100 10323
120 Glee Club (SCP) 825
130 Rehearsal and Performance Practice
140 On Going
150 9-12
160 Music Faculty
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180 
210 01.2 The Arts - Music
211 1.0.1
212 1.0.2
213 1.0.5
214 1.5.1
215 1.5.2
216 1.5.4
220 01.2 The Arts - Music
221 1.9.3
222 5.9.1
223 5.9.2
224 6.5.1
225 6.9.2
226 7.9.2
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300 How is communication established between performer and conductor in both a performance and rehearsal setting?
300 
300 How is blend and balance achieved within a rehearsal and/or performance?
300 
400 Rehearsal and performance techniques are first introduced in mixed chorus and will be expanded upon in Glee Club.  One of the main focuses of this unit is to learn how to follow and communicate with the conductor.  Choral blend and balance will also be discussed and emphasized throughout the year.  Special focus will be placed upon learning how to sing with uniform vowels and consonants.  Each student will also be exposed to a variety of seating arrangements within the rehearsals.  These arrangements include but are not limited to: Sitting in sections and  mixed seating.  This will enable them to develop a strong,  independent singing voice and to gain a better understanding of how the different choral parts fit together.  
400 
400 The students will develop a daily rehearsal routine that will consist of stretching and vocal warm-ups.  The warm-ups are designed to help expand the range of the singer as well as help to create a uniform sound through out the ensemble.  Equal focus will be placed upon vowel and consonant production. 
400 
500 TThe student will develop the ability to:
500     *explain and demonstrate correct posture for singing
500     *explain and demonstrate proper diaphragmatic breathing
500     *sing with a round, warm characteristic tone quality
500     *Appropriately respond to conductor cues: tempo, breathing, cues, cut-offs, phrasing, dynamic changes
500     *blend their sound and volume with that of their section and the ensemble
500     *perform with a wide range of dynamic contrasts
500     *identify musical phrases and appropriate breathing opportunities
500     *sing music written in three parts with and without accompaniment
500 
600 On a daily basis, students will work on rehearsal and performance techniques via:
600    -Vocal warm-ups that help to extend range and breath support/control
600    -Vocal warm-ups that are sung using all of the vowels.  Attention is paid to uniformity     in the vowels and how the shapes of vowels affect tone and range.  Warm-ups may be geared to specifically target problem areas in the choral literature
600    -Blending as an ensemble and as a section via uniform vowels
600    -Self evaluation and class discussion on how to improve the sound/performance
600    -Self evaluation and class discussion on what is being performed well and how to          reproduce said sound
600     -Incorporation of skills presented during warm-ups into choral literature
600 *Students will participate in a minimum of 3 concerts a year: Winter, Spring and End      of the Year
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700 Students will be assessed via the following:
700     *Self evaluation and class discussion 
700     *Aural evaluation-tone quality, blend and balance, unison and harmonies, vowel formation
700     *Visual evaluation-posture, jaw position, vowel shapes, breathing, ability to follow conductor
700     *Aural and visual assessment on how well the student follows conductor cues for dynamics, blend, balance, tempo, phrasing and cut offs
700 *Students will participate in a minimum of 3 concerts a year: Winter, Spring and End      of the Year
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700 
700