Student Expectations
From the Curricular Choir Student Handbook
Course Content
EMS Choir is offered to students in grades 6–8 who are interested in actively developing their individual and ensemble vocal skills. Mastery of breath control, vocal production, diction, intonation, tone blending, singing in harmony, and music-reading proficiency (including sight-singing) are emphasized. Music selected for study and performance is specifically chosen to engage students, expand musical knowledge, and compliment developing voices.
Standards
EMS Choir uses the National Core Arts Standards (NCAS) for Traditional and Emerging Ensembles to guide our curriculum and course content. This frame work breaks the artistic process into four components:
Creating Performing Responding Connecting
Students will experience music through these four components and their subsequent anchor standards to build artistic literacy and work toward lifelong goals which acknowledge the essential relevancy of music and art. For more information regarding the NCAS, please visit www.nationalartsstandards.org/
Course Content
EMS Choir is offered to students in grades 6–8 who are interested in actively developing their individual and ensemble vocal skills. Mastery of breath control, vocal production, diction, intonation, tone blending, singing in harmony, and music-reading proficiency (including sight-singing) are emphasized. Music selected for study and performance is specifically chosen to engage students, expand musical knowledge, and compliment developing voices.
Standards
EMS Choir uses the National Core Arts Standards (NCAS) for Traditional and Emerging Ensembles to guide our curriculum and course content. This frame work breaks the artistic process into four components:
Creating Performing Responding Connecting
Students will experience music through these four components and their subsequent anchor standards to build artistic literacy and work toward lifelong goals which acknowledge the essential relevancy of music and art. For more information regarding the NCAS, please visit www.nationalartsstandards.org/
Assessment Criteria and Distribution
Music Performance Assessments: 60%
Assessments based on performance and techniques to measure student’s musical achievement. Students may be assessed individually or in small
groups. Students will be provided rubrics detailing expected performance tasks and objectives.
Written Music Assessments: 30%
Assignments used to assess ongoing students’ progress and mastery of objectives. Examples include in-class worksheets, activities, quizzes, writing assignments, music tests, and projects.
Concert Attendance: 10%
Students are expected to attend mandatory evening performances. Families should notify Mr. Gonzales if their student cannot make a concert and should expect to complete a make-up assignment.
Grading Scale
A 90 -100%
B 80 - 89%
C 70 - 79%
D 60 - 69%
F ≤ 59%
Missing and Late Work
Missed performance assessments and missing written work will be recorded in the gradebook as a 0%. Missed assessments and late work may be made up within two weeks of the assignments due date. Excessive submission of late work will result in communication with parents/guardians.
Music Performance Assessments: 60%
Assessments based on performance and techniques to measure student’s musical achievement. Students may be assessed individually or in small
groups. Students will be provided rubrics detailing expected performance tasks and objectives.
Written Music Assessments: 30%
Assignments used to assess ongoing students’ progress and mastery of objectives. Examples include in-class worksheets, activities, quizzes, writing assignments, music tests, and projects.
Concert Attendance: 10%
Students are expected to attend mandatory evening performances. Families should notify Mr. Gonzales if their student cannot make a concert and should expect to complete a make-up assignment.
Grading Scale
A 90 -100%
B 80 - 89%
C 70 - 79%
D 60 - 69%
F ≤ 59%
Missing and Late Work
Missed performance assessments and missing written work will be recorded in the gradebook as a 0%. Missed assessments and late work may be made up within two weeks of the assignments due date. Excessive submission of late work will result in communication with parents/guardians.
Classroom Expectations
● Arrive to class on time, prepared for rehearsal:
o Have all assigned materials prepared (music binder and pencil.)
o Be in seat when bell rings.
o Stand and participate when warm-ups begin.
● Avoid disruptive behavior during rehearsal
● Do not damage or deface school property. This includes music, music stands, chairs and all school instruments.
● Keep the choir room clean, it should be seen as your home away from home.
● Refrain from eating and/or chewing gum during rehearsal. Water is the only drink allowed in chorus room.
● Cell phones should remain silent and away, unless permission for cell phone use is explicitly granted.
Interventions
Developing a pattern of disruptive behavior or avoidance of classroom expectations will result in the following sequence of interventions:
First time: Student/teacher conference to discuss quick solutions.
Second time: Contact parents/guardians to report concern; brainstorm alternate solutions and consequences.
Third time: Contact parents/guardians to discuss and develop behavioral contract.
Ongoing disruptions: Student placed on a behavioral contract; EMS administration involved to consider serious consequences.
Rehearsals
Daily rehearsals will follow a basic format that may include the following activities:
Singing Lessons: Activities such as stretching, movement, and vocal exercises to develop individual and group singing technique.
Musicianship lessons: Activities that practice skills that make us better musicians. This will include sight-reading, score study, music games, etc.
Repertoire Rehearsal: The bulk of rehearsal will be devoted to learning and practicing our performance music.
Community-Building Games: Activities that contribute to a positive group dynamic and instill a strong sense of teamwork.
● Arrive to class on time, prepared for rehearsal:
o Have all assigned materials prepared (music binder and pencil.)
o Be in seat when bell rings.
o Stand and participate when warm-ups begin.
● Avoid disruptive behavior during rehearsal
● Do not damage or deface school property. This includes music, music stands, chairs and all school instruments.
● Keep the choir room clean, it should be seen as your home away from home.
● Refrain from eating and/or chewing gum during rehearsal. Water is the only drink allowed in chorus room.
● Cell phones should remain silent and away, unless permission for cell phone use is explicitly granted.
Interventions
Developing a pattern of disruptive behavior or avoidance of classroom expectations will result in the following sequence of interventions:
First time: Student/teacher conference to discuss quick solutions.
Second time: Contact parents/guardians to report concern; brainstorm alternate solutions and consequences.
Third time: Contact parents/guardians to discuss and develop behavioral contract.
Ongoing disruptions: Student placed on a behavioral contract; EMS administration involved to consider serious consequences.
Rehearsals
Daily rehearsals will follow a basic format that may include the following activities:
Singing Lessons: Activities such as stretching, movement, and vocal exercises to develop individual and group singing technique.
Musicianship lessons: Activities that practice skills that make us better musicians. This will include sight-reading, score study, music games, etc.
Repertoire Rehearsal: The bulk of rehearsal will be devoted to learning and practicing our performance music.
Community-Building Games: Activities that contribute to a positive group dynamic and instill a strong sense of teamwork.
Materials
Students are expected to have the following materials every day in class.
Required: 1 inch 3-ring binder, 3-hole folder with 2 pockets, pencils
Recommended: water bottle, color pencils, erasers
For the 2020-2021 school year students will also need a quiet/private place to practice at home, and a wired microphone and headphone set up for recording music.
Students are expected to have the following materials every day in class.
Required: 1 inch 3-ring binder, 3-hole folder with 2 pockets, pencils
Recommended: water bottle, color pencils, erasers
For the 2020-2021 school year students will also need a quiet/private place to practice at home, and a wired microphone and headphone set up for recording music.