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Show Choir Learning Design Information Project Title: Developer(s): Development Date: Revised By: Revision Date: Organization: Department

: Instructional Area: Instructional Level: Total Credits: Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting. Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates awareness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy o learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand o learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessary detail o learner describes problems accurately o learner understands the impact of nonverbal communication Show Choir Amy Hanson 06/15/1998 Amy Hanson 10/19/1998 Shawano-Gresham School District music Music & Arts 6-8 0

ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Sing alone and with others a varied repertoire of 2 and 3 part music 2. Cultivate relationships between music and other disciplines 7. Create a knowledge of musical theatre 6. work. Investigate musical careers and life applications 1.Performance will be satisfactory when: . Develop individual vocal technique. Promote community involvement through performance 8.Criteria . including inequities and biases Performance Expectations Goals 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Criteria . and community environments o learner analyzes the historic effect of cultures.4 Use problem solving skills in real world situations o learner identifies the problem o learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs reasoning skills o learner evaluates options o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 Practice citizenship skills based on democratic principles o learner accepts responsibility of membership in society o learner knows the role and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leadership or supporting roles as appropriate o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process 6 Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school.

Distinguish between 2 and 3 parts Procedure b.Criteria . Match pitch accurately Procedure d. Sing music representing diverse cultures and genres of music Process 2. open and supported sound Conditions for Assessment . Sing with technical accuracy Properties Domain: Psychomotor Level: Practice .o learner sings a variety of 2 and 3 part songs Conditions for Assessment . Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3.Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Demonstrate correct singing posture Process e.Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Sing both melody and harmony parts Procedure c. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria .Performance will be satisfactory when: o learner practices proper posture and breath support o learner displays ability to match pitch o learner produces full.

Evaluate musical performances of other groups Principle . Match pitches accurately Procedure b. Perform music from memory Procedure e. Be aware of the individual's roles within their section Principle c. Practice proper vowel production Procedure 4.Difficulty: Medium Importance: Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria .Performance will be satisfactory when: o learner can sing part alone and in their section Conditions for Assessment . Read rhythms and pitches correctly Procedure d. Sing and dance expressively as a section and as part of an ensemble Concept d.Competence will be demonstrated: o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b.Criteria .Performance will be satisfactory when: o learner sings correctly alone and in their section Conditions for Assessment . Sing accurately and with proper breath control Procedure c. Exhibit ensemble skills Properties Domain: Affective Level: Internalizing Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principles Criteria .Criteria .Competence will be demonstrated: o teacher observation Learning Objectives a.

Demonstrate correct dynamics. Evaluate performances Principle 6.Criteria .Competence will be demonstrated: o teacher observation o student critique of performance Learning Objectives a.Performance will be satisfactory when: o learner performs in a winter concert & spring concert Conditions for Assessment . Develop expressive qualities of musical elements Properties Domain: Cognitive Level: Synthesis Difficulty: High Importance: Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria . Differentiate between different styles and genres of music Process b.Performance will be satisfactory when: o learner performs a piece with the correct interpretation and style of selected piece o learner displays understanding of standard musical symbols of pitch.Competence will be demonstrated: o student critique o teacher observation Learning Objectives a.Criteria . Prepare public music performances Properties Domain: Cognitive Level: Application Difficulty: Medium Importance: Essential Linked Core Abilities Practice citizenship skills based on democratic principles Criteria . dynamics and articulation Conditions for Assessment . Perform music in a public concert Procedure b. rhythm.5. phrasing and style Procedure c. Practice music and concert ettiquette Process c. Perform memorized music .

these standards should serve as a measure of evaluation for the effectiveness and viability of their ensemble. .) with a foundation upon which to build their show choirs as a viable and contributing part of a total choral program. dance and visual arts Properties Domain: Cognitive Level: Application Difficulty: Low Importance: Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria .d.Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. set designers. Procedure Evaluate performances by other groups Principle 7.Performance will be satisfactory when: o learner participates in group discussions o observes various examples of the fine arts Conditions for Assessment . these standards should serve as goals to strive to attain. composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors: Diana R. Discuss the importance of music in the arts Concept b. Study musical theatre.Criteria . For the beginning show choir. Investigate other areas of the arts including musical theatre. Investigate careers in music Concept d. etc. these standards should serve as starting points upon which to build. Spradling and National R&S Jazz & Show Choir Committee Revision authors: Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers. dance and visual arts Procedure c. costumers. For the developing show choir. For the experienced show choir. Compare musical works by era. arrangers.

Integrating Art Forms While experiencing the rigors and complex demands required in combining the individual disciplines of music. technical accuracy. it must be the essential mission of each choral director and choral educator to maintain a level of excellence and a dedication to integrity in the stylistic performance of choral music of all types. V. expression. musical accuracy. ensemble skills and stylistic integrity. to provide opportunities for the exploration of additional literature. The show choir experience is designed to build upon the experiences of a traditional choral program. the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy. idioms. historical periods and styles. Directors of the show choir should work toward this achievement. expression and appropriately varied styles of dance. Interpreting Music Elements In reading and notating well-crafted music. we create these standards believing in certain fundamental premises. II. Stylistic Awareness After listening to analyzing and rehearsing the music. III.Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in today’s society where much of the body of choral literature is taught and performed. dance and theatre into a single performance medium. the performance of appropriate articulations and phrasing and critical evaluation. Foremost. entertaining and educational package for both audience and participants. IV. Singing Performing alone and with others. Furthermore. The use of live accompaniment is strongly encouraged. to expose more people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. appropriate ensemble technique. the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble. Movement/Dance Performing alone and with others. the members of the show choir should demonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy vocal technique. the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. the members of the show choir should demonstrate the skills of the complete artistic performer. the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary. Standards I. VI. . describe the elements of music being used and expressively interpret the markings within the score. Instrumental Accompaniment When performing with instrumental accompaniment. the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic.

(The official list should be signed by the SFC Cluster and Sector Couple Coordinators to ensure that they are certified SFC members). as composers and arrangers of repertoire for the ensemble. type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. appropriate rehearsal etiquette. IX. continuous practice with attention to detail and respect for the contributions of others. History and Pop Culture Understanding the genre of popular music and theatrical music in relationship to history and culture. 3. WEST – Latin American c. There should only be one (1) entry per BIG SECTOR. VIII. The members of the show choir should recognize that performance practices in this genre do allow for more individualized interpretation than that of traditional choral literature. the members of the show choir should demonstrate the ability to classify repertoire or performance by style. A Show Choir is defined as a group of people who combine choral singing with dance movements. Performance Practices and Evaluation By evaluating performances. DYNAMICS 1. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies. CENTRAL .Boy Band/Girl Band d. sometimes within the context of a specific idea or story. X. Entertainment as Art Recognizing the relationship between the three disciplines of music. All big sectors should confirm their entry with the lyrics of the songs on or before June 18. as choreographers and designers and as production leadership team members. The competition is open to all SFC members. dance and theatre in the performing arts. SOUTH – Broadway .VII. dance and theatre along with the ensemble approach to the combination of these disciplines. the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance. a. NORTH – Motown b. the members of the show choir should demonstrate the ability to objectively review both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music. Changes will be entertained until July 2. the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers. 4. 2. EAST – Movie Sountrack e. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. 2011. 2011.

Each group must be composed of at least 30 members. I. Lyrics should be wholesome and not sexually suggestive or vulgar. 7. 8. mix and play their musical score. 13. 6.25% TOTAL ………………………………………………………………. The members of the show choir should demonstrate the ability to sing their chosen music. The members of the band/instrumentalists in the show choir should demonstrate the ability to arrange.5. Entries must also be composed of MIXED performers – brothers and sisters (there should be more than 10 brothers or sisters in the group).100% . The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technicalities. The members of the show choir should demonstrate the ability to add movement or choreography to their performance that complements the music. it must be decent and proper for the performance. Use of props is highly encouraged to develop the visual aspect of the performance. The song can be in the form of fast-paced or slow-paced pieces. Three (3) points will be deducted for every person in deficiency of the provision. 12. The group is responsible for bringing their own musical instruments. The song rendition or medley should not exceed five (5) minutes. 10. There will be a one-minute grace period for entrance and another minute for the exit. They can be a combination of singers. 14. 11. dancers and instrumentalists. 9. Costumes are highly encouraged to add up to the total performance however.45% Voice Quality Choreography Blend and Balance 15% 15% 15% SHOWMANSHIP …………………………………………………………30% Stage Presence Synchronization and Movements Costume/Props 10% 10% 10% MESSAGE AND CONTENT ……………………………………………. CRITERIA FOR JUDGING MUSICAL RENDITION ………………………………………………….

Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH: YELLOW WEST: RED CENTRAL: GREEN EAST: BLUE SOUTH: ORANGE .