September 2020 Google Classroom Join Code:
cdb3v652020-2021 School Year:************************************************************Concert Dress Required= see contract below (keep scrolling down)PLEASE NOTE: ALL CONCERT START TIMES THIS YEAR WILL BE 7PM UNLESS OTHERWISE STATEDCHECK BACK FOR EXACT CONCERT DATESNOTE: all concerts on hold until 2021;this is why there are no performance dates yetFall 2020:1. Pumpkin Pops 7:00pm JJHSthis concert is informal (costume) dressThe following concerts require formal dress.2. Scholarship concert 7:00pm JJHSSPRING 2021:3. Choral Pyramid - 7:00pm JJHS4. Senior Choral Concert 7:00pm JJHSNOT REQUIRED: SENIOR RECITAL: @JJHS, date/ time TBAAll chorus students are REQUIRED as part of the courseto attend all 4 of these performances.www.stageaccents.com- a website with excellent examples of BLACK formal concert dress ideas. Feel free to purchase from them. :) Though you are NOT required to purchase from them.**********************************************************CHORUS SYLLABUS/HANDBOOK/CONTRACT for 2020-2021 follows..... keep scrolling...and scrolling....***********************************************************
John Jay High School Mixed Chorus
Dear John Jay Choral Family,
We hope that you are ready to take on another exciting and challenging year!
Over the years we have had great success making music here at John Jay, and we are looking forward to continuing our fine tradition of excellence. With such a positive response and a strong work ethic from our students, our program will continue to thrive.
Included with this letter is the revised handbook/syllabus for the school year. Please make sure you give special attention to each of the sections. I ask that both students and parents read the entire handbook together. You are also asked to READ THE ENTIRE DOCUMENT by September 14, and asked to e-sign it and send it to Ms. Ruffalo via email.
Included are the course descriptions, expectations, and grading policies. If you adhere to these requirements you will not only ensure a satisfactory grade for yourself in the ensemble, but more importantly, will guarantee the success of the group. Also included are the Choral Music Outcomes(and the annual PENDING Calendar of Events)
Parents, I would encourage you to lend your talents and support to The John Jay Music Boosters. More information will be coming at a later date. If you have any questions, please EMAIL US.
Here is to a fun and productive year!
Ms. Candice Ruffalo firstname.lastname@example.org
A Rationale for Music Education
Why should music be included as a basic part of the curriculum?
- Music is worth knowing.
- Music is one of the most important manifestations of our cultural heritage.
Children need to know about Beethoven and Louis Armstrong as well as about Newton and Einstein.
- Music is a potential in every individual that, like all potential, should be developed to its fullest.
- Music provides an outlet for creativity, self-expression, and individual uniqueness. It enables us to express our noblest thoughts and feelings.
- Music teaches students about unique aspects of their relationships with other human beings and with the world around them, in their own and other cultures.
- Music opens avenues of success for students who may have problems in other areas of the curriculum and opens approaches to learning that can be applied in other contexts.
- Studying music increases the satisfaction students derive from music by sharpening sensitivity, raising their level of appreciation, and expanding their musical horizons.
- Music is one of the most powerful and profound symbol systems that exists.
- Music helps students learn a significant lesson--that not all aspects of life are quantifiable.
- Music exalts the human spirit.
Adapted from The School Music Program: Description and Standards, Music Educators National Conference, 2nd ed., 1987
Code: N643 Full Year Course, grades 9-12 (1 credit) All Days
Rank Weight 1.0
WELCOME TO JJHS MIXED CHORUS! Chorus meets every day for 46 minutes. Some students are enrolled in chorus on every other day. Regardless of schedule, students are expected to arrive on time and to be prepared for rehearsal. Rehearsal begins when the bell rings. Students are required to have their folder with chorus music in hand as well as a pencil at every rehearsal. Each student will be responsible for his or her own shared folder and music.
Written assessments may be given each quarter. They will be announced. Students can expect to be assessed on literature and knowledge of parts as well as ensemble rehearsal technique and etiquette.
Each folder will have sight singing materials in it. These materials are to remain in the folder as we work as an ensemble on sight singing. Sight singing handouts will also be used for sight singing assessments.
The goal of this ensemble is to create quality vocal music. As a result, ensemble members will be required to learn how to rehearse in a large group correctly. A grade will be given a minimum of once per quarter on rehearsal technique/performance.
Students enrolled in the John Jay High School Mixed Chorus are required to attend (in entirety) and perform in evening concerts. Concert dates and times have been provided and are listed on the district website as well. Concerts will be given a test grade. Concerts are only to be missed in the case of a true emergency and students will need to bring a note from home in order to schedule a make up assignment. Notes MUST be brought in to the director within 24 hours of the missed concert. Make-up assignments are given out at the discretion of the director. Missing a concert results in a grade of “0” and that is 40% of the grade.
Festival, select group and solo opportunities will be made available to students.
Concert Dress is as follows: (unless indicated otherwise)
Long black skirt (mid-calf or lower) or black dress pants- ABSOLUTELY NO LEGGINGS
Or Black dress
Black or sheer stockings/socks if desired
White or Black button down shirt
Any color tie (tie is optional)
Black socks and shoes
Choral ensembles are unique entities with a broad range of tasks to complete at a high level of success. It is crucially important that all members of the ensemble share in a common goal of excellence and share in a common method of rehearsal so that the group goal can be met.
- Talking should not occur during rehearsal. Comments or questions should be directed to the conductor via a raised hand. Side conversations between singers not only take their attention away from the director’s comments but also distract others who are trying to listen to instructions. Unnecessary talking disrupts the flow of the process/
- Excessive talking is considered “disruption of class”.
- The conductor wants to know where you are experiencing problems. Ask to repeat a problem section or for help figuring out a section in a timely and polite manner. The earlier you request help, the less likely you are to rehearse errors, making them habits. A repeated mistake is difficult to correct.
- Be on time for every rehearsal. Every singer’s time lost impacts the entire group. Wasted time can never be recovered. 3 Lates = 1 Truancy and you will be assigned 1 detention of a sort. Attendance will be taken in the first 5-10 minutes of rehearsal.
- Cell phones usage is strictly prohibited in school. Phones will be dealt with according to the WCSD student code of conduct.
- Students are expected to keep their music folders in order, take notes in their music as directed, and keep a pencil in their folder.
- Students are expected to take the group’s vocal warm up time seriously. This is when vocal technique is introduced and developed.
- NO LUNCH PASSES will be given. It is entirely your choice if you have selected to not schedule a lunch in your day. If you were to use part of your choral rehearsal time to eat, even 10 minutes every day, that adds up to 50 minutes a week and that’s 500 minutes per semester which means approximately 11.9 classes of non-participation. You will be docked points from your semester grade.
Participation, Productivity and Attendance are 40% of your grade (15/15/15)
Assessments/Sectionals account for 15% of your grade
Concert Attendance accounts for 40%
Extra Credit is at the discretion of the director
HIGH SCHOOL CHORAL MUSIC Outcomes and Performance Indicators
Wappingers Central School District
ABILITIES OUTCOMES (apply the following to each content outcome)
- APPLY ABILITIES TO MUSIC
- HIGHER ORDER THINKING SKILLS: Use thinking skills in music: classify, decide, compare, analyze,
- GOAL SETTING/ATTAINMENT: Set goals and reach them by following a plan: brainstorm, dream,
plan, organize, persist
- COMMUNICATIONS: Talk and write about music using music vocabulary
- QUALITY PROCESS: Use the quality process in creating and performing music (plan, draft, analyze,
- APPLY MUSIC SKILLS AND KNOWLEDGE
- Be able to enjoy music through listening and performing
- Understand the creative process and be able to create and improvise music
- Be able to evaluate and give your opinion about music
- Be able to respond to music in an emotional and physical manner
- Be able to use available technology to create and perform music
- Understand the interrelationship between music and history and music and the other disciplines
- Understand music as an expression of many cultures
- Be able to create a quality, expressive performance
- Be able to use instruments, equipment, and materials in a respectful and appropriate manner
- Know about music careers
UNIVERSAL OUTCOME: BE ABLE TO DEMONSTRATE PROPER PERFORMANCE AND AUDIENCE ETIQUETTE
- Attend all performances on time
- Dress appropriately
- Stay for the entire concert
- Be attentive, still, and quiet as a performer and audience member
- Enter or leave the audience only between groups
- Show appreciative and respectful attention to the performance of others
- Adhere to the individual auditorium rules
- Evaluate concert performances, (yours and others), and develop and use strategies to improve
1. VOCAL PRODUCTION: BE ABLE TO USE PROPER VOCAL TECHNIQUE
- Be able to sing using correct sitting and standing posture
- Be able to sing using proper breath support
- Be able to blend top, middle, and bottom registers
- DICTION AND PRONUNCIATION: BE ABLE TO PRONOUNCE WORDS CLEARLY IN THE
CURRENT CHORAL MUSIC
- Be able to sing with consistently focused vowels
- Be able to sing and properly produce clear consonants of words to make text precise and musical
- Be able to correctly perform diphthongs
- Be able to correctly perform any foreign sounds in the current foreign language repertoire
- MUSIC READING: KNOW & USE MUSIC SIGNS/TERMS IN THE CURRENT CHORAL
- Be able to understand and perform dynamic markings
- Be able to accurately perform rhythms and pitches
- Be able to accurately perform other music markings
- Be able to find your place from reference markings in a score
- Be able to identify phrases in the current repertoire
- Be able to sight sing eight-measure examples using the complete scale including stepwise motion,
leaps, and ascending and descending triad arpeggios
4. CHORAL ENSEMBLE SKILLS: BE ABLE TO WORK TO IMPROVE CHORAL MUSIC SKILLS
- Be able to maintain own part among other voicings
- Be able to blend your voice with others
- Be able to listen for balance between sections
- Be able to sing four-part harmony (SATB), for all songs in repertoire
- Be able to sing with one of the voice parts divided, i.e., SSATB, for one song
- Be able to precisely match pitch within each part, then sing in tune with other sections to produce
- Be able to sing long phrases using staggered breathing
- ENSEMBLE TECHNIQUE: BE ABLE TO WORK TOGETHER TO REACH PERFORMANCE EXPECTATIONS
- Be able to be a positive and productive member of the choral group
(Avoid disruptive behaviors and put downs. Encourage and support others. Stay on task.)
- Understand and show commitment to choral group rehearsals and performances
- Be able to follow conducting gestures and verbal instructions
- Be able to set individual performance goals and work to meet them
- Be able to evaluate individual and group performances and work to improve them
- CULTURE/STYLE: KNOW MUSIC FROM DIFFERENT TIME PERIODS AND CULTURES
- Know the origin, historical background, and styles of current choral music (when applicable)
- Be able to identify the titles, composers, and arrangers of the current choral music
- Be able to explain the meaning of the text in the current choral music
- VOCAL MAINTENANCE: UNDERSTAND THE USE AND CARE OF THE VOICE AS AN INSTRUMENT
- Understand the importance and application of warm-ups
- Be able to use light, head tones and "marking" in extended rehearsals to avoid excessive vocal
strain and fatigue
- Be able to identify personal capabilities and limitations to avoid putting excessive demands on the
- CHORAL REPERTOIRE: BE ABLE TO SING SONGS INCORPORATING CERTAIN ELEMENTS
- Be able to sing one song from the jazz or popular ballad tradition
- Be able to sing one song in an irregular meter or with changing meters
- Be able to sing three songs in two languages other than English
- Be able to sing three songs equivalent to NYSSMA level 5
- Be able to sing one selection from a major work by a major composer
- Be able to sing one a cappella song
- Be able to sing one song in a tonality other than major
JOHN JAY CHORUS CONTRACT SIGNATURE PAGE below
After reading the entire handbook, copy, paste and e-sign below. Please send this completed page back to your director by September 14th, 2020.
I ___________________________ (student prints name) have read and understood the rules and regulations set forth in this handbook, and I agree to abide by those terms. I also understand that corrective actions may occur as a result of not following the rules and regulations contained therein. The concert dates have been recorded in my calendar to avoid conflicts.
Date Student Signature
Student email address
I ___________________________ (print parent or guardian name) have read and understood the rules and regulations set forth in this handbook. I also understand that corrective actions may occur to the above student as a result of not following the rules and regulations contained therein. The concert dates have been recorded in my calendar to avoid conflicts.
Date Parent/Guardian Signature
Parent/Guardian email address
(for student-related communication only.)
Send me more information about the music boosters!