all-state choirs omnibus 2018-2019 · ssaa chorus/ttbb chorus: high school students who pass the...

TABLE OF CONTENTS

1. Overview of 2018-2019 Audition Process

2. All State Chorus Rehearsal Notes

3. All-State High School Musicianship Test Guidelines

4. High School Vocabulary List

5. All-State Middle School Musicianship Test Guidelines

6. Middle School Vocabulary List

7. All-State Sight-Reading Procedures Information

8. All-State Sight-Reading Guidelines & NEW MS 6/8 Exercise Examples

9. Sight-Reading Tally Sheets

10. All-State Vocal Quality Procedures Information

11. All-State Vocal Quality Rubric

12. Vocal Quality Recording Verification Sheet

13. 2019 All-State Chorus Conductors & Repertoire List

All-State Choirs Omnibus 2018-2019

Calendar Fall - All-State Online Registration (set by District Chair)

September 1– Deadline for FMEA/FVA Membership (via www.flmusiced.org) September 22 –Tampa hotel blocks open at 9:00 am and 2019 Conference Pre-Registration opens online October 1– Vocal Quality vocalise and prepared excerpts released (via www.fva.net) November 9– All-State Seats announced (via www.fva.net) November 10- Hotel Cancellation deadline at 5:00 pm November 13- Hotels will charge one night of each room reserved December 7- FMEA Pre-Registration ends at midnight (via www.flmusiced.org)

Registration Registration for the 2019 All-State choruses will proceed via MPA Online (flmusiced.org/mpaonline).

The voicings for each choir will be as follows: HS- S1, S2, A1, A2, T1, T2, B1, B2; MS Mixed- S, A, T, B and MS Treble- T1, T2, T3. Directors will also provide emergency contact information, height, and a student headshot at the time of registration. No changes may be made after the registration window has closed. Registrations will not be accepted after the window has closed set by District Chair.

• Middle School: Maximum of 15 treble/unchanged singers as listed below, unlimited changed voice TB singers

• 7-8 Treble Choir is limited to 3 students each of Treble 1, 2, and 3.

• 7-8 Concert Choir is limited to 3 Sopranos, 3 Altos, and unlimited Tenors or Basses (changed voices).

• High School: Maximum of 12 S/A singers as listed below, unlimited T/B singers

• 3 students each of Soprano 1, Soprano 2, Alto 1, and Alto 2

• Students must sing the voice part for which they are registered. No students will be permitted to change voiceparts from their original assignment at any point in the process.

NOTE: In accordance with FSMA policy, 6th graders may not audition for All-State.

FMEA & FVA Contracts The FMEA Contract and FVA Contract will print from MPA Online and the student name and other in-

formation will be populated from the registration information. The FMEA Contract has been reduced to one page. The two contracts must be printed double-sided on the same sheet of paper and sent to the District Chair before testing. District Chairs will be unable to print any All-State testing materials for that student until they have the signed contracts. Students with incomplete or missing contracts will not be permitted to complete any portion of the All-State audition.

Musicianship Testing No changes have been made to the procedures for the Musicianship Test from the previous school year.

Musicianship study materials will be available on the website for teacher and student use. In recent years, the test itself has been re-ordered with chord quality and interval recognition coming before melodic/rhythmic recognition and questions have been added in which the student must select the note value that best completes a given measure. The vocabulary list has not changed for this cycle.

Each student will receive a bar code sticker to use on their Scantron/ZipGrade sheet. This identification number will be used throughout the All-State process.

PASSING SCORES (out of 50) MIDDLE SCHOOL– 35 HIGH SCHOOL (WOMEN’S/MEN’S)- 35 HIGH SCHOOL (CONCERT/SIGHT-READING)- 40

All-StateProcedures 2018-2019

Sight-Reading Testing Students will be able to actualize pitch and rhythm during the study time in the Sight-Reading Audition.

Any pitches or rhythms performed during the study time will not be adjudicated or count towards the student’s final score. All other Sight-Reading Audition policies remain in place. In addition, Middle School students will read an additional four measure exercise in 6/8 time. The minimum number of measures to pass for Middle School has not changed. Example measures can be found in the Omnibus.

All districts are encouraged to make use of the tally scratch sheets during the testing. The tally sheets are available in the Omnibus. Sight-Reading examples and study materials will be available on the website for teacher and student use.

The top 25 scoring high school students in each section (S,A,T,B) will be placed in the Sight-Reading Chorus. The minimum score accepted into the chorus is 30 measures out of 40.

Each student will receive a Sight-Reading adjudication sheet with a pre-printed bar code. This identifica-tion number will be used throughout the All-State process.

PASSING SCORES MIDDLE SCHOOL– 8 out of 28 HIGH SCHOOL (SSAA/TTBB)- 10 out of 40 HIGH SCHOOL (CONCERT)- 20 out of 40

High School Concert Chorus Opt Out ProceduresThe intent of the Opt Out is to allow students who might be on the lower edge of the Concert Chorus audition pool to prepare for the choir that they will be more likely to participate in at the January conference. They will " opt out" of Concert Chorus (much like we allow students to " opt out" of Reading Chorus consideration).

If a director wishes to move students out of the Concert Chorus pool, please be advised of the following:

- No guarantees can be made as to what the minimum composite score will be accepted into the Concert Chorus.

NOTE: The highest possible composite score after Musicianship/Sight-Reading is 65.00000- that's two perfect scores 50/50 on the Musicianship exam and 40/40 on Sight-Reading. A student with the minimum qualifying score of 40/50 on the Musicianship exam and 20/40 on Sight-Reading would have a composite score of 41.50000. Stu-dents’ current composites can be viewed on the " All-State Auditions" page of MPA Online by clicking “Score Report for Composite Scores" at the bottom of the page.

- Once a student has moved out of the Concert Chorus pool, they cannot be moved back, regardless of their scoreresults when auditions have concluded. It is a permanent "opt out."

- It is the director’s responsibility to work with students and parents when making this decision. FVA willtake no responsibility for the decision to move a student from the Concert Chorus audition pool into the Women'sor Men's Chorus audition pool. Directors must use their best judgement when making these decisions. A statementwill be posted on the FVA website that will serve as public notice that the option is available. Please DO NOTsubmit a student to be moved without notifying the student and parent in an appropriate manner.

If a director wishes to move a student into the Men's/Women's audition pool and have that student audition on the TTBB/SSAA packet, please do the following:

1. Find the students unique All-State ID number. This is a 5 digit number. How to find the All-State ID number.:- Login to MPAOnline- Click "All-State Auditions"- Click "Sight-Reading Score Sheets"- The 5 digit All-State Audition number appears below the barcode.

2. The deadline to submit an "opt out" request is Monday, October 1st at midnight. Send an e-mail to DavidVerdoni, All-State Chair ([email protected]) with the following information:

School Name Student Name Student Grade Student Voice Part Student All-State ID

NOTE: We cannot see student names in the Administrator side of MPA Online. Please make sure you submit the correct All-State ID.

3. When the notification e-mail that all students have been moved comes out, directors should login to MPAOnline again and confirm that students are now showing in the new choir. Here's how to verify the student's choirplacement:- Login to MPAOnline- Click "All-State Auditions"- Click "All-State Audition Entries (Add/Edit/View)"- The student's choir placement appears in the central column.

Vocal Quality/Music Preparation Testing Adjudicator Selection

The FVA Board has selected an Audition Chair for each voice part. The Audition Chairs are spread throughout the state and will be responsible for selecting two other adjudicators for their assigned voice part and communicating problems with FVA. That panel will meet at a central location and complete the adjudication. They will be paid for their services.

Audition Information The Vocal Quality/Music Preparation is an individual audition. Students will perform all four sections

(vocalizes and 3 music excerpts) as an individual with prepared accompaniment tracks. There will be no retests, unless the first recording attempt is incomplete as determined by the directors in the recording room. The proce-dure has not changed from the previous year.

Vocalise Each student will perform a required vocalise to demonstrate range, quality and intonation. There will be

one ascending and one descending vocalise which will be performed on “zaw” with the consonant only performed on the initial pitch of each exercise. The vocalise will be performed with a recorded track that will set tempo and pitch. The vocalise tracks for each voice part are available on the FVA website. Students should prepare the vocal-ise with the track to ensure confidence. The vocalise portion will last approximately 1 minute.

NOTE: Check the website and make sure your students are practicing with the tracks created by ChoralTracks for FVA.

Repertoire to be Auditioned

CONCERT CHORUS: High School students who score at least 80% on the Musicianship Test AND score a minimum of 20 measures on the Sight-Reading Test are eligible for the SATB Concert Chorus. They will audition on 3 (three) pieces selected from the Concert Chorus repertoire (list located at the end of the Omnibus). There are 7 pieces in the purchased repertoire packet. Learning tracks for all of the repertoire is available for purchase and download from ChoralTracks. One audition piece will be announced by October 1st.

SSAA CHORUS/TTBB CHORUS: High School students who pass the Musicianship and Sight-Reading Tests, but score less than 80% AND/OR read fewer than 20 measures, are eligible for the SSAA or TTBB Chorus. These students will audition on 3 (three) pieces from their respective reper-toire packets (list located at the end of the Omnibus). There are 6 pieces in the purchased SSAA repertoire packet, and 6 pieces in the purchased TTBB packet. Learning tracks for all of the repertoire is available for purchase and download from ChoralTracks. One audition piece for each chorus will be announced by October 1. MS MIXED CHORUS: Students auditioning for the Middle School Mixed Chorus will audition on 3 (three) pieces (list located at the end of the Omnibus). There are 7 pieces in their repertoire packet (The African Repertoire will be performed as a set). Learning tracks for all of the repertoire is available for purchase and down-load from ChoralTracks (separate versions for Districts 1-8 and 9-18, based on the part splits indicated below). One audition piece will be announced by October 1. MS TREBLE CHORUS: Students auditioning for the Middle School Treble Chorus will audition on 3 (three) pieces (list located at the end of the Omnibus). There are 6 pieces in their purchased repertoire packet . Learning tracks for all of the repertoire is available for purchase and download from ChoralTracks (separate ver-sions for Districts 1-8 and 9-18, based on the part splits indicated below). One audition piece will be announced by October 1.

Part Splits If a voice part splits beyond the part divisions already established, Districts 1-8 will learn the upper notes and Districts 9-18 will learn the lower notes. This is to ensure that there is a somewhat equal distribution for the clinicians to work with in January. Clinicians may decide to re-voice at that time. Part splits will not be considered in the adjudication of Vocal Quality auditions, as long as one of the part options is performed correctly. Additional or unique part splits are listed in this omnibus. PLEASE make sure your students are learning the correct voice parts and splits if applicable. See Rehearsal Notes and Part Splits below.

Rehearsal Tracks and Purchasing Music EACH STUDENT MUST ARRIVE ON SITE AT THE VOCAL AUDITION

WITH THEIR OWN COMPLETE PACKET OF MUSIC! PHOTOCOPIED MUSIC IS NOT PERMITTED, AND WILL RESULT IN DISQUALIFICATION!

SHARING MUSIC PACKETS IS NOT PERMITTED, AND WILL RESULT IN DISQUALIFICATION! ChoralTracks is our vendor for rehearsal and audition tracks this year.

There are 4 permutations of each track:

Balanced voices, Part Predominant, Part Muted, and Accompaniment only.

MASTER LICENSE- Allows the teacher to distribute as many copies as needed. Each school that purchases a Master License receives a secure and free digital download of all tracks. Students also have access to free mobile app. Choral Tracks accepts PayPal, Credit Card, or check.

Concert Chorus= $99.99 SSAA or TTBB Chorus= $49.99 MS Mixed or MS Treble Chorus= $49.99

Note: Schools with small numbers should consider purchasing the track for only their singer’s voice part for $13.99. CDs are also available for an extra charge.

Audition Procedures All students should be given the excerpts and asked to clearly mark their music with stopping and starting points. Students should be given the opportunity to practice the excerpts as a group with the Soprano 1/Soprano/Treble 1 version of the All-State Vocal Quality audition tracks so that they may hear exactly how the pitches and count-offs will be given in the audition. No student should be auditioned without having first had the opportunity to practice with the audition cuts at least once. Students will be organized and sent to recording rooms using whatever method the district traditionally uses for assigning students to rooms. The student will enter a recording room that is equipped with a recording device, a playback device and a music stand. Two directors will also be need in each recording room. It is not nec-essary to prevent students from recording their audition in a room with their own director. The directors will greet the student, issue short instructions (get music in order, a reminder of what to say at the beginning of the recording) and begin the audition. The student will stand at the music stand approximately one to two feet from the micro-phone of the recording device. The directors will need to determine the optimal distance for clear recordings before beginning. The student will begin by stating their voice part and their All-State ID number (example: H12-1234). One director will begin the playback of the prepared tracks and the other director will press “record” on the record-ing device. The student will perform the four sections of the audition. When the recording is completed, the student will have the opportunity to hear random sections of the track to verify that the recording is complete. The verifica-tion sheet will also serve as a paper record of the order in which the students were recorded. Then, the student will affix their barcode sticker to a verification sheet and sign that their recording was complete. There will be no re-tests, unless the directors agree that the recording is incomplete. In the event that two recordings are made, both tracks should be saved and the District Chair should be notified and will verify that the first recording was unusa-ble. The directors will save the files after it has been verified. All files must be recorded in .mp3 format. They will save each file in this format: All-State ID Number.mp3 (examples: M31-014.mp3 or H31-015.mp3). It is highly recommended that all audition files be kept until after the All-State Choruses have been seated.

Approved Recording Devices

ALL FILES MUST BE RECORDED IN .MP3 FORMAT! PC or MAC computer (laptop or desktop) with Audacity or GarageBand (RECOMMENDED)

NOTE: Audacity is FREE audio editor available at audacity.sourceforge.net. It is also necessary to down-load the LAME .mp3 encoder from lame.buanzo.com.ar to record into .mp3 format automatically. Tutorials on the use of Audacity, the LAME encoder and GarageBand will be available on the FVA website. External microphones MUST be used in ALL Vocal Quality recording rooms in ALL districts. The recommended brand is Blue Microphones (www.bluemic.com), which sells USB-input mics of good quality and USB mic converters that can be used with an XLR mic.

COMPLETE INSTRUCTIONS FOR WORKING WITH AUDACITY AND

GARAGEBAND CAN BE FOUND ON THE FVA WEBSITE. Approved Playback Devices

PC or MAC computer (laptop or desktop) with .mp3 player or Audacity, iTunes or oth-er .mp3 capable playback program (RECOMMENDED)

CD player (.mp3 compatible) NOTE: If the internal speakers on the playback computer are not adequate, it is strongly recommended that external speakers be used to ensure that the student can hear the track clearly. Auditioning students will not listen to the track on headphones/earbuds while making the recording.

Post-Audition The District Chair will need to collect and upload all audition recordings. It is recommended that USB drives and external hard drives be used to quickly move the files onto one computer. Files will be uploaded to the FMEA website. It is recommended that students be required to stay at the audition site until it has been confirmed that their audition has been uploaded successfully.

Adjudication Adjudicators will receive adjudication instructions via e-mail, and will have about two weeks to finish their adjudication. Scores will be input directly into the MPA Online program. Each recording will be scored using a rubric based on the Vocal Solo and Choral Performance MPA adju-dication sheets. The maximum Vocal Audition score will be 80. Each recording will be adjudicated by three judg-es. The final score will be an average of the 3 judges’ scores. Each adjudicator will listen to a minimum of 5 re-cordings at random to help set a baseline. A “random” button will be used for this purpose and will not show the All-State ID number of the student being heard to establish a baseline. Judges will have the option to indicate that they do not recommend a student for All-State, based on the student’s recording. If 2 out of 3 judges do not rec-ommend a student, the student will not be seated in an All-State chorus unless they meet a balance need.

Seat Allocations Seat allocations for the 2019 Florida All-State Choirs will be conducted as in the previous year. Please note that representative students will be seated based on the balance needs of the All-State Choruses, rather than the highest score of the represented school. Seats will be announced MPA Online on or before November 9, 2018. Every effort will be made to get this information out as early as possible while still ensuring that all results are properly verified and checked by multiple eyes. Thank you for your patience!

FVA Position on Transgender Students The Florida Vocal Association strives to be inclusive for students who identify as transgender. Transgender stu-dents may audition for the gender-specific All-State ensemble for which they identify. However, it would be ex-pected that the student meets all of the expectations for that ensemble, including demonstrating the necessary vocal range for the voice part for which they are auditioning as part of their Vocal Quality audition. The FVA encourages its members to work with their school and county administration to ensure a positive and inclusive environment for transgender students. This may include placing transgender students in gender-specific ensembles for which they identify, modifying uniform expectations for all students, and increased awareness of transgender students’ hormone therapies which would effect the singing voice.

Security The Florida Vocal Association is committed to providing meaningful, musical, educational opportunities for our Florida stu-dents. Safety for our teachers and students is a priority. It is required that each district hire security for all FVA events includ-ing the All State auditions.

FLORIDA VOCAL ASSOCIATION All-State 2019

Rehearsal Notes; Middle School Treble 2019 Conductor: Sydney Guillaume

Akeem -Sydney Guillaume SSA Sydney Guillaume

http://sydneyguillaume.com/product/akeem/

Men Nou -Sydney Guillaume SSA Sydney Guillaume

http://sydneyguillaume.com/product/men-nou/

Registered Voice Part District(s) Voice part student sings

in music

Additional Splits

Treble 1 All Districts Soprano; Entire Song

Treble 2 Districts 1-8 Soprano; m25-m43 Soprano 2; m46-end

Treble 2 Districts 9-18 Alto; m25-m43 Soprano 2; m46-end

Treble 3 All Districts Alto; Entire Song

Registered Voice

Part

District(s) Voice part student

sings in music

Additional Splits Additional Splits


Treble 2 Districts 1-8 Soprano & Bottom Split for Soprano Divisi; m3-m113

(stay on soprano line for m80&m88)

Soprano 2; m114-end

Treble 2 Districts 9-18 Alto & Top Split; m80&m88

Soprano 2; m114-end


http://sydneyguillaume.com/product/akeem/

http://sydneyguillaume.com/product/men-nou/

Cradle Hymn -Kim Andre Arnesen SSAA SBMP

She Sings -Amy F. Bernon SSA Heritage

Oye -Jim Papoulis 3 Part Boosey & Hawkes

Registered Voice Part District(s) Voice part student sings

in music

Additional Splits


Treble 2 District 1-8 Soprano; m5-m16 Soprano 2; m17-end

Treble 2 Districts 9-18 Alto; m5-m16 Alto 1; m17-end

Treble 3 All Districts Alto; m5-16 Alto 2; m17-end

Registered Voice Part District(s) Voice part student sings in music

Treble 1 District 1-8 Soprano 1; m.26-27, *top note on split

Treble 1 Districts 9-18 Soprano 1; m.26-27, *bottom note on split

Treble 2 All Districts Soprano 2; Entire Song



Treble 1 All Districts Treble 1; Entire Song



Kafal Sviri -Petar Liondev 3 Part

Registered Voice

Part

District(s) Voice part student

sings in music


Treble 1 Districts 1-8 Part I; Slow Section Part I; Moderato Section -2nd ending

Sop1;After Repeat to the end

Treble 1 Districts 9-18 Part I; Slow Section Part I; Moderato Section -2nd ending

Sop 2; After Repeat to the end

Treble 2 District 1-8 Part II; Slow Sec-tion

Part II; Moderato Section -2nd ending


Treble 2 Districts 9-18 Part III; Top Divisi Part II; Moderato Section -2nd ending


Treble 3 All Districts Part III; Bottom Divisi

Part III; Moderato Section -2nd ending

Alto; After Repeat to the end *if comfortable in voice, sing the Low e


Rehearsal Notes; Middle School Mixed 2019

Conductor: Daniel Gutierrez

Domine Fili Unigenite -Antonio Vivaldi SATB Walton Music

I Saw a Child -Ryan Main SATB ryanmain.com


Soprano All Districts Soprano; Entire Song

Alto All Districts Alto; Entire Song

Tenor All Districts Tenor; Entire Song

Bass All Districts Bass; Entire Song


Soprano Districts 1-8 Soprano; Top note when split

Soprano Districts 9-18 Soprano; Bottom note when split

Alto Districts 1-8 Alto; Top note when split

Alto Districts 9-18 Alto; Bottom note when split

Tenor Districts 1-8 Tenor; Top note when split

Tenor Districts 9-18 Tenor; Bottom note when split


This is the Day -Gerald T. Smith SATB Boosey & Hawkes

Walk in Jerusalem -Rollo Dilworth SATB Hal Leonard

Registered Voice

Part

District(s) Voice part student sings in music





Registered Voice Part District(s) Voice part student sings in music Additional Splits

Soprano Districts 1-8 Soprano; Entire Song Top Split Measures 40-41

Soprano Districts 9-18 Soprano; Entire Song Bottom Split Measures 40-41

Alto Districts 1-8 Alto; Entire Song Top Split Measures 40-41

Alto Districts 9-18 Alto; Entire Song Bottom Split Measures 40-41



San’Bonani / Namhla Kudibene -Michael Barrett SATB SBMP

Nda Wana -Michael Barrett SATB SBMP



Alto Districts 1-8 Alto; Top note measures 35&39

Alto Districts 9-18 Alto; Bottom note measures 35&39

Tenor Districts 1-8 Tenor; Top note measures 35&39

Tenor Districts 9-18 Tenor; Bottom note measures 35&39

Bass 1 Districts 1-8 Bass 1; Entire Song

Bass 2 Districts 9-18 Bass 2 ; Entire Song - m.42 to end - Anyone comforta-

ble with Low G, sing it





Bass Districts 1-8 Bass; Top note when split

Bass Districts 9-18 Bass; Bottom note when split

Mangisondele Nkosi Yam -Michael Barrett SATB SBMP


Soprano Districts 1-8 Soprano; Top note when split

Soprano Districts 9-18 Soprano; Bottom note when split

Alto Districts 1-8 Alto; Top note when split

Alto Districts 9-18 Alto; Bottom note when split


Bass Districts 1-8 Bass; Top note when split

Bass Districts 9-18 Bass; Bottom note when split


Rehearsal Notes; Senior High TTBB Chorus 2019 Conductor: James Bass

Salvation is Created -Pavel Chesnokov TTBB Timothy C. Takach

*Semi-Chorus TBD on-site

Please Stay -Jake Runestad TTBB Jake Runestad Music

*Solo will be auditioned on site.

Registered Voice Part

District(s) Voice Part Student Sings in Music


Tenor 1 All Districts Tenor 1; Entire Song

Tenor 2 All Districts Tenor 2; Entire Song

Bass 1 All Districts Baritone; Entire Song

Bass 2 Districts 9-18 Bass; Entire Song except

Bottom Split; m33-m40 (Any Bass 2 comforta-ble with the lower notes)

Bottom Split; m73-m80 (Any Bass 2 comfort-able with the lower notes)

Registered Voice Part District(s) Voice Part Student Sings in Music


Tenor 1 All Districts 2-Part Splits - Sing top note 3-Part Splits - Sing top note 4-Part Splits - Sing top note

Tenor 2 All Districts 2-Part Splits - Sing top note 3-Part Splits - Sing top note 4-Part Splits - Sing 2nd note from the top

Bass 1 All Districts 2-Part Splits - Sing bottom note

3-Part Splits - Sing middle note

4-Part Splits - Sing 2nd note from bottom

Bass 2 All Districts 2-Part Splits - Sing bottom note

3-Part Splits - Sing bottom note

4-Part Splits - Sing bottom note

Kin -Timothy C Takach TB Timothy C Takach

Du bist die Ruh -Schubert/Eklund TTBB SBMP

Vive L’Amour -Parker/Shaw TTBB Alfred

*Solo will be auditioned on site.

Registered Voice Part District(s) Voice Part Student Sings in Music Additional Splits

Tenor 1 All Districts Tenor


Bass 1 All Districts Bass



Tenor 1 All Districts Tenor; Top Split

Tenor 2 All Districts Tenor; Bottom Split @ m. 79, sing B1 note on final chord

Bass 1 All Districts Bass 1 @ m. 79, sing top B2 note on final chord (Eb2)

Bass 2 All Districts Bass 2 @ m.79, sing cued notes. (Any bass 2 comfortable with the lower pitch - sing it)


Tenor 1 All Districts Tenor 1


Bass 1 All Districts Bass 1

Bass 2 All Districts Bass 2 @ m.15, m.31, m.79 (all sing lower note)

Sanctus -Randall Johnson TTBB SBMP






Bass 2 Districts 9-18 Bass 2 Octave Split (If comfortable in voice)


Rehearsal Notes; Senior High SSAA 2019 Conductor: Beth Holmes

As the Rain Hides the Stars - Elaine Hagenberg SSA Hinshaw Music

*Solos will be auditioned on site.

Sto mi e milo - Daniel Hughes SSA earthsongs


Soprano 1 All Districts Soprano 1; Entire Song


Alto 1 All Districts Alto; Entire Song


Registered Voice

Part District(s) Voice Part Student Sings in Music Additional Splits

Soprano 1 Districts 1-8 Soprano 1; Entire Song

Soprano 1 Districts 9-18 Soprano 1; m1-m64 Soprano 1; Bottom Split m65-m80




Hold On -Clifton J. Noble, Jr. 4-Part Alfred

I Cannot Dance, O Lord -Stephen Paulus SSAA Paulus Publications

Registered Voice

Part District(s) Voice Part Student Sings in Music Additional Splits


Soprano 2 Districts 1-8 Soprano 2; Entire Song except Top Split; m50-m51

Soprano 2 Districts 9-18 Soprano 2; Entire Song except Bottom Split; m50-m51

Alto 1 Districts 1-8 Alto 1; Entire Song except Top Split; m50-m51

Alto 1 Districts 9-18 Alto 1; Entire Song except Bottom Split; m50-m51

Alto 2 All Districts Alto 2; Entire Song

Registered Voice

Part District(s) Voice Part Student Sings in Music Additional Splits Additional Splits

Soprano 1 Districts 1-8 Soprano 1; Entire Song except Top Split; m107-m111& m121

Top Split; m130-m134

Soprano 1 Districts 9-18 Soprano 1; Entire Song except Middle Split; m107-m111& m121

Middle Split; m130-m134

Soprano 2 All Districts Soprano 2 ; Entire Song except Bottom Split; m107-m111&

Bottom Split; m130-m134



Siuil A Ruin -Michael McGlynn SSA Warner Cappell Music

Suscepit Israel -Bach SSA Hinshaw Music

The clinician has requested to split sopranos accordingly. Please READ CAREFULLY.


SOLO TBD on-site Soprano 1

Small Group TBD on-site Soprano 2

Soprano 1 All Districts Soprano 3; Top Split

Soprano 2 All Districts Soprano 3; Bottom Split

Alto 1 All Districts Alto; Top Split

Alto 2 All Districts Alto; Bottom Split


Soprano 1 Districts 1-8 Soprano 1; Entire song


Soprano 2 Districts 1-8 Soprano 1; Entire song


Alto 1 Districts 1-8 Soprano 2; Entire Song

Alto 1 Districts 9-18 Alto; Entire Song



Rehearsal Notes; Senior High Concert Chorus 2019

Conductor: Brad Holmes

Windham - Arr. Brad Holmes SATB bradholmesmusic.com

*Please observe stem direction on splits because there is voice crossing.

I Will Sing - Michael Engelhardt SSATB mikeemusic.com

Registered Voice

Part District(s) Voice Part Student Sings in Music

Soprano 1 All Districts Soprano

Soprano 2 All Districts Soprano + *Bottom Split @ m.49 - end

Alto 1 All Districts Alto



Tenor 2 All Districts Tenor + *Bottom Split @ m.49 - end





Soprano 2 All Districts Soprano + Middle Note Split in 3 part sections




Tenor 2 All Districts Tenor + Middle Note Split in 3 part section @ m.93-94



Come, Let Us Worship (Priidite Poklonimsia) -Sergei Rachmaninoff SATB Musica Russica

Verbum caro factum est - Hassler SATB bradholmesmusic.com


Soprano 1 All Districts Soprano 1


Alto 1 All Districts Alto 1





Bass 2 All Districts Bass 2 (split only if comfortable with low d @ m.19 - if not stay on a)







Tenor 2 All Districts Baritone



Your Voices Tune - Handel SATB Belwin

Flight Song - Kim Andre Arnesen SATB earth songs



















Himne - Roelof Temmingh SATB Choir Sire Music

*Measures 111-115 will be determined on-site.










FVA ALL-STATE: HIGH SCHOOL MUSICIANSHIP TEST

The format of the test remains the same from the previous cycle.

The first four sections of the exam are administered with a recorded audio track and narrative. Section 1: Chord Quality Recognition 5 pts - Students identify Major, minor, Augmented, and diminished chords when played melodically and harmonically. Section 2: Interval Recognition 5 pts - Students identify Major and minor intervals when played melodically and harmonically. Section 3: Rhythmic Recognition 2 pts - Students identify correctly and incorrectly played rhythmic exercises. Section 4: Melodic and Rhythmic Recognition 8 pts - Students identify correctly and incorrectly played measures in a melody. Section 5: Complete the Measures 2 pts - Students select the best possible rhythmic pattern to complete a partial measure of rhythm. Section 6: Time Signature Recognition 2 pts - Students identify the correct time signature of a two measure example of rhythm. Section 7: Key signatures, major and minor 8 pts - Students identify Major and minor key signatures Section 8: Vocabulary 18 pts - Students select correct definitions to vocabulary words from the FVA HS Vocabulary list. TOTAL 50 points

A comprehensive battery of FVA All-State Exams is available on the FVA website. These exams are very helpful in understanding the format and style

of the Musicianship Test.

Revised 2018

PROCEDURES 1. Student enters room and gives adjudicators completed adjudication sheet. 2. Adjudicators determine what clef the student will use (Treble, Bass, Changing Voice). 3. The FVA example track will be played for each student. Treble/Bass clef students use track 1,

Changing Voice students use track 2. 4. Adjudicators should confirm that the student is looking at the correct examples and that no

marks have been made on the SR examples. Every student should be reminded of the proce-dures– how tonality will be established, how much study time they have for each exercise and the rules for stopping and starting over. Remember to be positive and encouraging, without commenting on the student’s performance (no “congratulations!” or “good jobs!”).

FOR EACH EXERCISE... 1. Establish key, ask student to sing beginning pitch, establish tempo by counting off one measure 2. Inform student of study time limit and tell them to begin studying. One adjudicator keeps time.

Students may actualize pitch and rhythm and hand signs while studying. Any elements performed during the study time will NOT COUNT towards the final score.

3. Establish key, ask student to sing beginning pitch, establish tempo by counting off one meas-ure.

4. Student reads exercise. 5. Both adjudicators use individual cross-off sheets to mark measures sung incorrectly. 6. After all exercises have been performed and the student has left, the adjudicators confer on the

measures sung incorrectly and place their agreed upon result on the score sheet.

PLEASE DO NOT GIVE STUDENTS A RUNNING TOTAL OF THEIR SCORE.

PLEASE DO NOT INFORM STUDENTS OF WHETHER OR NOT THEY HAVE PASSED THE SIGHT READING EXAMINATION.

KEY ESTABLISHMENT The key for each exercise will be established by playing an eighth note ascending and de-scending scale and arpeggio in the manner demonstrated on the CD (quarter note = 60). Students should be encouraged to sing along with the key establishment. Students may continue to estab-lish the key beyond what is played, if they choose. High School Only– The minor exercise (#3) should be established using the harmonic minor scale (raised 7th). Tablet-style computers with piano keyboard applications may be used to establish tonality in the FVA All-State sight-reading audition. Volume should be turned up for the student to adequately hear.

If a student has a limited range and is uncomfortable in the established key, find a key that fits the singer.

REVISED 2018

TEMPI Adjudicators must establish the tempo for the student for each exercise at quarter note = 60. Students may choose a faster tempo, but may not choose a slower tempo. The compound triple exer-cise (#4) should be established at eighth note = 90 or dotted quarter note = 30. STUDY TIMES ROOM SET-UP 10 seconds– HS #1, MS #1 Keyboard 20 seconds– HS #2-4, MS #2 CD Player 30 seconds– HS #5, MS #3-4 Music stand with SR examples placed face down AWARD MEASURES IF... • all pitches and rhythms sung correctly, rests are held for the correct length • Students may use any sight reading method or neutral syllable and may switch between systems

in the same exercise as long as pitches and rhythms are correct. DO NOT AWARD MEASURES IF... • incorrect pitches or rhythms are performed • Modulations– do not give credit for the measure where the modulation occurred, but do award

credit for the remaining measures if they are sung correctly in the new key. Students may modu-late multiple times in the same exercise. The measure of each modulation would NOT be award-ed.

RESTARTS • Each student is allowed ONE restart. • Adjudicators should use their discretion about what is a significant stop and what is a “stumble,”

“hitch,” or “pause.” • No measures sung after a stop should be counted towards the student’s score. • If the adjudicators determine the student has stopped they will ask the student immediately if the

restart will be used. • If the student says “yes,” establish tonality, starting pitch and tempo but do not give study time. • If the student says “no,” continue to the next exercise. • If a student wishes to use their restart after reading an entire exercise, no correct measures from

the first reading may be counted. Adjudicators should establish tonality, starting pitch and tempo but do not give study time.

MEASURE TALLY • Please remember that the MAXIMUM possible measures that can be tallied for the Middle School

Sight Reading is 28 measures. The maximum can not exceed 28 measures. • Please remember that the MAXIMUM possible measures that can be tallied for the High School

Sight Reading is 40 measures. The maximum can not exceed 40 measures.

HIGH SCHOOL TALLY SHEET

MIDDLE SCHOOL TALLY SHEET

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4

PROCEDURES 1. Student enters room and gives directors their note card and extra label. 2. The directors perform a sound level check while the student sings a major scale on the pitch of

their choosing. 3. The directors verify that the student has their music in order and open to the correct page. The

audition measures should be marked into each score before the student enters the room. 4. The student then performs their audition with the prepared auditon track containing the vocalises,

the prepared excerpts and the two unprepared excerpts. One directors operates the recording device while the other operates the playback device. The student must clearly state their All-State ID number on the recording before the audition track has begun to play. Once the record-ing process has begun, neither the recording nor playback device will be paused or stopped until the student has finished recording all audition material.

5. The track is immediately played back for the student’s verification. The entire track does not need to be played, but should be skimmed through checking that the recording is audible and there are no technical difficulties. The student may opt to not listen to their recording. If technical difficulties occur, a second recording may be made at the discretion of the directors (see information be-low).

6. The directors save the file in .mp3 format under the student’s All-State ID number (example: H12-3456.mp3). Refer to the student’s label on the note card and double check that the correct ID number is used.

7. The student affixes their label to the Verification Sheet, signs that their recording was made and reviewed, each director initials and indicates whether it was necessary to make a second record-ing.

WHEN TO RE-RECORD AN AUDITION... • There is audible hissing/popping/crackling due to malfunctioning equipment that obscures the

voice. • The voice is not audible due to malfunctioning equipment (this does not apply if the student can-

not produce an audible sound when placed a reasonable distance from the microphone). • A cell phone/announcement/other noise interrupts the audition and obscures a portion of the vo-

cal audition. • Auditions will not be re-recorded if a student becomes emotional, nervous or distressed. This is

the nature of auditions– each performer gets one opportunity to perform at their best in that mo-ment.

REVISED AUGUST 2015

Playback Device

ROOM SET-UP

Audio recording device (computer, .mp3 recorder, etc.) Audio playback device (CD player, computer, etc.) Music stand Vocal Quality Verification sheets RECOMMENDED POSITIONS

~2 ft. ~1 ft.

Student Recording Device

ALL-STATE VOCALISES The following vocalises should be performed on the syllable “zaw” (IPA: [za]) without reiterating the consonant sound on each pitch. Each vocalise will be performed SIX times– the first two repetitions will be accompanied by the piano, the remaining repe-titions will be performed a cappella with a click track and chromatic cues in between each repetition. The vocalises are performed at a tempo of 100 beats per minute. NOTE: The Vocalise tracks have been replaced with new tracks produced by ChoralTracks. The new tracks can be found on the website.

VOCALISE RANGES

VOCALISE #1 (ascending)

VOCALISE #2 (descending)

HS S1, MS S, MS Tr1 HS S2, MS Tr2 HS A1, MS A, MS Tr3 HS A2

HS T1, MS T HS T2 HS B1, MS B HS B2

Flor

ida V

ocal

Asso

ciatio

n A

ll-S

tate

Ch

oru

s V

oc

al

Qu

ality

Ru

bri

c

Each s

tudent

will

receiv

e a

score

fro

m 1

-5 in t

he c

ate

gories lis

ted

be

low

. T

he m

axim

um

score

for

the V

oca

l Q

ualit

y a

uditio

n is 8

0.

Po

ints

bre

akdow

n: 1

0 p

ts m

ax p

er

voca

lise x

2 v

ocalis

es =

20.

Plu

s 2

0 p

ts m

ax p

er

excerp

t x 3

excerp

ts =

60.

Each jud

ge in the

ir a

ssig

ne

d V

Q c

om

mitte

e w

ill lis

ten to s

evera

l excerp

ts a

nd c

onfe

r w

ith the o

ther

jud

ges to e

sta

blis

h a

baselin

e for

consis

tent scoring w

ithin

the

ir a

s-

sig

ne

d e

xcerp

ts.

Each v

oca

lise w

ill b

e g

rade

d s

epara

tely

. If

2 o

ut of

3 a

dju

dic

ato

rs in

dic

ate

“not re

com

mended

” aft

er

scoring, th

e s

tud

ent

will

be ine

ligib

le to p

art

icip

ate

in t

he A

ll S

tate

Ch

oir.

VO

CA

LIS

E 1

& 2

(10

po

ints

max

per

vo

calis

e)

5

4

3

2

1

F

ree

do

m &

Be

auty

A h

ealthy, vib

rant, r

esonant,

and f

ree t

one t

hat is

consis

t-

ently w

ell-

support

ed.

An e

nerg

ized t

one that oft

en

dis

pla

ys f

ocus a

nd r

esonance

in e

xtr

em

e r

egis

ters

.

A g

enera

lly g

ood tone b

ut

excessiv

e v

ibra

to, te

nsio

n,

and/o

r bre

ath

iness a

re p

re-

sent.

To

ne s

eld

om

possesses

space,

resonance, and f

ocus.

Fre

edom

and s

upport

, and/o

r beauty

of to

ne a

re s

eld

om

achie

ved.

To

ne c

om

ple

tely

lacks s

pace,

support

, fo

cus, fr

eedom

, and

beauty

. A

ND

/OR

Vocalis

e is n

ot sung w

ith p

re-

scrib

ed d

irectio

ns (

vow

el,

art

icula

tio

n, etc

.)

R

eg

iste

r A

dju

stm

ent

Beauty

of to

ne is c

onsis

tent

in

extr

em

es o

f re

gis

ter

without

obvio

us t

ransitio

ns. In

tonatio

n

is c

onsis

tent th

roughout th

e

vocal re

gis

ter.

Beauty

of to

ne is o

ften p

resent

in e

xtr

em

es o

f re

gis

ter.

Tra

nsi-

tio

ns a

re o

ften h

andle

d w

ell.

In

tonatio

n is o

ften c

onsis

tent

thro

ughout

the v

ocal re

gis

ter.

Beauty

of to

ne s

om

etim

es

occurs

in e

xtr

em

es o

f re

gis

ter.

R

egis

ter

shifts

are

appare

nt.

Into

natio

n is s

om

etim

es c

on-

sis

tent th

roughout th

e v

ocal

regis

ter.

Beauty

of to

ne is s

eld

om

pre

- sent in

extr

em

es o

f re

gis

ter.

O

bvio

us r

egis

ter

shifts

hin

der

the o

vera

ll effect. I

nto

natio

n is

seld

om

accura

te thro

ughout

the v

ocal re

gis

ter.

Fre

edom

and b

eauty

of to

ne is

not

achie

ved d

ue t

o in

appro

pri

- ate

regis

ter

adju

stm

ents

. R

ange is in

suff

icie

nt fo

r voic

e

part

. T

onal cente

r is

never

esta

blis

hed.

EX

CE

RP

TS

(3

)

(20

po

ints

max

per

exc

erp

t)

5

4

3

2

1

Te

ch

nic

al P

rep

ara

tio

n

Pitch a

ccura

cy,

rhyth

mic

pre

ci-

sio

n, and p

uls

e a

ware

ness

confirm

a w

ell-

pre

pare

d p

erf

or-

m

ance.

Contr

ol of

puls

e a

nd a

ccura

te

know

ledge o

f pitches is e

vid

ent

with a

few

min

or

pro

ble

ms.

Recovery

fro

m a

ny p

roble

ms is

imm

edia

te.

Accura

cy o

f pitch a

nd r

hyth

m,

ste

ady p

uls

e, and r

ele

ases a

nd

entr

ances a

re a

t tim

es a

ccu-

rate

, in

dic

atin

g a

vera

ge p

repa

- ra

tio

n o

f th

e m

usic

al score

.

Rhyth

mic

and/o

r pitch a

ccura

- cy is s

eld

om

achie

ved. P

uls

e is

dra

ggin

g o

r ru

shin

g m

ost

of th

e

tim

e.

Pitches a

nd r

hyth

ms a

re p

oor-

ly p

repare

d.

Entr

ances a

nd r

e-

leases a

re n

ot execute

d.

Th

ere

may b

e a

n o

vera

ll la

ck

of

un-

ders

tandin

g o

f th

e s

core

due t

o p

oor

pre

para

tio

n.

M

usic

alit

y

Th

e c

om

poser’s inte

nt re

gard

- in

g t

em

po, sty

le,

and m

ark

ings

are

consis

tently follo

wed.

Dy-

nam

ics, phra

sin

g, art

icula

tio

ns,

and in

terp

reta

tive n

uances a

re

art

istically

execute

d.

A m

usic

al perf

orm

ance t

hat

oft

en e

xhib

its p

roper

tem

po

and s

tyle

. M

ark

ings a

re o

ften

follo

wed.

Dynam

ic c

ontr

ast,

art

istically

shaped m

usic

al lin

e,

and a

ppro

pria

te a

rtic

ula

tio

ns

are

pre

sent m

ost

of th

e tim

e.

Tem

po, sty

le,

and p

hra

sin

g

som

etim

es follo

w t

he c

om

pos-

er’s inte

nt. U

ses o

f dynam

ics,

art

icula

tio

ns,

and n

uances a

re

som

etim

es s

tylis

tically

corr

ect,

but

contr

ived.

Perf

orm

ance s

eld

om

exhib

its

pro

per

tem

po a

nd s

tyle

, or

does n

ot fo

llow

music

al m

ark

- in

gs. P

hra

sin

g is m

ostly m

e-

chanic

al or

contr

ived.

Dynam

ic

range is v

ery

lim

ited a

nd/o

r to

o

much c

ontr

ast is

used.

Tem

po a

nd s

tyle

are

never

corr

ect. T

here

is a

n in

accu-

rate

use o

f dynam

ic r

anges.

Th

ere

is n

ever

a f

eelin

g o

f phra

se s

hape.

Into

na

tio

n

Into

natio

n a

nd t

onal cente

r are

consis

tent th

roughout

vocal

regis

ters

.

Into

natio

n is o

ften a

ccura

te,

with a

dju

stm

ents

made in

ex-

trem

e r

anges.

Pitch is s

om

etim

es c

orr

ect,

with p

roble

ms c

aused b

y la

ck

of

bre

ath

support

and v

ocal

faults.

Into

natio

n is s

eld

om

accura

te,

show

ing a

la

ck o

f lis

tenin

g

skill

s a

nd u

nders

tandin

g o

f vocal adju

stm

ent.

To

nal cente

r is

never

esta

b-

lished. B

asic

pitch m

atc

hin

g

skill

s a

re a

bsent.

F

ree

do

m &

Be

auty

A h

ealthy, vib

rant, r

esonant,

and f

ree t

one t

hat is

consis

t-

ently w

ell-

support

ed.

An e

nerg

ized t

one that oft

en

dis

pla

ys f

ocus a

nd r

esonance

in e

xtr

em

e r

egis

ters

.

A g

enera

lly g

ood tone b

ut

excessiv

e v

ibra

to, te

nsio

n,

and/o

r bre

ath

iness a

re p

re-

sent.

To

ne s

eld

om

possesses

space,

resonance, and f

ocus.

Fre

edom

and s

upport

, and/o

r beauty

of to

ne a

re s

eld

om

achie

ved.

To

ne c

om

ple

tely

lacks s

pace,

support

, fo

cus, fr

eedom

, and

beauty

.

BARCODE STICKER

STUDENT SIGNATURE

DIR. INITIAL

DIR. INITIAL

Re-recorded?

(circle)

YES

NO

YES

NO

YES

NO

YES

NO

YES

NO

YES

NO

By signing below, I verify that I have made and reviewed a complete and audible Vocal Quality Audition recording for admission into the 2019 Florida Vocal Association All-State Choirs.

ROOM # _____ DIRECTOR 1 ____________________________ DIRECTOR 2 _____________________________

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all-state choirs omnibus 2018-2019 · ssaa chorus/ttbb chorus: high school students who pass the...

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