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Senior High Choir (Grades 9-12)

Clarion Area Jr./Sr. High School


2017-2018 Course Syllabus
Independent Study Student Portfolio

Miss Sarah Matson


(814) 226-8112 ext. 127
smatson@clarion-schools.com
Remind 101: text @9f0c1e to 81010

COURSE OBJECTIVES
Students will demonstrate proper techniques of vocal productions
Students will demonstrate proper concert etiquette and performance
techniques
Students will identify and apply music literacy and theory in choral literature
Students will demonstrate an understanding of musical elements
Students will have obtained an understanding and appreciation of various
periods and genres of music.
Students will develop proficient sight singing skills

COURSE REQUIREMENTS
Materials:
Choral folder (supplied by Choral Director)
Choral music (supplied by Choral Director)
Successful Sight Singing by Nany Telfer (supplied by Choral Director, stays in the classroom)
Student Portfolio (Independent Study students only)
** Students are responsible for ALL borrowed materials and will be charged
for materials not returned in the best possible condition.

Exams/Quizzes:
Performance checks will be given regularly during class. The performance checks
will include solo singing, section singing, and choreography (if any). These
assessments are to ensure students are ready for upcoming performances. Only
material previously rehearsed in class will be assessed.

Performances:
Performances will be graded! Excused absences include illness, death in the family
or a pre-approved absence from Miss Matson. Pre-Approved absences must be
done at least two weeks in advance of the performance, and may be made up
through a singing test (and choreography if any) of the concert material.

Senior High Choir Performance Schedule:


Holiday Concert- Thursday, December 7th, 7:30pm
Broadway Concert- Thursday, March 8, 7:30pm
Spring Concert- Thursday, May 17th, 7:30pm

Class Participation and Grading:


Students are expected to be on time, have their music and a pencil, and be attentive
and respectful for all rehearsals and class periods. Students will receive five (5)
participation points per day. Students will lose participation points for chewing
gum, excessive talking, distracting others or disrupting class rehearsal or the
learning environment, continuous poor singing posture, lack of participation and
disrespect.

Independent Study students will be required to report to the choir room to rehearse with Miss
Matson twice a week, arranging a time to rehearse. Student will also be required to complete
various assessments outlined in this portfolio that they would be missing in the regular class
period.

Singing assessments will be given regularly to ensure students are prepared for
concerts. Singing assessments will be done in small groups, and they will be worth
20 points.

All performances will be worth 100 points


Students may be given worksheets based on concepts, composers, and other
elements of music related to music we are working on in choir. They will receive
points for these assignments.

*Opportunities for bonus points are available in the form of attending different
performances (Community choir, musicals, etc.) and submitting a short (1 page)
essay.

Concert Attire:
Fall Pops Concert- School Spirit, orange and black, jeans
Holiday Concert: Ladies- Dress slacks or below the knee skirt/ dress; Nice top
Men- khakis or dress pants; button-up dress shirt/tie or nice
sweater.

No blue jeans, sneakers, spaghetti straps, bare midriffs, and logo shirts
permitted!
Spring Concert: Ladies- Black dress slacks or below the knee skirt; solid
white blouse (short or long sleeved)

Men- Black dress pants, solid white button-up dress


shirt(short or long sleeved)/ dark tie

No blue jeans, sneakers, spaghetti straps, bare midriffs, and logo shirts
permitted!
Student Name_____________________________________________

I, _________________________________ (Student Signature) have received the information


in the syllabus, have reviewed it, and understand what is expected of me in the
Choral Program for the 2016-2017 school year.

I, __________________________________(Parent/Guardian Signature) have received the


information in the syllabus, have reviewed it, and understand my son/daughters
expectations in the Choral Program for the 2016-2017 school year.

Parent Phone or
Email:____________________________________________________________________

**Students will receive five (5) participation points for returning this page by
August 29, 2017.
Independent Lesson Guide
1 minute Body warm-up
3-5 minutes Vocal warm-up
5 minutes Ear Training/Solfege Vocal Pitch Exercise
5 minutes Sight-Reading Exercise (from your Nancy
Telfer book)
10 minutes Repertoire 1
10 minutes Repertoire 2
10 minutes Repertoire 3
3 minutes Exit Assessment and Reflection
9-Week Lesson Chart
Week: Date: Signature:
Week 1
Week 1
Week 2
Week 2
Week 3
Week 3
Week 4
Week 4
Week 5
Week 5
Week 6
Week 6
Week 7
Week 7
Week 8
Week 8
Week 9
Week 9
Date: Completed Tasks:
Vocal Music Performance - Individual: Vocal Pitch Exercise - Individual
Singing Test

Teacher Name: Ms. Matson

Student Name: ________________________________________

CATEGORY 4 3 2 1
Solfege The student sings the vocal The student sings the vocal The student sings the vocal Very few correct solfege
pitch exercise without any pitch exercise with an pitch exercise with frequent patterns.
errors. isolated error. and/or repeated errors.

Pitch Virtually no errors. Pitch is An occasional isolated error, Some accurate pitches, but Very few accurate or secure
very accurate. but most of the time pitch is there are frequent and/or pitches.
accurate and secure. repeated errors.

Rhythm The beat is secure and the The beat is secure and the The beat is somewhat The beat is usually erratic
rhythms are accurate for the rhythms are mostly erratic. Some rhythms are and rhythms are seldom
selection that is being sung accurate. There are a few accurate. Frequent or accurate detracting
duration errors, but these do repeated duration errors. significantly from the overall
not detract from the overall Rhythm problems performance.
performance. occasionally detract from
the overall performance.

Hand Signs The student performs the The student performs the The student performs the Very few hand signs used.
vocal pitch exercise without vocal pitch exercise with an vocal pitch exercise with
any errors in hand signs. isolated error in hand signs. frequent and/or repeated
errors in hand signs.
Tone Quality Tone is consistently Tone is focused, clear, and Tone is often focused, clear The tone is often not
focused, clear, and centered centered through the normal and centered, but focused, clear or centered
throughout the range of range of the instrument. sometimes the tone is regardless of the range,
exercise. Tone has Extremes in range uncontrolled in the normal significantly detracting from
professional quality. sometimes cause tone to be range. Extremes in range the overall performance.
less controlled. Tone quality are usually uncontrolled.
typically does not detract Occasionally the tone
from the performance. quality detracts from overall
performance.
Vocal Music Performance - Individual : Individual Performance Assessment-
Repertoire

Teacher Name: Ms. Matson

Student Name: ________________________________________

CATEGORY 4 3 2 1
Pitch Virtually no errors. Pitch is An occasional isolated Some accurate pitches, but Very few accurate pitches.
very accurate. error, but most of the time there are frequent and/or
pitch is accurate and repeated errors.
secure.

Rhythm The beat is secure and the The beat is secure and the The beat is somewhat The beat is usually erratic
rhythms are accurate for the rhythms are mostly erratic. Some rhythms are and rhythms are seldom
selection that is being sung. accurate. There are a few accurate. Frequent or accurate detracting
duration errors, but these do repeated duration errors. significantly from the overall
not detract from the overall Rhythm problems performance.
performance. occasionally detract from the
overall performance.

Diction Student articulates clearly Student articulates the Student is sometimes Student rarely articulates the
and the test of the music is words somewhat clearly articulating the words but words and the text is not
understandable. and the text can be the text is often not understandable.
understood most of the understandable.
time.

Tone Quality Tone is consistently Tone is focused, clear and Tone is often focused, clear The tone is often not
focused, clear, and centered centered through the normal and centered, but focused, clear, or centered
throughout the range of the singing range. Extremes in sometimes the tone is regardless of the range,
voice. range sometimes cause uncontrolled in the normal significantly detracting from
tone to be less controlled. singing range. Extremes in the overall performance.
Tone quality typically does range are usually
not detract from uncontrolled. Occasionally
performance. the tone quality detracts
from overall performance.
Breath Support Student is breathing Student is usually breathing Student sometimes breathes Student is rarely breathing
properly and supporting the properly, but occasionally properly and only correctly and never supports
tone to the best of his/her does not support the tone to occasionally supports the the tone to the end of each
ability. the end of each phrase. tone to the end of each phrase.
phrase.
First Semester Research Project: Madrigals

Research the history of madrigals, madrigal singers, and the time period. Your final project may
be presented in the form of a 4-5 page research paper, or a technology based presentation
(Prezi, PowerPoint, video). Your research should include the history of madrigals, the time
period (what was going on in the world, where were they performed, what did the musicians
wear). Be creative with your work and make it your own. More directions, and rubric to come
when you choose which project a paper or technology based you would like to do!

Second Semester Research Project: Broadway

Choose a Broadway show to research. Your research should include the plot of the show, some
of the music, characters, set design. You may also research the shows origins and how it came
about. Be creative and find one that interests you! You may present your findings in a 4-5 page
research paper, a technology based presentation or a video project. Let me know which
presentation method you choose, and further guidelines and a rubric will be available to you.