ap music theory syllabus emily donaldson primary · pdf fileap music theory syllabus emily...

AP Music Theory Syllabus Emily Donaldson Primary Textbooks: Benward, Bruce and Gary White. 2003. Music in Theory and Practice Vol. I, 7th

edition. New York: McGrawHill. Benward, Bruce and Marilyn Saker. 2003. Workbook to Accompany Music in Theory and Practice Vol. I, 7th edition. New York: McGrawHill. Benward, Bruce and J. Timothy Kolosick. 1991. Ear Training: A Technique for Listening, 4th edition. Dubuque: Wm. C. Brown Publishers. Kostka, Stefan and Dorothy Payne. 2000. Tonal Harmony with an Introduction to Twentieth Century Music, 4th edition. New York: McGrawHill. Ottman, Robert W. 2004. Music for SightSinging, 6th edition. Upper Saddle River, N.J.: PrenticeHall. Zinn, Michael and Robert Hogenson. 1987. Basics of Music, Opus I. New York: Schirmer Books. Additional Resources: Harrison, Mark. 1994. Contemporary Eartraining, Level 1. Milwaukee Hal Leonard. Harrison, Mark. 1994. Contemporary Eartraining, Level 2. Milwaukee: Hal Leonard. Reed, H. Owen. 1985. Basic Music Workbook. New York: Alfred Music. Roig-Francoli, Miguel A. 2003. Workbook and Anthology for use with Harmony in Context. New York: McGrawHill.

Course Planner: Unit 1: “The ABC’s of Music” By the end of this unit, the students will have: 1. reinforced prior knowledge of music notation. 2. reinforced prior knowledge of singing and matching pitch. 3. understood the scientific concept of sound production and how it has been notated musically throughout history. 4. investigated the ranges and sound production of various instruments and objects. 5. practiced standard notation of melody and rhythm. 6. learned to notate what they experience aurally. 7. developed an understanding and a consistent practice of tonality and its notation through scales and diatonic motion. 8. composed both a rhythmic and a “found sound” composition. 9. practiced sightsinging in diatonic motion. 10. identified intervals both aurally and through notation. Weeks 1&2: Benward, Preface and Chapter 1 “Sound & Notation” Zinn, Chapters 13 “Properties of Sound-Basic Notation”, “Rhythm, Meter and Meter Signatures” Weeks 3-5: Benward, Chapter 2 “Scales, Tonality, Key, Modes” Zinn, Chapters 4-5, 7-8 “Scales I, II & III”; “Key Signatures” Weeks 6&7: Benward, Chapter 3 “Intervals and Transposition” Zinn, Chapter 6 “Intervals” Regular Sightsinging: Ottman, Chapters 14 EarTraining: Teacher-created rhythmic dictation, diatonic melodic dictation, interval identification, error detection Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, rhythmic dictation, melodic dictation, ear training exercises, short compositions, and sight singing in a group setting.

Unit 2: “Becoming Creators of Music” By the end of this unit, the student will have: 1. been introduced to the history of music. 2. compared and contrasted the music of different historical time periods. 3. aurally identified the time period of various musical compositions. 4. analyzed and identified phrase structures and melodic form. 5. been introduced to the elements of first species counterpoint. 6. composed a bass line for a given melody 7. practiced the notation of chords and cadences. 8. composed melodies and harmonies using various motivic manipulations and contrapuntal techniques, including 2 part compositions of melody with bass line and implied harmony. 8. practiced sight-singing in major keys. 9. notated melodies and chordal progressions experienced aurally. 10. correctly identified cadences experienced aurally. 11. correctly identified phrase structures experienced aurally. 12. analyzed and identified music of a variety of textures. 13. identified non-harmonic tones visually and aurally. 14. practiced sight-singing in major keys. Week 8: Music History Unit, Week 9: Practice AP Test as a Benchmark; Discussion and clarification of AP Music Theory expectations (End of first marking period) Week 10-11: Benward, Chapter 4 “Chords” Zinn, Chapter 9&10 “Triads” and “Diatonic Triads” Week 12: Benward, Chapter 5 “Cadences” and “Nonharmonic Tones” Zinn, Chapter 11 “Cadence Structures” Week 13-14: Benward, Chapter 6 “Melodic Organization” which includes phrase structure Zinn, Chapter 13 “Motive and Motivic Structure” which includes phrase structure Week 15: Benward, Chapter 7 “Texture & Textural Reduction” Zinn, Chapter12 “Harmonization” Week 16-17: Benward, Chapter 8 “Voice Leading in Two Voices” Week 18: Composition Practice & Semester Exam (End of second marking period) Regular Sightsinging: Ottman, Chapters 59 Ear Training: Benward, Unit 13, teacher-created rhythmic and melodic dictation Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, short quizzes, rhythmic dictation, melodic dictation, eartraining exercises from Benward text, short compositions, sightsinging in a group setting and alone, partwriting exercises, and a semester exam.

Unit 3: “Learning From The Masters” By the end of this unit, the students will have: 1. learned and practiced the rules of 4-part writing. 2. learned and practiced figured bass analysis and realization. 3. practiced bass line writing techniques 4. identified non-harmonic tones in analytical context. 5. identified seventh chords visually and aurally. 6. understood the principles and practices of modulation. 7. analyzed music from a tonal perspective. 8. learned the basics of form in composition (small forms) which includes a review and extension of phrase structure. 9. analyzed various compositions for form including phrase structure. 10. practiced sightsinging in minor keys. 11. composed a bass line with implied harmonies. 12. practiced realization of harmonic progressions from roman and arabic numerals and contemporary chord symbols. 13. been introduced to the secondary dominant chord. 14. notated harmonies experienced aurally. Week 19 : Benward, Chapter 9 “Voice Leading in 4 voices” Kostka, Chapter 5 & 6 “Principles of Voice Leading” and “Root Position PartWriting” Week 20: Benward, Chapter 10 “Harmonic Progression & Harmonic Rhythm” Kostka, Chapter 7-9 “Harmonic Progression”, “Triads in 1st and 2nd inversions” Week 21-22: Benward, Chapter 11-13 “Seventh Chords” Kostka, Part III “Diatonic Seventh Chords” Week 23: Benward, Chapter 14 “Modulation” Roig-Francoli, Chapter 19 “Modulation to Closely Related Keys” Kostka, Chapters 18 & 19 “Modulations using Diatonic Common Chords” and “Some Other Modulatory Techniques” Week 24: Benward, Chapter 15 “Secondary Dominants and LeadingTone Chords” Roig-Francoli, Chapter 16 & 17 “Secondary Dominants” Kostka, Chapters 16 & 17 “Secondary Functions I & II” Week 25: Harmonic Dictation Practice Week Week 26 27: Benward, Chapter 16 & 17 “TwoPart & ThreePart Forms” Roig-Francoli, Chapter 20 “Small Forms” Kostka, Chapter 20 “Binary and Ternary Forms” (end of the third marking period) Regular Sightsinging: Ottman, Chapters 10-15 Ear Training: Benward, Units 4-11 Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, free response AP questions including bass line with implied harmonies.

Unit 4: “Talking the Talk and Walking the Walk” By the end of this unit, the students will have: 1. reviewed and practiced all aspects of analysis and partwriting as learned in unit 3. 2. composed musical pieces that use the theoretical premises previously learned. 3. practiced and tested eartraining skills including melodic dictation and harmonic dictation. 4. practiced and tested sightsinging skills. 5. prepared for the AP Music Theory examination. 6. identified the Neapolitan, French, German, and Italian 6 chords. 7. explored the chromaticism of the 19th century composers. 8. explored the serialism, electronic music, and blues scales of the 20th century. Week 28: Take practice AP exam, correct and review concepts Week 29: Composition of 4 part chorales using modulation and secondary dominants Week 30: Take practice AP exam, correct and review concepts Week 31: AP examination week Week 32: Roig-Francoli, Chapter 23 “Neapolitan and Augmented 6 Chords” Kostka, Chapters 22-24 “Neapolitan, Augmented 6 Chords” Week 33: Roig- Francoli,Chapter 24 “Chromatic Modulatory Techniques” Kostka, Chapters 21 & 25 “Mode Mixture; Enharmonic Spellings and Enharmonic Modulations” Week 34: Kostka, Chapter 27 “Tonal Harmony in the Late 19th Century” Week 35: Kostka, Chapter 28 “Introduction to Twentieth CenturyPractices” Week 36: Final examination week composition project (end of 4th marking period) Regular Sightsinging: teacher created melodies, released AP free response samples EarTraining: Benward, Units 12-16, teacher created harmonic and melodic dictation, released AP free response samples Classroom activities will consist of teacher lecture, student work from workbooks and teacher- created worksheets, melodic dictation, eartraining exercises, moderate length compositions, sightsinging in a group setting and alone, partwriting and analysis exercises, and AP practice tests. Throughout the year the students are encouraged to visit the following websites for additional practice and resources: http://www.good-ear.com http://www.codamusic.com http://www.musictheory.net http://Www.emusictheory.com

Jazz Band/IB Music 2nd Semester Springbrook High School

Course Information: 2015-2016

Course Description This course is designed to provide students with advanced level jazz band instruction.

Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes The expected outcome will enable students to perform in jazz band, jazz combo and as a jazz soloist of music from various jazz styles, cultures and historical periods.

Required Texts Alfred’s Basic Adult Music Theory Course Jazz band sheet music

Required Supplies Brass, woodwind, string & percussion instruments

Guidelines for Grading Grading will take place weekly and at the end of each assigned unit.

Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than

50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)

Due Dates/Deadlines: Teachers will establish due dates and deadlines. Teachers are expected to separate the due date from the deadline in order to increase opportunities for students to complete assignments; however, there may be some exceptions when the due date and deadline are the same. It is recognized that for daily homework assignments the due date and deadline may be the same to facilitate the teaching and learning process.

Name Room

Email: [email protected]

Wyman Jones D-108 Available During Lunch: Monday, Wednesday & Friday

Category Percentage Types of Assignments Formative 50% Instrument performance exams, music,

major and minor scales, rhythm studies HW/Practice 5% Daily class practice/Home Work &

practice logs Summative 45% All concert performances including

MCPS County Jazz Band festivals

Retake/Reassessment Policy Students have the opportunity to retake and be reassessed on any assignment within a course unit as established by MCPS policy

Assignment/Make Up Policy Students have a responsibility and are expected to make up missed work, regardless of the legal status of their absence. If the absence is excused or is a result of a suspension, the teacher will help a student make up work. If the absence is unexcused, the teacher does not have to help a student make up the work missed, give a retest, or give an exten-sion on work that was due. Even though the teacher does not have to help a student make up missed work, the student still has to make up the work so the student can complete the rest of the course. For unexcused absences, teachers may deny credit for missed assignments or assessments, in accordance with the process approved by the principal and the leadership team. (MCPS Student handbook)

IB Music The IB Music program is designed and focused on the practical work of students. It is suitable for student with a wide range of musical taste and interest. It allows students to be global learners and enables them to find creative ways to problem solve as well as provides an outlet for the expression of musical ideas and through the artistic process, it expands and develops their performance skill level. IB Music has 2 levels: Higher Level (HL) and Standard Level (SL). Higher Level is designed to be a two-year curriculum. (It may be accomplished in one year but it is strenuous.) Standard Level is a one-year curriculum. • High Level This is designed for the specialist music student who has a background or major interest in music performance and who may pursue music at the university or conservatory level. It consists of 3 compulsory parts: 1. Musical Perception and Analysis 2. Performance 3. Composition • Standard Level This is designed for the student who has a background in musical performance or composition, or those with a general musical interest. It consists of a compulsory part and an optional part. 1. Every student studies Musical Perception and Analysis as the compulsory part Students can then choose one of 3 options: • Solo Performance • Group Performance • Composition

Musical Links Investigation Project The musical links investigation project is 20% of your overall IB grade of 7. This project will also count as a portion of your class grade as well. The project should be in the form of a written media script of no more than 2000 typed written words investigating the significant musical links between two or more pieces of music from distinct musical cultures. The following timeline for a successful completion will be followed: First Monday in February: A rough draft of approximately 1000 words in the form of the media script you have selected to use, whether print or electronic. First Monday in March: The completed project of no more than 2000 words typed is due. No Exceptions or Extensions!!! IB Music Performance Project Higher Level: Internal Assessment • Performance 25% of your total grade You will present a solo recital approximately 20 minutes long. The recital can include at least one group piece. Standard Level: Internal Assessment The student has a choice of 2 performance options, each option carry 50% of your total grade • Option 1: Solo Performance You will present a solo recital approximately 15 minutes long. The recital can include at least one group piece. • Option 2: Group Performance All candidates who play in the same group are given the same grade. A candidate can only play in one group. Recital Timeline • The first recital will take place during the month of November. Students should select and prepare music repertoire according to skill level. • The second recital will take place during the month of February. • All recitals will be recorded and cataloged until student has completed the required amount of time for the assessment.

IB Musical Perceptions and Analysis January: The Romantic period: the art song, program music, nationalism in 19th century music, the music of Tchaikovsky, Dvorak, Chopin, Schumann, Verdi and Wagner February & March: The 20th Century: Impressionism, atonality, Neoclassicism, Expressionism, the music of Debussy, Ravel Stravinsky, Schoenberg Bartok, Gershwin and Copland April: The Prescribed Work May: Jazz, Pop, country western, rhythm & blues, gospel, rock & roll, hip-hop Course Texts: Music An Appreciation by Roger Kamien Tonal Harmony With An Introduction To Twentieth-Century Music by Kostka/Payne

Piano 1A 2nd Semester Springbrook High School


Course Description

This course is designed to provide students with beginning piano instruction. The primary focus of the instruction is to develop basic piano techniques as well as fundamental music reading and notation.

Course Goals The course goal is to develop within each student an appreciation of music and the arts through the study of the piano.

Expected Student Learning Outcomes Students will learn to perform basic piano repertoire of gradual technical difficulty. Aspects of music history and theory are also included.

Required Texts Alfred’s Basic Adult Piano Course

Required Supplies Piano keyboard, headphones, textbook, piano sheet music


Z’s and 0’s: When using points or percentages, a teacher assigns a grade no lower than 50% to the task/ assessment. If a student does no work on the task/assessment, the teacher will assign a zero. If a teacher determines that the student did not attempt to meet the basic requirements of the task/assessment, the teacher may assign a zero.(MCPS Policy)


Name Room



Category Percentage Types of Assignments Formative 50% Weekly performance assignments, test

and quizzes HW/Practice 5% Daily class practice/Home Work Summative 45% Unit exams, semester recitals and final

exams



9th & 10th Grade MYP Grading Criteria A, B, C & D Criteria A Using Knowledge—Analyzing and expressing the aesthetics of music (used to assess: performance, theory books, oral, written presentations and documentation, informal anecdotes) Criteria B Developing skills---Active participation in music and the process in which we create music (used to assess finished music work, developmental workbook, classroom observation, rehearsal and performance)

Criteria C Thinking Creatively—Innovative ways to develop the artistic intentions, processes and work (used to assess oral and written presentations, developmental workbook and discussions)

Criteria D Responding—Creating meaningful connections to your world, your music and its audience and the music of others (used to assess holistic judgments based on observation of process, product, realization, reflection and developmental workbook)

String Orchestra 2nd Semester Springbrook High School


Course Description This course is designed to provide students with advanced level string orchestra instruction.

Course Goals The primary goal and focus of instruction is to develop and refine orchestra technical skills.

Expected Student Learning Outcomes The expected outcome will enable students to perform string orchestra and symphonic orchestra music from various cultures and historical periods.

Required Texts Alfred’s Basic Adult Music Theory Course String Orchestra and Symphonic Orchestra sheet music

Required Supplies String Instruments, bows, rosen





Name Room





practice logs Summative 45% All concert performances including

MCPS County Band/Orchestra festivals

Symphonic Band 2nd Semester Springbrook High School


Course Description

This course is designed to provide students with advanced level ensemble, marching band and symphonic band instruction.

Course Goals The primary goal and focus of instruction is to develop and refine technical performance skills that will enable students to perform symphonic band and marching band music from various cultures and historical periods as well as performance of basic marching band field and parade maneuvers.

Expected Student Learning Outcomes The expected outcome will enable students to perform symphonic band and marching band music from

various cultures and historical periods as well as performance of basic marching band field and parade maneuvers.

Required Texts Alfred’s Basic Adult Music Theory Course Symphonic Band & Marching Band sheet music

Required Supplies Instrument, mouthpiece, reeds, neck strap, drum sticks, etc.





Name Room





practice logs Summative 45% All concert and marching band

performances including MCPS County Band/Orchestra festivals

♫ Springbrook High School ♫

Guitar 2 Mrs. Donaldson, Instructor

Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to advance his or her guitar playing ability. The class will cover a variety of styles and genres. Each student will be given exposed to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of simple first position chords Melody – Study of individual notes and melodic passages Basic Improvisation – Study of spontaneously creating music while it is being performed Basic Music Theory – Study of rhythmic notation Music History/Culture – Study the background of the instrument and repertoire played in class.

Differentiation: Accommodations/Enrichment will be provided for students based on skill level.

Key Messages

1. This is important. 2. You can do it. 3. I won’t give up on you. 4. Effective effort leads to achievement.

Expectations:

1. Be in class on time. (Unexcused tardiness will result in lunch detention and a phone call home) 2. Be in assigned seat with all necessary materials when the bell rings. 3. Be a positive influence in the classroom. 4. Resist the temptation to ask to be excused from the room for frequent use of bathroom or water fountain. 5. Give 100% effort!

Behavior:

1. Listen attentively. 2. Limit talking and interaction that would be distracting to others. 3. Be respectful and cooperative with other students and teachers. 4. Follow instructions immediately. 5. Follow rehearsal techniques taught in class. 6. Remain seated until you are dismissed from class by the teacher.

Communication:

1. All students will receive an interim report at the midpoint of each quarter. 2. Report cards will be distributed at the end of each quarter. 3. Teacher E-Mail: [email protected]

Materials Needed for Class ***Students are required to bring the following materials to class every day:

1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook

Policy on Late Work Practice assignments need to be completed on time so the instructor has ample time to provide the student with feedback. Graded assignments will have a due date and a deadline. A due date is the date by which you are expected to submit the assignment. The deadline is the last day the assignment will be accepted for a grade. Frequently the due date and the deadline will be the same. Failure to present an assignment by the deadline will result in a 0% grade for the assignment. Policy on Re-Assessment Re-assessment opportunities will be offered during the semester. Re-teaching will occur in classroom instruction. Additional practice homework and help outside of class will be offered. The specific assessments that will be re-assessed are at the discretion of the teacher and will be based on class-wide performance/needs. Policy on Attendance Attendance indirectly affects a student’s grade. In order to practice an instrument, receive instruction and feedback, or be assessed in a timely manner, the student must be present in class.

Types of Assessments and Methods of Grading

Formative Assessments – 60% 1. Performance Assessment

Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive

full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

2. Music Notation/History/Culture

Written assessments will be given. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full

credit, these packets must be completed accurately. Assessments will reflect accuracy and knowledge of topics emphasized in instruction.

Homework for Practice – 5%

Students will have a small number of graded homework assignments. Summative Assessments – 35% 1. Written Assessments

Written assessments will be administered to evaluate student knowledge and understanding. Classroom materials, packets, and notes taken in class may all be useful in preparing for these assessments.

Tests will be announced, providing ample time to study. 2. Composition

Students will use knowledge of music and instruments gained in class to compose and perform original group compositions. Students will present an in-class performance of compositions as a member of a group. Assessment of composition will reflect creativity and use of musical knowledge obtained in class. Assessment of

performance will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction. 3. Performance Assessment

Cumulative assessments will be given in either solo or small group performances in class. Students will receive individual grades.

Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

Special Note about Grades on Edline

Z indicates that the assignment was not submitted by the due date. It counts as a zero in calculations AND shows up as a Missing Grade. According to MCPS policy, once the deadline passes, there is no option to submit assignments.

X means the student is excused from completing the assignment (X is not calculated into the student's grade);

0 means the student did not complete the assignment, or the grade of 0 has been awarded for another reason, such as a violation of academic integrity (0 is calculated as a zero in the student's grade). Usually when the grade of 0 is entered it means the assignment has not been completed and it may not still be turned in (the deadline has passed).

A blank space where the grade would otherwise be is not calculated as a zero. Normally this would indicate the teacher has not graded the assignments yet but has entered the assignment into the grade book in advance.

____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar 2 Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________


Guitar Mrs. Donaldson, Instructor

Course Overview: Guitar is a semester-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the guitar. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of simple first position chords Melody – Study of individual notes and melodic passages Basic Improvisation – Study of spontaneously creating music while it is being performed Basic Music Theory – Study of rhythmic notation Music History/Culture – Study the background of the instrument and repertoire played in class.


Key Messages


Expectations:


Behavior:


Communication:



1. 2 Pencils 2. Folder for guitar class containing all packets, warm-ups, and handouts 3. Student Handbook




Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Warm-ups with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive

full credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

















____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson via e-mail or hand-out by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Guitar Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________


Piano 2 Mrs. Donaldson, Instructor

Course Overview: Piano 2 is a year-long elective offered at Springbrook. This class is designed to provide students with an opportunity to learn the basics of playing the piano. The class will cover a variety of styles and genres. Each student will be given an introduction to: Proper Technique – Study of posture, hand, and finger positioning Chords – Study of triads in multiple keys and positions Melody – Study of melodic passages and musical structure Music Theory – Study of rhythmic notation and chord progressions Music History/Culture – Study the background of the instrument and repertoire played in class.


Key Messages


Expectations:


Behavior:


Communication:



1. 2 Pencils 2. Folder for piano class containing all packets and handouts 3. Student Handbook




Assessments will be given in either solo or small group performances in class. Students will receive individual grades. Packets with information covered in this unit will also provide the basis for later study for quizzes and tests. To receive full

credit, these packets must be completed accurately. Assessments will reflect accuracy, performance quality, and use of instrumental skills emphasized in instruction.

















____________________________________________________________________________________________________________ Please return this portion to Mrs. Donaldson by Friday, September 4th, 2015 We have read this policy sheet concerning the Springbrook High School Piano 2 Class. Student Name (Printed) __________________________ Name of Parent(s) or Guardian to be contacted (Printed) _________________________________ Parent Signature ____________________________ Parent’s email: ________________________________ Parent’s preferred phone number for contact during school hours: ________________________________

Springbrook High School

Choral Music Program

Handbook for Students and Parents

Mrs. Emily Donaldson, Director of Choral Music

[email protected]

Welcome to the Springbrook High School Choral Music Program!

This handbook has been prepared to provide you and your parents with information about our choral program. It includes the grading policy, musical objectives, rehearsal concert procedures, supply lists and the comprehensive calendar of music events at Springbrook and in MCPS for this year.

Choral Music Objectives The student should be able to:

1. Sing within an expanding range with proper vocal production with an emphasis on posture, breath management, register flexibility, and facial expression appropriate to the style and meaning of the music

2. Describe and demonstrate the physiology of singing 3. Perform music in a variety of textures including unison, two, three and four-part harmony

utilizing mixed voicing, accompanied and a cappella 4. Perform increasingly difficult selections demonstrating an ability to achieve balance across

sections and stylistically appropriate interpretations 5. Perform level IV and V selections from approved MMEA festival list, or pieces of

comparable difficulty, including some selections performed from memory 6. Sight-read melodic and rhythmic examples that meet MMEA guidelines for level 3 and 4 7. Apply knowledge of tonality and key signature to reading performance repertoire 8. Sing from a three- or four-part choral octavo, 9. interpreting musical symbols and expressive markings while performing 10. Notate complex rhythmic and melodic phrases from dictation 11. Identify musical phrases and form of performance repertoire 12. Use an expanded musical vocabulary to describe music 13. Perform and analyze music representative of diverse cultures, styles and historical periods 14. Describe and compare the ways in which musical elements are used in various cultures and

historical periods 15. Evaluate a choral composition, discussing the composer’s use of the elements of music,

expressive qualities, and listeners’ reactions 16. Explain personal preferences for specific musical works and styles 17. Evaluate recorded and live choral performances based on established criteria

*Taken from Montgomery County Public School’s High School Choral Music Curriculum Framework PLEASE NOTE: The exceptional musical ability of some of our students does not give any student the right to misbehave and does not guarantee their right to perform at our concerts. Our choirs are a joint effort and a sum of all of our talents; each student must lend his/her talents equally and appropriately.

Classroom Rehearsal Procedures The student will:

1. Arrive to class on time, listen, and be respectful of others. 2. Be prepared for class with a binder, music, pencil, daily warm-up, & necessary

supplies 3. Raise his/her hand to be recognized to ask a question and not talk when others are

talking or playing. 4. Do not chew gum, candy, food or drinks in the music room during class or

performances. 5. Be supportive of classmates, never criticizing another individual’s performance.

It is certainly expected that all students are quiet and respectful so that rehearsals can proceed concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in the classroom will be asked to leave immediately and may not return to class that day. Administrative actions will follow.

KNOWLEDGE, UNDERSTANDING, AND APPLICATION It is expected and necessary that all students learn their music and are able to perform it without music at all concerts and adjudications. We expect our group to be talented and competent, and the level of music is not easy. However, it is fun and we all enjoy what we sing and what we accomplish together! As all of us know well, a group is only as strong as its weakest link; it is imperative that all students know his or her own music well so that we can blend and balance the voices, and so that all students "carry their own weight" in each ensemble. I will hold a Vocal part test after each repertoire piece is taught, in which each student will have to sing their part in an octet (a group of 8 or more singers). This insures that each member knows his/her part and is a responsible member of our ensemble. There will also be regular Assessment checks of all of our students throughout the course of rehearsals. This will address musical concepts such as posture, breath support, diction, pitch style, theory, and finally memorization. This will ensure that the students are aware of what they know or need to learn on a regular basis, and should help them in the learning process. Although sight-singing, rhythm clapping, and reading music are all concepts taught during class, I will be offering additional help after school for any/all students who wish to progress at a faster rate. These sessions will be taught like private voice lessons and they are a great resource for all developing singers! I strongly encourage any student who wishes to receive individualized vocal instruction to attend as many of these sessions as possible. They will be held during lunch. If you would like extra help, simply ask to come in during lunch at least 2 hours before!

GRADING

Springbrook High School Grading Policy for the Performing Arts

(Includes Art, Computer Technology, Instrumental Music, Vocal Music Technology Education, and TV Production)

Overview: The goal of grading and reporting is to provide you with feedback that reflects your achievement towards the mastery of the MCPS Performing Arts curriculum performance indicators. Grading Policy: There will be a variety of types of assignments and assessments: Practice Formative Assessments Summative Assessments For practice. Examples: homework, class work, partnered or individual work, oral or written work

To assess progress. Examples: class work, rehearsal procedures, homework for mastery, practice cards, quiz, written or oral presentations

To assess mastery. Examples: unit test, project, oral presentation, culminating activity or culminating performance

Reported as a learning skill and as part of the report card grade

On grade sheets reported as points/percentages. On report cards reported as an A, B, C, D, or E.

On grade sheets reported as points/percentages. On report cards reported as an A, B, C, D, or E.

Graded as 10% of marking period grade

Together with summative assessments 90% of grade

Together with formative assessments 90% of grade

Given as helpful feedback. Examples: checking for accuracy, re-explanation, modeling, demonstration, comments, providing exemplars , teacher/student conference, ratings on rubrics

Given as interim assessment of students’ mastery & to provide helpful feedback. Examples: checking for accuracy, re-explanation, modeling, demonstration, comments, providing exemplars, teacher/student conference, ratings on rubrics

Assessed as a mastery activity

Overall: Grades will reflect individual achievement of the MCPS performance indicators for each marking period Learning skills: Will be divided into two categories

1. Participation –engaging in learning of the performance skills, asking questions, using feedback

2. Assignment completion – completing homework and class work.

Homework Policy / Re-assessment Policy: The homework policy and the re-assessment policy will be provided to each student by the teacher. Homework assignments will be posted in the classroom and posted on Edline regularly. The teacher will announce which assessments will be eligible for re-assessment and the procedures to be followed by students prior to scheduled re-assessments. Late and missing work:

● Each assignment will have a due date. This is the date by which you are expected to submit the assignment. The grade will drop one letter grade if it is not turned in by the due date.

● The deadline is the last day an assignment will be accepted for a grade. In some cases, the due date and the deadline may be the same. Work not turned in by the deadline will be considered missing. Missing work will be recorded in the grade book as 0%.

Re-assessment of student work: ● Some formative assessments may be re-assessed to provide an additional opportunity for

students to show mastery. The following requirements must be met prior to scheduled reassessment:

complete the original task or assessment complete required assignments complete re-teaching / re-learning activities as determined by the teacher

● The original student work must accompany the revised work in order to be graded. ● End of unit assessments may not be retaken. Extra credit: MCPS grading policy does not allow extra credit; however, students may have opportunities to earn additional points by successfully completing extension questions or activities on some assessments. Group work: Your grades will reflect your individual achievement, even when you are working in groups.

While I certainly think that all students should earn an A each quarter, the following is a rubric for each grade area:

A - Those who are focused, attentive, and not talking during rehearsals. They show commitment to and respect for the group by learning vocal parts and allowing others to do the same. They are consistently high on their assessment charts.

B - Those who, although they realize the necessity of attention and focus, talk through parts of rehearsals and, therefore, do not learn their parts. At times, they inhibit the learning process of the group. They are mostly on task on their assessment charts.

C - Those who talk repeatedly through rehearsals, do not stand on risers or be seated in voice parts as required, force breaks in rehearsals by not being attentive and ready to sing, and do not know their voice parts, since they do not listen to instructions. The inconsistency on their assessment charts is due to their lack of attention in class.

D - Those who, in addition to not being attentive and respectful, show a poor attitude toward the group and any directions given, as though they were above those instructions. This should not be the case for any of our Choral members!

Late/truancy policy is as follows:

1. Students are expected to be in each class on time. It is extremely disruptive to the class in session when students enter late. Unexcused tardiness will result in lunch detention and a phone call home

It is certainly expected that all students are quiet and respectful so that rehearsals can proceed concretely. Any student who grossly misbehaves or is disrespectful to me or any other student in the classroom will be asked to leave immediately and may not return to class that day. Administrative actions will follow.

GRADES WILL BE COMPRISED OF THE FOLLOWING ITEMS:

1. Frequent reflections and Warm-ups (verbal or written, as decided by the teacher) 2. Choral Analysis of Music– (verbal or written, as decided by the teacher) 3. Attendance at concerts and rehearsals 4. Assessments on vocal part assessments before concerts/performances

REHEARSALS and CONCERTS

This part of the grade is fairly simple. Concerts and adjudications are mandatory! The student is to be on time and dressed in concert dress attire. This is the culmination of all our hard work together, and it is crucial that all students are contributing members of our performing ensemble, as well. And--that's the fun "Pay-off" of all of our hard labors.

Concerts are expected! In addition, each student will be expected to attend the few after school rehearsals that we DO have, so that he/she may help the group to achieve maximum effectiveness. I will always schedule these on days when there are activity buses.

CLASSROOM REHEARSAL PROCEDURES

Each student is expected to: * Arrive to class before the late bell rings, with all phones and electronic devises stored. * Be working on the warm-up by the time the late bell rings. * Be prepared for class with a pencil, music, and a binder or folder in which to keep his/her

music neatly. This is crucial for the learning process. * Understand that gum, candy, and food are not permitted in the choral music room at any

time. * Respect all music, keep it neatly, and return it when the concerts are over. A face-value

fee will be charged for any music lost or ruined at the end of each concert cycle. These are treated as financial obligations, and report cards will be held.

* Remain attentive, and not talk through instructions. * Listen carefully to his or her own voice and its balance within the group.

CONCERT PROCEDURES * Concert attendance is mandatory. Family vacations, sports events, lack of transportation,

etc. are not considered legitimate reasons for missing events. Arrangements can be made if a ride is not available. Please check your calendar carefully for all concert dates and times. If there are extenuating circumstances concerning concert attendance, the student and parent must contact the teacher well in advance of the performance (at least a month before, unless suddenly ill).

* Appropriate concert dress is required. A student who does not wear the proper concert

outfit will not be permitted to participate.

ALL GROUPS:

All choir members will be given a choir robe or concert dress (ladies) to wear during concerts. We want all members to be dressed professionally and similarly. However, we will occasionally wear other concert attire (that is determined by the teacher) for outside school performances

* Arrival call times will be approximately 45-60 minutes prior to the concert. Students

should arrive with enough time to be dressed and ready BEFORE the given call time. * During all concerts, students are expected to be respectful of all performing groups, act in

a quiet and professional manner, and remain until the end of the concert in support of all our choral groups.

Students are reminded that concerts are fun! He/she should look forward to the culmination of all of our work together, and should encourage their friends and family to come. Parents are highly encouraged to come! Please come see your kids!

Class Fees: As part of a Springbrook choir, you are expected to look and act professionally at all times. As such, a $10 class fee is collected from each choral student in order to dry clean dresses and robes, repair damaged clothing or concert supplies, and replace worn out attire. Fees are only collected once from each student during the year. Please read both parts of the final two pages, detach, and have your child return it to me no later than September 5th allow with the $10 activity fee. Thanks so much for your help and cooperation!

Choral Contract

Purpose-

1) To identify rules. 2) To make certain that people learn their music. 3) To ensure respect for all students and directors.

Guidelines-

1) Please leave your gum at home. 2) Be on time. 3) Come prepared to class with all your supplies (includes music folder and a pencil). 4) Please stay quiet and pay attention in rehearsal. 5) Do not write notes to other students during class. 6) Only use your own water bottle to prevent illness. 7) Keep away from the heaters. 8) During the first minute get music. 9) Please leave your food out of class. 10) The right to play all instruments, including the piano, must be earned. 11) Keep your own music in order and do not share with others. 12) Ask questions if you do not understand. 13) Work hard, play hard. 14) Always try your hardest and do your best 15) Keep the room clean and pick up all trash, especially your own. 16) If you lose your sheet music, you must pay for it. 17) Please respect all people in the class. 18) Concerts are mandatory and part of your grade – a two letter grade drop is the penalty. Penalties for rules not followed will be as follows

1) Teacher will speak to student and issue a warning. 2) Have the student sit down on the risers, away from the class. 3) Have student leave the class and proceed to the main office. 4) Call Parents. 5) Drop one letter grade.

______________________________________________________________________________ I have read this handbook and understand my commitment to this group. I will abide by the rules so that we may all maximize the fun and ability of this group. Student Printed Name- _________________________________ Signature __________________________ Parent Printed Name- __________________________________ Signature __________________________

Parent Phone Number and E-mail - _______________________ _________________________________ (Phone Number) (E-mail)

This is due to Mrs. Donaldson through hand-in or e-mail by Friday, September 5th.

MUSIC EVENTS CALENDAR 2015-2016 (events marked * are mandatory)

Date Event Location 2015 Sept. 3, Thurs. 4:30 p.m. Choir and Theatre Welcome Picnic Choral room & outside Sept. 8, Tues. Montgomery County Youth Chorus Rehearsals Start Richard Montgomery HS (^) *Oct. 8, Thurs. 7:00 p.m. NEC Open house (mandatory for all 14-15 choral

students) Choral Room

Oct. 27, Tues. Montgomery County Youth Chorus Concert Richard Montgomery HS (^) *Nov. 10, Tues. NEC Cluster Concert Springbrook Auditorium Nov. 14, Sat. Jr. All-State Auditions See MMEA Handbook Nov. 21, Sat. Sr. All-State Auditions See MMEA Handbook *Dec. 10, Thurs. 7:00 p.m. Winter Concert Springbrook Auditorium Dec. 23, Wed. All day Holiday Sing-o-grams School 2016 Feb. 12, Fri (tentative) Singing Valentines (tentative) Springbrook (tentative) Feb. 12, Fri. District II Vocal Solo and Ensemble Festival Wootton HS Feb. 18-21, Thur-Su. All-State Sr. Mixed and Women’s Choruses Morgan State University March 4-6, Fri – Su. All-State Jr. Chorus Towson *March 8, Tues. District II HS Choral Festival Gaithersburg HS April 12, 13, and 14, Tues.-Thur.

MCYC Auditions Apr 12: TBD Apr 13: TBD Apr 14: TBD

April 25-29, Mon – Fri MMEA State HS Choral Festivals May 9-13, Mon - Fri MMEA State MS Choral Festivals TBD *May 19, Thurs. 7:00 Spring choral concert and awards night TBD *June 7, Tues. Graduation Springbrook auditorium DAR

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