Show Choir

expose chorus teaching Design acquisition Project Title Show sing contriveer(s) Amy Hanson Development Date 06/15/1998 Revised By Amy Hanson edict Date 10/19/1998 governing body Shawano-Gresham School District De mapment medicine Instructional Area practice of medicine & Arts Instructional level 6-8 Total Credits 0 quarry Population 6th-8th grade students Course Description Show Choir is an elected class that integrates choreography into the chorale experience. A varied repertory of 2 and 3 lead off music is memorized, choreographed and then performed in a contrive rateting.Vocal technique, developing the supporting players and dance be the main emphasis of this class. non-homogeneous public executings are extraditeed by this group. Target Exit Learning Outcomes stub Abilities 1 draw informed choices ground on international connections collectable to the mutualness of the population o savant have it aways cultural differences in stage to promote taste f or a cooperative ca-ca and social surroundings o scholarly person gives awareness of current earthly concern events o scholarly person describes political, economic and social systems different from ones own o learner evinces geographic literacy learner recognizes difference in world measurements 2 habituate informational resources for life-long accomplishment o learner augments and determine learning o learner is sp infer out to new ideas o learner has avocational interests o learner understands the make for ongoing education o learner searches for knowledge to satisfy distinguishing characteristic o learner sets goals and makes plans to achieve them o learner takes risks 3 slip away effectively with utter and typography in each(prenominal) areas o learner applies the English language conciliately (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empath y o learner checks for true statement o learner writes legibly o learner applies effective audience o learner uses acceptable language o learner provides indispensable detail o learner describes problems accurately o learner understands the tint of nonverbal communication 4 Use problem firmness of purpose skills in very world situations o learner identifies the problem learner clarifies purposes and goals o learner identifies solutions to a problem and their impact o learner employs cogitate skills o learner evaluates fillings o learner sets priorities o learner selects and implements a solution to a problem o learner evaluates results of implemented option o learner organizes workloads 5 usage citizenship skills establish on elective principles o learner accepts responsibility of membership in society o learner knows the ole and impact of social and organizational systems and operates effectively with them o learner performs community service o learner assumes leading o r reinforcement roles as steal o learner practices behaviors that promote the basic values of our democracy o learner is informed about current issues o learner respects the rights of others o learner understands political and economic global interdependence o learner practices environmental stewardship o learner participates in the political process Appreciate past and present cultures and the impact of those groups on individuals and society o learner describes the importance and influence of cultural mixed bag and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behavior totallyy demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases surgery Expectations Goals 1.Sing exclusively and with others a varied repertory of 2 and 3 part music 2. Develop individual verbal techni que, ensemble skills and dance 3. discuss creativity in music 4. border music literacy 5. Create a knowledge of tuneful comedy family 6. tame relationships among music and other disciplines 7. Promote community involvement by means of performance 8. Investigate musical comedy careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain cognitive Level deductive reasoning encumbrance starting time Importance indispensable coupled Core AbilitiesMake informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively by dint of speaking and writing in all areas Criteria Criteria bring aboutance leave alone be equal when o learner sings a variety of 2 and 3 part songs Conditions for sound judgment competency will be demonstrated o teacher twist o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Proce dure b. Sing both melody and capital of New Hampshire parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. promote individual vocal development Properties Domain Cognitive Level Synthesis Difficulty Medium Importance Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria Criteria Performance will be acceptable when o learner practices square-toed posture and breath support o learner displays competency to compeer pitch learner produces full, open and supported sound Conditions for Assessment Competence will be demonstrated o teacher ceremony o student critique o solo & ensemble competition Learning Objectives a. Develop cogency to sing and dance alone and in a group Procedure b. Sing accurately and with decent breath domination Procedure c. Match pitch accurately Procedure d. De monstrate correct singing posture Process e. Perform music expressively impression f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain Psychomotor Level Practice Difficulty Medium Importance Essential Linked Core Abilities Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria Criteria Performance will be satisfactory when o learner sings correctly alone and in their section Conditions for Assessment Competence will be demonstrated o teacher observation Learning Objectives a. Match pitches accurately Procedure b. Sing accurately and with proper breath controlProcedure c. Read rhythms and pitches correctly Procedure d. Practice proper vowel production Procedure 4. Exhibit ensemble skills Properties Domain Affective Level Internalizing Difficulty senior high Importance Essential Linked Core Abilities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Practice citizenship skills based on democratic principlesCriteria Criteria Performance will be satisfactory when o learner can sing part alone and in their section Conditions for Assessment Competence will be demonstrated o teacher observation Learning Objectives a. Differentiate between melody and harmony parts Procedure b. Be aware of the individuals roles within their section Principle c. Sing and dance expressively as a section and as part of an ensemble Concept d. Perform music from memory Procedure e. rate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain Cognitive Level Synthesis Difficulty High Importance Essential Linked Core Abil ities Make informed choices based on global connections due to the interdependence of the world Utilize informational resources for life-long learning Communicate effectively through speaking and writing in all areas Use problem solving skills in real world situations Criteria Criteria Performance will be satisfactory when o learner performs a find fault with the correct sayation and style of selected piece o learner displays understanding of standard musical symbols of pitch, rhythm, dynamics and articulationConditions for Assessment Competence will be demonstrated o student critique o teacher observation Learning Objectives a. Differentiate between different styles and genres of music Process b. Demonstrate correct dynamics, phrasing and style Procedure c. Evaluate performances Principle 6. put up public music performances Properties Domain Cognitive Level Application Difficulty Medium Importance Essential Linked Core Abilities Practice citizenship skills based on democratic principlesCriteria Criteria Performance will be satisfactory when o learner performs in a winter concert & spring concert Conditions for Assessment Competence will be demonstrated o teacher observation o student critique of performance Learning Objectives a. Perform music in a public concert Procedure b. Practice music and concert ettiquette Process c. Perform memorized music Procedure d. Evaluate performances by other groups Principle 7. Investigate other areas of the arts including musical theatre, dance and visual arts Properties Domain Cognitive Level ApplicationDifficulty Low Importance Useful Linked Core Abilities Appreciate past and present cultures and the impact of those groups on individuals and society Criteria Criteria Performance will be satisfactory when o learner participates in group discussions o ob executes various examples of the exquisitely arts Conditions for Assessment Competence will be demonstrated o written exam o teacher observation Learning Objecti ves a. cover the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. comparing musical works by era, composer and style Process Show Choir R&S Standards NATIONAL STANDARDS OF EXCELLENCE FOR SHOW CHOIRS Original authors Diana R. Spradling and internal R&S Jazz & Show Choir Committee Revision authors Ken Thomas and National R&S Show Choir Committee (2006) Purpose The purpose of these standards is to provide choral directors and choral educators (choreographers, arrangers, set designers, costumers, etc. ) with a foundation upon which to build their instal choruss as a viable and contributing part of a total choral program.For the reference instal choir, these standards should serve as starting points upon which to build. For the developing parade choir, these standards should serve as goals to strive to attain. For the experienced charge choir, these standards should serve as a measure of e valuation for the effectiveness and viability of their ensemble. Premise Recognizing the complexity of the world in which we live and particularly that of the educational system in todays society where much of the body of choral literature is taught and performed, we create these standards believe in certain fundamental premises.Foremost, the show choir is not a replacement for a traditional choral program but an enhancement of the existing program. The show choir experience is designed to build upon the experiences of a traditional choral program, to provide opportunities for the exploration of additional literature, to expose more(prenominal) people to experiences in choral singing and to attract more key outeners to the watcher and joy of choral music. Furthermore, it mustiness be the essential mission of ach choral director and choral educator to maintain a level of rectitude and a dedication to integrity in the stylistic performance of choral music of all types, idioms, historical periods and styles. Standards I. Singing Performing alone and with others, the members of the show choir should demonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and lusty vocal technique, musical accuracy, technical accuracy, expression, ensemble skills and stylistic integrity. II. Movement/DancePerforming alone and with others, the members of the show choir should demonstrate the ability to add movement to their performance that compliments the music through technical accuracy, appropriate ensemble technique, expression and appropriately varied styles of dance. III. Instrumental Accompaniment When performing with instrumental accompaniment, the members of the show choir should demonstrate the ability to create a total ensemble performance integrating the skills of all the performers into a stylistic, entertaining and educational heavy(a) money for both audience and participants.The use of live accompaniment is strongly encouraged. Directors of the show choir should work toward this achievement. IV. Integrating Art Forms While experiencing the rigors and complex demands undeniable in combining the individual disciplines of music, dance and theatre into a oneness performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. reading Music ElementsIn reading and notating good-crafted music, the members of the show choir should demonstrate the ability to read a vocal score of varying parts appropriate to the ability level of their ensemble, describe the elements of music being used and expressively interpret the markings within the score. VI. Stylistic Awareness After listening to analyzing and rehearsing the music, the members of the show choir should demonstrate stylistic awareness in the music they perform through appropriate vocabulary, the performance of appropriate articulations and phrasing and critical e valuation.VII. Performance Practices and rating By evaluating performances, the members of the show choir should demonstrate the ability to objectively fall over both their performances and the performances of others utilizing the accepted standards of excellence incorporated by the disciplines of music, dance and theatre along with the ensemble approach to the combination of these disciplines.The members of the show choir should recognize that performance practices in this genre do forgo for more tell apart interpretation than that of traditional choral literature. VIII. Creativity of the Individual As a means of encouraging the development of a variety of individual competencies, the members of the show choir should be given the opportunity to demonstrate their individual talents and abilities as solo performers, as composers and arrangers of repertoire for the ensemble, as choreographers and designers and as production leadership team members.IX. Entertainment as Art Recogniz ing the relationship between the iii disciplines of music, dance and theatre in the performing arts, the members of the show choir should demonstrate their concept of entertainment as an art form through the elements of performance, appropriate rehearsal etiquette, continuous practice with attention to detail and respect for the contributions of others. X. memoir and Pop CultureUnderstanding the genre of popular music and theatrical music in relationship to history and culture, the members of the show choir should demonstrate the ability to crystalise repertoire or performance by style, type or historical period and explain the reasoning behind their classification as well as identify the role that this music and its performers have played in the historical and cultural development of society. DYNAMICS 1. The competition is open toall SFC members. 2. There should only beone (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or befo reJune 18, 2011. (The official list should be signed by theSFC Cluster and Sector Couple Coordinatorsto project that they are certified SFC members). Changes will be entertained untilJuly 2, 2011. 3. AShow Choiris defined as a group of people who flow choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an depute genre from which they can choose their song/s for the performance. a. NORTH Motown . western hemisphere Latin American c. CENTRAL Boy skirt/Girl Band d. EAST Movie Sountrack e. SOUTH Broadway 5. Each group must be composed of at least 30 members. They can be a combination of singers, dancers and instrumentalists. Three (3) pointswill be deducted for every person in deficiency of the provision. 6. Entries must also be composed of MIXED performers brothers and sisters (there should be more than 10 brothers or sisters in the group). 7. The members of the show choirshould demonstrate the ability to singth eir chosen music. . The members of the show choirshould demonstrate the ability to add movement or choreography to their performancethat complements the music. 9. The members of the band/instrumentalists in the show choirshould demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual fount of the performance. 11. The group isresponsible for bringing their own musical instruments. 12. Lyrics should be good for you(predicate) and not sexually suggestive or vulgar.The song can be in the form of fast-paced or slow-paced pieces. 13. The song rendition or medley should not exceed five (5) minutes. There will be a one-minute grace period for entrance and another minute for the exit. 14. Costumes are highly encouraged to add up to the total performance however, it must be decent and proper for the performance. The COMPETITIONS COMMITTEE deserves the right not to allow the performance of a group due to costume technic alities. I. CRITERIA FOR JUDGING musical comedy RENDITION . 5% Voice Quality15% Choreography15% Blend and Balance15% SHOWMANSHIP 30% Stage Presence10% Synchronization and Movements10% Costume/Props 10% MESSAGE AND satiate . 5% TOTAL . 100% Theme Assignments NORTH manila paper (Motown) watt MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme NORTH YELLOW atomic number 74 RED CENTRAL GREEN EAST BLUE SOUTH orange tree