Sunday, September 1, 2019
Show Choir
Show Choir Learning Design Information Project Title: Show Choir Developer(s): Amy Hanson Development Date: 06/15/1998 Revised By: Amy Hanson Revision Date: 10/19/1998 Organization: Shawano-Gresham School District Department: music Instructional Area: Music & Arts Instructional Level: 6-8 Total Credits: 0 Target Population 6th-8th grade students Course Description Show Choir is an elective class that integrates choreography into the choral experience. A varied repertoire of 2 and 3 part music is memorized, choreographed and then performed in a concert setting.Vocal technique, developing the ensemble and dance are the main emphasis of this class. Various public performances are presented by this group. Target Exit Learning Outcomes Core Abilities 1 Make informed choices based on global connections due to the interdependence of the world o learner recognizes cultural differences in order to promote understanding for a cooperative work and social environment o learner demonstrates aware ness of current world events o learner describes political, economic and social systems different from one's own o learner demonstrates geographical literacy learner recognizes difference in world measurements 2 Utilize informational resources for life-long learning o learner augments and values learning o learner is open to new ideas o learner has avocational interests o learner understands the need for ongoing education o learner searches for knowledge to satisfy curiosity o learner sets goals and makes plans to achieve them o learner takes risks 3 Communicate effectively through speaking and writing in all areas o learner applies the English language correctly (spelling, grammar, structure) o learner writes so others can understand learner speaks so others can understand o learner gives instructions o learner expresses empathy o learner checks for accuracy o learner writes legibly o learner applies effective listening o learner uses acceptable language o learner provides necessar y detail o learner describes problems accurately o learner understands the impact of nonverbal communication 4 Use problem solving skills in real 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 reasoning skills o learner evaluates options 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 Practice citizenship skills based on democratic 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 leadership or supporting roles as appropriate 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 diversity and equity on educational planning and transition from school to work o learner validates the importance of cultural diversity and equity by behaviorally demonstrating respect for diversity and equity in school, work, and community environments o learner analyzes the historic effect of cultures, including inequities and biases Performance Expectations Goals 1.Sing alone and with others a varied repertoire of 2 and 3 part music 2. Develop individual vocal technique, ensemble skills and dance 3. Demonstrate creativity in music 4. Demonstrate music literacy 5. Create a knowledge of musical theatre 6. Cultivate relationships between music and other discip lines 7. Promote community involvement through performance 8. Investigate musical careers and life applications 1. Develop a repertoire of 2 and 3 part vocal music Properties Domain: Cognitive Level: Synthesis Difficulty: Low Importance: Essential Linked Core AbilitiesMake 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 Criteria – Criteria – Performance will be satisfactory when: o learner sings a variety of 2 and 3 part songs Conditions for Assessment – Competence will be demonstrated: o teacher observation o concert performances Learning Objectives a. Distinguish between 2 and 3 parts Procedure b. Sing both melody and harmony parts Procedure c.Sing music representing diverse cultures and genres of music Process 2. Enhance individual vocal development Properties Domain: Cognitive Level: Synthesis Difficult y: 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 practices proper posture and breath support o learner displays ability to match pitch learner produces full, open and supported sound Conditions for Assessment – Competence will be demonstrated: o teacher observation o student critique o solo & ensemble competition Learning Objectives a. Develop ability to sing and dance alone and in a group Procedure b. Sing accurately and with proper breath control Procedure c. Match pitch accurately Procedure d. Demonstrate correct singing posture Process e. Perform music expressively Concept f. Participate in solo and ensemble alone or in a small group Procedure 3. Sing with technical accuracy PropertiesDomain: Psychomotor Level: Pr actice 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: 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 a nd 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 individual's 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. Evaluate musical performances of other groups Principle 5. Develop expressive qualities of musical elements PropertiesDomain: Cognitive Level: Synthesis Difficulty: 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 effect ively 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 piece with the correct interpretation 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. Prepare 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 concer t 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 observes various examples of the fine arts Conditions for Assessment – Competence will be demonstrated: o written exam o teacher observation Learning Objectives a. Discuss the importance of music in the arts Concept b. Study musical theatre, dance and visual arts Procedure c. Investigate careers in musicConcept d. Compare 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 National 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 show choirs as a viable and contributing part of a total choral program.For the beginning show choir, these standards should serve as starting points upon which to build. For the developing show choir, these standards should serve as goals to strive to attain. For the experienced show choir, these standards should serve as a measure of evaluation 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 today’s society where much of the body of choral literature is taught and performed, we create these standards believing 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 people to experiences in choral singing and to attract more listeners to the beauty and joy of choral music. Furthermore, it must be the essential mission of ach choral director and choral educator to maintain a level of excellence 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 d emonstrate the ability to sing a varied repertoire of music from the popular culture and musical theatre genres with appropriate and healthy 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 package 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 For ms While experiencing the rigors and complex demands required in combining the individual disciplines of music, dance and theatre into a single performance medium, the members of the show choir should demonstrate the skills of the complete artistic performer. V. Interpreting Music ElementsIn reading and notating well-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 evaluation.VII. Performance Practices and Evaluation By evaluating performances, the members of the show choir should demonstrate the ability to objectively review 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 allow for more individualized 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 Recognizing the relationship between the three 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. History 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 classify 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 to all SFC members. 2. There should only be one (1) entry per BIG SECTOR.All big sectors should confirm their entry with the lyrics of the songs on or before June 18, 2011. (The official list should be signed by the SFC Cluster and Sector Couple Coordinators to ensure tha t they are certified SFC members). Changes will be entertained until July 2, 2011. 3. A Show Choir is defined as a group of people who combine choral singing with dance movements, sometimes within the context of a specific idea or story. 4. Each BIG SECTOR has an assigned genre from which they can choose their song/s for the performance. a. NORTH – Motown . WEST – Latin American c. CENTRAL –  Boy Band/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) points will 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 choir should demonstrate the ability to sing their chosen music. . The members of the show choir  should demonstrate the ability to add movement or choreography to their performance that complements the music. 9. The members of the band/instrumentalists in the show choir should demonstrate the ability to arrange, mix and play their musical score. 10. Use of props is highly encouraged to develop the visual aspect of the performance. 11. The group is responsible for bringing their own musical instruments. 12. Lyrics should be wholesome 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 technicalities. I. CRITERIA FOR JUDGING MUSICAL RENDITI ON †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% Voice Quality                                                                15% Choreography                                                               15% Blend and Balance                                                        15% SHOWMANSHIP †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦30% Stage Presence                                                             10% Synchronization and Movements                                  10% Costume/Props                                                            10% MESSAGE AND CONTENT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5% TOTAL †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 100% Theme Assignments NORTH MANILA (Motown) WEST MANILA (Latin America) CENTRAL MANILA (Boy Band and Girl Band) EAST MANILA (Movie Soundtracks) SOUTH MANILA (Broadway) Color Scheme: NORTH:     YELLOW WEST:         RED CENTRAL:  GREEN EAST:          BLUE SOUTH:      ORANGE
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