for the concert, the school year and over the two year middle school choral experience. When introducing and teaching music with sacred texts I approach the piece from an educational standpoint, never to provide a religious experience. We look at it s place in history, culture and discuss the text in terms of musical quality and expressivity. I do not ask students to believe or not believe in the lyrics themselves or the ideas they present. I discuss these issues directly with the students and ask that those who have questions or concerns, speak with me individually. Below are the policy statements of the American Choral Directors Association, Wisconsin Music Educators Association and the Music Educators National Conference.

5 This is what we teach students in all music class K-12: 1. Be a good listener. Do not do anything that may distract the performance, or others in the audience. The entertainers are affected by the audience's behavior. A student can help a performer do a good job by following good concert behaviors. 2. Clap politely in the appropriate places. It is extremely inappropriate to cheer, yell or whistle after a selection (save it for sports!). Usually at the end of the song or act of a play; A clue for students is to look for the conductor to put their hands down or turn to acknowledge the audience. It is customary not to clap between movements of a large piece of music. Again, look to the conductor for the clue-- --if the musicians stop playing, but the director has not put down his/her hands---do not clap. It is customary to clap at the beginning of the concert to welcome the musicians. 3. Please keep hands and feet quiet. 4. Some things are not allowed in many theaters and concert halls: gum, candy, tape recorders, cameras, toys, etc. 5. Stay for the entire concert. It is inappropriate to leave during a performance except under an emergency situation (illness); Students should use the bathroom before the concert begins. Chaperones need to stay for the entire performance. It is appropriate to get up and walk around or use the restroom during a concert which has an intermission (theatre concert); be sure to return to your seat when the lights flash. At school concerts, students are usually asked to remain seated during an intermission, but they may talk and stretch. 6. Programs are to be used to follow the concert order and should be kept quiet during the concert. 7. A note about the National Anthem: Students should always stand and remove their hats whenever the Anthem is announced. It is appropriate to put your hand over your heart and sing along softly. This shows respect for a symbol of our country. At sporting events only, the crowd often cheers or applauds after the anthem, (this is technically a cheer for the game starting). At any other non-athletic event it is inappropriate and in bad taste to cheer at the conclusion of the Star Spangled Banner.

6 Voice Tracker Sheet NAME We will use this sheet to determine your vocal range and discover your vocal identity. We will track this in the fall, winter and spring. (Add speaking voice range rubric) 1)Divide each line into 3 measures. 2) Speaking range - Count backwards from 10 to 1. This will help find your speaking pitch. Write an X on the line or space where your speaking range is. Bass Clef 3) Low note - Sing a chromatic scale on an Ahh vowel going downward. Draw a whole note, O, on the line or space where you sang down to. Bass Clef 4) High note - Sing a chromatic scale on an "Ahh" vowel going up. Draw a whole note, O, on the line or space where you sang up to. Treble Clef FALL WINTER SPRING Speaking Range Low Note High Note

7 7th Chorus Grading Students in 7th Chorus will be given a progress grade and a quarter grade. The quarter grades will be averaged together to create a semester grade. Knowledge 30% #1 KNOWLEDGE AND CONCEPTS Students will read and demonstrate simple rhythmic notation in duple and triple using Gordon counting syllables including quarter, dotted quarter, eighth, half, whole notes and corresponding rests Students will read and demonstrate understanding of a choral octavo in 2 and 3 parts Students will read and demonstrate understanding of 2/4, 3/4, 4/4 and be introduced to 6/8 time signatures Students will read and notate a melody using solfege and hand signs in the treble clef Students will identify melodic movement of steps, skips, leaps and jumps and their corresponding interval names Students will identify and demonstrate understanding of music terms and symbols used in their repertoire Students will sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 Students will play piano on their voice part for 15 bars selected from their repertoire #2 CREATING Students will improvise simple rhythms and melodies Students will echo rhythm and melody patterns Students will compose a melody/rhythm following a selected set of technical specifications #4 RESPONDING Students will listen to an analyze the uses of elements of music in examples representing diverse genres and cultures. Students will demonstrate knowledge of the basic principles of meter, rhythm, tonality, and intervals in their analyses of music Students will listen to and critique the quality and effectiveness of their own and others performances Students will evaluate a given musical work in terms of aesthetic qualities to discuss text painting and compositional techniques used by the composer #5 CONNECTING Students will connect music with other arts

8 Students will describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music Students will compare in several cultures of the world, functions music serves, roles of musicians and conditions under which they typically perform Vocal Development 30% #3 PERFORMING, PRESENTING AND PRODUCING Large Ensemble Skills Students will sing collectively with appropriate body alignment and relaxed jaw and neck Students will sing collectively with accurate pitch and rhythm Students will sing collectively with appropriate diction Students will sing collectively with appropriate vowel formation Students will sing collectively with efficient breath control and timely and appropriate phrasing Students will sing music representing diverse genres and cultures with appropriate musical expression in response to conductor's gestures Small Group Instruction Skills Students will sing independently with accurate pitch and rhythm Students will sing independently with appropriate diction Students will sing independently with appropriate vowel formation Students will sing independently with efficient breath control and timely and appropriate phrasing Students will perform song checks within a small group setting Students will play a simple melody on the piano to help learn solfege and interval relationships with their voice Vocal Development - Students will have one small group rehearsal every six school days (A1 - B6). Attendance is extremely important for personal growth and success. During will focus on current vocal techniques, music reading skills, exploring their strengths and discover areas we can support with more individualized instruction. It has a dramatic impact on how well the students perform skills assessments. If a student misses a small group for any reason they are responsible for scheduling a make up time

9 Performing 40% #3 PERFORMING, PRESENTING AND PRODUCING PERFORMANCE SKILLS - Large Ensemble Students will sing collectively with appropriate body alignment and relaxed jaw and neck Students will sing collectively with accurate pitch and rhythm Students will sing collectively with appropriate diction Students will sing collectively with appropriate vowel formation Students will sing collectively with efficient breath control and timely and appropriate phrasing Students will sing music representing diverse genres and cultures with appropriate musical expression in response to conductor's gestures #4 RESPONDING Students will respond to a conductor's cues while performing #5 CONNECTING Students will demonstrate appropriate audience behavior Students will demonstrate appropriate concert behavior Chorus is a performance class with most events taking place outside of the school day. We expect that students will participate in all of the performances. If a student misses a performance, he/she misses the opportunity to showcase all the hard work they have put forth in the classroom. If they miss due to a family commitment, written notification is needed at least two weeks in advance. This will allow the director to make any necessary adjustments within the choir (such as reassigning a solo). If they miss a performance due to illness or family emergency, please me before the performance. aroberts@waunakee.k12.wi.us. The MS Principal will decide if an absence is excused or unexcused and I will assign a make up project accordingly. CONCERT ATTIRE Our concert attire will be tailored to give us a professional look throughout the music department. You may have many of these items in your closet already. All: White Top - Plain white. No lettering, logos etc. It should follow the school dress code and be a light material because it gets warm under the stage lights. Black dress pants - We do not consider leggings or yoga pants appropriate for performances. Black shoes and socks Please refrain from sandals or heels. *If you have a problem getting any of these items please let me know*

10 8th Chorus Grading Students in 8th Chorus will be given a progress grade and a quarter grade. The quarter grades will be averaged together to create a semester grade. Knowledge 30% #1 KNOWLEDGE AND SKILL Students will read and demonstrate simple rhythmic notation in duple and triple using Gordon counting syllables including quarter, dotted quarter, sixteenth, eighth, half, whole notes and corresponding rests Students will read and demonstrate understanding of a choral octavo in 3 parts Students will read and demonstrate understanding of 2/4, 3/4, 4/4 6/8, and cut time signatures Students will read and notate a melody using solfege and hand signs in the treble clef, Students will identify melodic movement of steps, skips, leaps and jumps and their corresponding interval names Students will identify and demonstrate understanding of music terms and symbols used in their repertoire Students will sightread, accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 Students will identify key signatures given Do Students will play piano on their voice part for 15 bars selected from their repertoire Students will sing a major and minor scale using hand signs #2 CREATING Students will improvise short rhythms and melodies Students will compose a melody/rhythm following a selected set of technical specifications #4 RESPONDING Students will listen to and analyze the uses of elements of music in examples representing diverse genres and cultures Students will evaluate a given musical work in terms of its aesthetic qualities to discuss text painting and compositional techniques used by the composer Students will listen to and critique the quality and effectiveness of their own and others performances Students will demonstrate knowledge of the basic principals of meter, rhythm, tonality, and intervals in their analyses of music #5 CONNECTING Students will connect music with other arts Students will demonstrate appropriate audience behavior.

11 Students will demonstrate appropriate concert behavior. Students will describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music Students will compare, in several cultures of the world, functions music serves, roles of musicians and conditions under which they typically performed Vocal Development 30% #3 PERFORMING, PRESENTING, AND PRODUCING Large Ensemble Skills Students will sing collectively with appropriate body alignment and relaxed jaw and neck Students will sing collectively with accurate rhythm and pitch Students will sing collectively with appropriate diction Students will sing collectively with appropriate vowel formation Students will sing collectively with efficient breath control and timely and appropriate phrasing Students will sing music representing diverse genres and cultures with appropriate musical expression in response to conductor's gesture Small Group Instruction Skills Students will sing independently with appropriate body alignment and relaxed jaw and neck Students will sing independently with accurate rhythm and pitch Students will sing independently with appropriate diction Students will sing independently with appropriate vowel formation Students will sing independently with efficient breath control and timely and appropriate phrasing Students will perform range and song checks within a small group setting Vocal Development - Students will have one small group rehearsal every six school days (A1 - B6). Attendance is extremely important for personal growth and success. During will focus on current vocal techniques, music reading skills, exploring their strengths and discover areas we can support with more individualized instruction. It has a dramatic impact on how well the students perform skills assessments. If a student misses a small group for any reason they are responsible for scheduling a make up time.

12 Performance 40% #3 PERFORMING, PRESENTING, AND PRODUCING Small Group Instruction Skills Students will sing independently with appropriate body alignment and relaxed jaw and neck Students will sing independently with accurate rhythm and pitch Students will sing independently with appropriate diction Students will sing independently with appropriate vowel formation Students will sing independently with efficient breath control and timely and appropriate phrasing Students will perform range and song checks within a small group setting #4 RESPONDING Students will respond to a conductor's cues while performing #5 CONNECTING Students will demonstrate appropriate audience behavior Students will demonstrate appropriate concert behavior Chorus is a performance class with most events taking place outside of the school day. We expect that students will participate in all of the performances. If a student misses a performance, he/she misses the opportunity to showcase all the hard work they have put forth in the classroom. If they miss due to a family commitment, written notification is needed at least two weeks in advance. This will allow the director to make any necessary adjustments within the choir (such as reassigning a solo). If they miss a performance due to illness or family emergency, please me before the performance. aroberts@waunakee.k12.wi.us. The MS Principal will decide if an absence is excused or unexcused and I will assign a make up project accordingly. CONCERT ATTIRE Our concert attire will be tailored to give us a professional look throughout the music department. You may have many of these items in your closet already. All: White Top - Plain white. No lettering, logos etc. It should follow the school dress code and be a light material because it gets warm under the stage lights. Black dress pants - We do not consider leggings or yoga pants appropriate for performances. Black shoes and socks Please refrain from sandals or heels. *If you have a problem getting any of these items please let me know*

13 FIRST QUARTER Small Group Instruction 7th Grade 1- Voice classification/breathing/tone Sept Reading a choral octavo Sept Solfege Sept 29 - Oct 6 4- Gordon Syllables Oct Treble Clef Note Names Oct Bass Clef Note Names Oct 30 - Nov 6

14 SECOND QUARTER Small Group Instruction 7th Grade 1- Treble and Bass Clef note practice Nov Song Checks Nov Song Checks Nov 28 - Dec 5 4- Piano Skills Dec Playing piano along with a vocal line Dec Semester Wrap Up Dec 22 - Jan 8

15 THIRD QUARTER Small Group Instruction 7th Grade 1- Time Signatures 4/4, 2/4, 3/4 2- Introduction to 6/8 time signature 3- Introduction to key signatures/circle of 5th 4- Figuring out key signatures 5- Major and minor scales 6- Introduction to intervals

16 FOURTH QUARTER Small Group Instruction 7th Grade 1- Song Checks 2- Song Checks 3- Writing and Identifying intervals 4- Ties and Slurs 5- Composition Project 6 - Year End Wrap Up

17 FIRST QUARTER Small Group Instruction 8th Grade 1- Voice classification/breathing/tone Sept Reading a choral octavo Sept Solfege review Sept 29 - Oct 6 4- Gordon Syllable Review Oct Treble and Bass Clef Note Names Oct Rests Oct 30 - Nov 6

18 SECOND QUARTER Small Group Instruction 8th Grade 1- Review of time signatures Nov Song Checks Nov Song Checks Nov 28 - Dec 5 4- Piano Skills Dec Playing piano along with a vocal line Dec Semester Wrap Up Dec 22 - Jan 8

19 THIRD QUARTER Small Group Instruction 8th Grade 1- Intro to cut time 2- Review of key signatures and circle of 5th 3- Figuring out key signatures by counting flats and sharps 4- Major/minor/chromatic scales 5- Review of identifying and writing intervals 6- Musical terms and symbols

20 FOURTH QUARTER SMALL GROUP INSTRUCTION 8th Grade 1- Song Check 2- Song Check 3- Ties and Slurs 4-1st and 2nd endings 5- Composition Project 6 - Improvising rhythms and melodies 7- Year end wrap up - voice classification

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