LoganMiddle School

Choral Department

Student/Parent Handbook

2014-2015

Table of Contents

Attendance...... 6

Calendar...... 4

Choir Membership...... 4

Competencies...... 8

Ensemble Descriptions...... 4

Expectations and Rules...... 5

Folders and Music...... 12

Four Golden Rules of Choir...... 5

Goals...... 10

Grading Policies...... 6

Letter of Welcome...... 3

Performance Dress Code...... 11

PMEA Events...... 12

Removal from Chorus...... 6

Forms

Commitment Contract...... 13

Chorus Removal...... 14

Dear Student and Parent/Guardian:

Welcome, and congratulations on your decision to join the Logan Middle School Choral Program! While the path you have chosen will be challenging, I promise a rewarding experience for your efforts.

The sixth year of the LMS choral program highlighted our outstanding singers. We welcomed another talented group of fourth graders. The older choirs tackled challenging music in a variety of languages.We had a record number of students participate in local choir festivals, including Mucho Macho and Sweet Harmony. Perhaps the highlight of the year though was our Spring Choral Extravaganza. It featured all of the EA choirs and even a moving combined piece with over 120 singers! The potential of our middle school choirs is endless and you have chosen to be part of that adventure!

The choral program will continue to operate under the“new” building schedule at Logan this year.All choirs meet individually by grade level for a 40 minute class, three times per cycle. Students in band and orchestra will be able to participate as “doublers” during pull-out instruction periods.All classes will take place in our very own choir room!

In this handbook you will find all the rules, procedures, consequences, and expectations for students in the choral program. After reading it, please sign and return the Handbook Receipt/ Commitment Contract form found on the last page. Familiarizing yourself with the handbook should answer most of your questions, but feel free to contact me at anytime with questions or concerns.My door is always open. Please note that I travel between buildings and the quickest way to contact me is often via email. Additionally, the best place to reach me by phone is at the high school.

I have missed you all and can’t wait to get singing!

Amanda E. Rosco

East Allegheny Choral Director

412-824-8012 x1139 (HS)

The fact that children can make beautiful music is less significant

than the fact that music can make beautiful children.

~Cheryl Lavender

Calendar

October

3Homecoming (8th graders only)*Tentative*

November

4Mucho Macho Music Festival, Trinity HS

14Sweet Harmony Festival, Upper St. Clair HS

December

15LMS Holiday Choral Concert, 7:00

April

TBAPMEA Junior High District Choir

May

27LMS Spring Choral Concert, 7:00

Ensemble Descriptions

The choir program at Logan consists of three different ensembles: 4th grade choir, 5th/6th grade choir, and 7th/8th grade choir. Sometimes the 4th grade choir may combine with the 5th/6th grade choir for concerts, depending on the number of students and the music. Each choir rehearses separately by grade level.

Choir Membership

Membership in the choir is open to all LMS students. To participate in choir, students must meet the following criteria:

  • Submit a commitment contract signed by both the student and parent/guardian.
  • Attend class daily (except when assigned to speech or lab).
  • Attend both concerts, dressed appropriately.
  • Meet the behavior expectations on next page.
  • Follow all classroom rules.
  • For students in grades 4, 5, and 6:Complete an audition. Auditions will be held at the beginning of the year. Students will audition in groups of 2 or 3 to assess their current singing skill level. During the audition students will be asked to echo short vocal exercises and sing a brief song.
  • For students in grades 7 & 8: Schedule choir was your music elective for the year.

Students who do not meet these criteria will be removed from chorus.
Expectations

Every successful choir program has high standards and expectations. To meet these standards and expectations, we require each member to demonstrate:

COMMITMENT

SELF-DISCIPLINE

RESPONSIBILITY

PRIDE

Commitment:

Attend all rehearsals, performances.

Limit absences as much as possible.

Always give 120%.

Self-Discipline

Be on time.

Be able to walk quietly and responsibly to and from chorus.

Follow all Logan school rules.

Follow the concert dress code.

Ask for help if you are having trouble.

Never sing a single note that is not musical.

Challenge yourself to always do slightly better the next time.

Responsibility

Participate.

Admit when you make a mistake—and then do your best to fix it.

Pride

Help others find their way. Be supportive of your fellow members.

Show character and integrity.

Strive to do your best.

Demonstrate cooperation and teamwork. Remember we are all working toward the same goal.

Be an example, don’t be made an example.

Four Golden Rules of Choir

  1. Respect
  2. Demonstrate respect for yourself, others, and school property at all times.
  3. Quiet
  4. Speak & sing only when asked.
  5. Seated
  6. Stay in your assigned seat.
  7. No Gum
  8. Ever!

Removal from Chorus

In the case where a student needs to be removed from chorus, a chorus removal form (found in the back of this handbook) must be completed for grades 4-6 or a Logan Music Department change of class form for grades 7 & 8. It is not the intention to remove students from chorus unless absolutely necessary, but occasionally the need does arise. In this case the appropriate form will be completed and signed by Mrs. Rosco, the student, and the parent/guardian. The student will be expected to continue to attend chorus until given a new assignment for that period, which will be indicated on the form. This also applies when it is the student who initiates the schedule change. Again, the student will continue to attend chorus until a new assignment is made. Students failing to complete the form who stop coming to chorus will be treated the same as a student skipping class and appropriate grading and disciplinary measures will be taken.

Grading/Attendance Policies

Students do receive a grade for choir. For students in grades 4-6, their grade is incorporated into their general music grade (50% general music, 50% choir). For students in grades 7 & 8, the class will appear on their report card.

The following are grading criteria for grades 7 & 8.

Grades are based on three categories:

Concerts

Skill: Vocal technique (IVEs), theoretical knowledge

Professionalism: Attendance, attitude, behavior, participation.

During marking periods in which there are concerts, grades will be calculate according to the following weights:

  • Concerts: 50%
  • Professionalism: 25%
  • Skill: 25%

During marking periods in which there are NO scheduled performances, the grade will be evenly split between the professionalism and skill categories.

Concerts & Performances: Students can earn up to 50 points per performance. Attendance at the concert will earn a student 25 points and the remaining 25 will be determined by the student’s dress, behavior, and participation during the performance. Points will be deducted for poor behavior, not following the dress code, or a lack of participation during the concert. Students will be required to stay for the entire concert.

Skill: During the course of the year students will be asked to demonstrate their musical and vocal skills through written and performance assessments (IVEs). The skill grade will be calculated based on points earned out of points possible.

IVE:Students will complete three Individual Vocal Evaluations (IVEs) during the year, one at the beginning, one at the semester point, and one at the end of the year. Point values for IVE will vary from 20 to 40 points depending on the evaluation content. The initial IVE is used for voice placement and as a baseline to measure vocal progress throughout the year. Students will receive a full 20 points for completing this assessment. The second and third IVEs will be graded according to a rubric to be handed out at that time and will include the singing of scales, repertoire from the Holiday and Spring concerts, and sight-singing.

Written:During the year students will take several traditional quizzes to evaluate their music literacy and understanding of music theory. Students may also be asked to complete brief written assignments related to music, singing, and the repertoire being studied.

Professionalism: The student’s professionalism grade is based on their actions and behavior during class. This includes arriving on time, be prepared (music and pencil), their level of participation, and their attitude. Students will receive a maximum professionalism grade of 5 points per day. Students will lose 1 point for each of the following: being late for class, chewing gum, being unprepared, poor posture, poor attitude, etc. Additionally, students will lose 1 point for EACH disciplinary infraction that occurs during class. Students who are sent to the office during the class will receive zero points for that day. The professionalism grade will be calculated based on points earned out of points possible.

Attendance Policy

Choir members are required to attend every rehearsal and performance. Commitment and regular attendance are necessary for successful rehearsal and performance experiences. Any absence, regardless of the reason, causes difficulties for fellow choir members and invariably requires repeated instruction and drilling for everybody at later rehearsals. Remember: there is no second string in choir!

Concerts & Dress Rehearsals:

Dress rehearsals will be held during school on the two days prior to a concert. Students need to make every possible effort to attend the dress rehearsal, as it is the only time that all sections of the choir will be able to rehearse together.

CONCERTS ARE MANDATORY. The student’s grade will suffer severely and he or she will be removed from choir if they do not attend a concert. In the extreme chance that a student must miss a concert, the student will be given the opportunity to make up the points ONLY if the absence falls under one of the following reasons:

  • Extreme illness
  • Death in the immediate family
  • Uncontrollable emergency situation
  • Once in a life time opportunity. (Director must be notified as least one month in advance.)

The following are examples of unexcused absences from a performance:

  • Could not get a ride
  • Overslept
  • Personal vacation

The student will be able to earn back the concert points by singing selections from the concert, completing a choir evaluation sheet, and/or helping in the choir library. The make-up work shall be determined by the student and director.

All final decisions regarding whether an absence from a performance is excused or unexcused are at the discretion of the director.

Competencies

National Standards for Music Education:

  1. Singing, alone and with others, a varied repertoire of music.
  2. Performing on instruments, alone and with others, a varied repertoire of music.
  3. Improvising melodies, variations, and accompaniments.
  4. Composing and arranging music within specified guidelines.
  5. Reading and notating music.
  6. Listening to, analyzing, and describing music.
  7. Evaluating music and music performances.
  8. Understanding relationships between music, the other arts, and disciplines outside the arts.
  9. Understanding music in relation to history and culture.

Pennsylvania Department of Education: Academic Standards for the Arts and Humanities

9.1. Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts

A. Know and use the elements and principles of each art form to create works in the arts and humanities.

• Elements: duration • intensity • pitch • timbre

• Principles: composition • form • genre • harmony • rhythm • texture

B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

Music: sing • play an instrument • read and notate music • compose and arrange •improvise

C. Integrate and apply advanced vocabulary to the arts forms.

D. Demonstrate specific styles in combination through the production or performance of a unique work of art (e.g., a dance composition that combines jazz dance and African dance).

E. Delineate a unifying theme through the production of a work of art that reflects skills in media processes and techniques.

F. Analyze works of arts influenced by experiences or historical and cultural events through production,

performance or exhibition.

G. Analyze the effect of rehearsal and practice sessions.

H. Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.

• Evaluate the use and applications of materials.

• Evaluate issues of cleanliness related to the arts.

• Evaluate the use and applications of mechanical/electrical equipment.

• Evaluate differences among selected physical space/environment.

• Evaluate the use and applications of safe props/stage equipment.

• Evaluate the use and apply safe methods for storing materials in the arts.

I. Distinguish among a variety of regional arts events and resources and analyze methods of selection and admission.

J. Analyze and evaluate the use of traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

• Analyze traditional technologies (e.g., acid printing, etching methods, musical instruments,

costume materials, eight track recording, super 8 movies).

• Analyze contemporary technologies (e.g., virtual reality design, instrument enhancements, photographic tools, broadcast equipment, film cameras, preservation tools, web graphics, computer generated marching band designs).

K. Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.

9.2.Historical and Cultural Contexts

A. Explain the historical, cultural and social context of an individual work in the arts.

B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).

C. Relate works in the arts to varying styles and genre and to the periods in which they were created (e.g., Bronze Age, Ming Dynasty, Renaissance, Classical, Modern, Post-Modern, Contemporary, Futuristic, others).

D. Analyze a work of art from its historical and cultural perspective.

E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

F. Know and apply appropriate vocabulary used between social studies and the arts and humanities.

G. Relate works in the arts to geographic regions: Africa, Asia, Australia, Central America, Europe, North, America, South America

H. Identify, describe and analyze the work of Pennsylvania Artists in dance, music, theatre and visual arts.

I. Identify, explain and analyze philosophical beliefs as they relate to works in the arts (e.g., classical architecture, rock music, Native American dance, contemporary American musical theatre).

J. Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., plays by Shakespeare, works by Michelangelo, ethnic dance and music).

K. Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling – plays, oral histories- poetry, work songs- blue grass).

L. Identify, explain and analyze common themes, forms and techniques from works in the arts (e.g., Copland and Graham’s Appalachian Spring and Millet’s The Gleaners).

9.3.Critical Response

A. Explain and apply the critical examination processes of works in the arts and humanities.

• Compare and contrast

• Analyze

• Interpret

• Form and test hypotheses

• Evaluate/form judgments

B. Determine and apply criteria to a person’s work and works of others in the arts .

C. Apply systems of classification for interpreting works in the arts and forming a critical response.

D. Analyze and interpret works in the arts and humanities from different societies using culturally specific vocabulary of critical response.

E. Examine and evaluate various types of critical analysis of works in the arts and humanities.

• Contextual criticism

• Formal criticism

• Intuitive criticism

F. Analyze the processes of criticism used to compare the meanings of a work in the arts in both its own and present time.

G. Analyze works in the arts by referencing the judgments advanced by arts critics as well as one’s own analysis and critique.

9.4.Aesthetic Response

A. Evaluate an individual’s philosophical statement on a work in the arts and its relationship to one’s own life based on knowledge and experience.

B. Describe and analyze the effects that works in the arts have on groups, individuals and the culture.

C. Compare and contrast the attributes of various audiences’ environments as they influence individual esthetic response.

D. Analyze and interpret a philosophical position identified in works in the arts and humanities.

Goals

Yearly:

  1. Learn to sing with proper vocal technique.
  2. Read music fluently.
  3. Develop aural skills through the use of solfege.

Long-term:

  1. Develop healthy and versatile singers who understand and contribute to the success of the ensemble(s) in a positive manner.
  2. Promote critical thinking, teamwork, and interpersonal skills through the art of music.
  3. Foster an appreciation of music and instill a sense of value for all the arts.
  4. Create experiences for students that ultimately enrich their lives and promote self-discovery.
  5. Equip students with the tools to be life-long consumers and appreciators of music.

Performance Dress Code

During a performance it is important not only how the choir sounds but how they look. A concert is a special and unique event and the choir’s dress should match the significance of the event. Additionally, people “hear” with their eyes and often a well dressed ensemble is perceived to sound better by the audience. **Please contact me if there is any concern at all over the dress code**

Concert Attire

4th/5th/6th Grade / 7th/8th Grade
Girls:
Dress OR
Skirt and blouse OR
Dress pants and blouse
Closed toe shoes / Girls:
Black skirt (knee length)
White blouse (button down is fine)
Black stockings or tights
Black closed toe shoes
Boys:
Dress shirt or polo (no t-shirts)
Dress pants (no jeans)
Dress shoes (no sneakers) / Boys:
Black dress pants
Long sleeved white dress shirt (button down)
Black socks
Dark dress shoes (preferably black)
Tie

Some additional rules: