CLASSROOM EXPECTATIONS Being a member of a choral ensemble means being a member of a team, which requires cooperation, courtesy, and commitment. Everyone is important to the team and everyone has responsibilities to the team. These responsibilities include, but are not limited to:

? Show respect for the director, other members of the ensemble, and yourself by listening and not talking at inappropriate times.

? Show respect for the choir room, the equipment and the music

? Be on time for all rehearsals

? Be prepared and in your seat when it’s time for class to begin

? Put forth your best effort every day with a positive attitude

? Be responsible for all classroom materials including music, written work, handouts, permission slips, choir robes, etc.

? NO GUM, CANDY OR FOOD IN CLASS

? Listen appropriately when someone else is talking to the group. It is expected that when someone is talking to the group you will address them with your EYES and give them your full attention. This includes other students and teachers.

JH

(7)5CE I can describe a varied repertoire of music with appropriate music vocabulary.

(7)1PR I can independently or collaboratively, perform a varied repertoire of music, representing diverse genres and cultures and showing expression and technical accuracy at a level that includes modest ranges and changes of tempo, key and meter.

(7)2PR I can perform accurately, independently or collaboratively, with good posture producing an appropriate tone quality.

(7) 4PR I can read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters.

(7)1RE I can apply multiple criteria to evaluate the quality and effectiveness of music performance and composition including their own.

(8)1PR I can perform a varied repertoire of music, independently or collaboratively representing diverse genres and cultures and showing expression and technical accuracy at a level that includes more advanced ranges and changes of tempo, key and meter.

(8)2PR I can perform, independently or collaboratively, with good posture producing an appropriate tone quality

(8)4PR I can demonstrate the common beat patterns used by conductors.

(8)5PR I can read, write and perform rhythmic (including dotted rhythms) and melodic patterns in a variety of meters

HS

(I)1CE I can define vocabulary in all rehearsed and performed music.

(I)2CE I can identify musical terms and symbols for articulation and expression.

(I)3CE I can recognize and describe the elements of music.

(I)1PR I can perform a varied repertoire of music representing diverse genres and cultures alone and in ensembles.

(I)2PR I can prepare and accurately perform a varied repertoire of ensemble music.

(I)3PR I can demonstrate sight-reading abilities at a beginning level of complexity at least to the level found in the literature chosen for performance.

(I)4PR I can demonstrate technical accuracy, appropriate tone quality, articulation, intonation and expression for the works being performed with good posture and breath control.

(I)5PR I can respond appropriately to the cues of the conductor or section leader.

(I)1RE I can identify assessment practices that can help demonstrate their learning and progress made in music.

(I)2RE I can respond to aesthetic qualities of a performance using music terminology.

(I)4RE I can evaluate the use of the elements of music as relative to expression in a varied repertoire of music