Treble Makers Chorus
The general goals are:
- Develop musical literacy through a sequential approach
- Stimulate the intellectual development of all students
- Develop and refine singing, playing, listening, and creative abilities
- Develop a positive attitude for world music through as variety of meaningful experiences
Concerts:
- December 10, 2009, 7:30PM, Caron Theatre, Medford High School
- May 11, 2010, 7:30PM, Caron Theatre, MHS
We have rehearsals every Wednesday from 3:00PM-4:15PM in Room A123 at Medford High School (489 Winthrop Street).
Rehearsal Rules
The Golden Rule: Don’t talk immediately after singing; listen for the conductor’s ideas.
Always be prepared for the rehearsal – don’t forget to bring your folder with your music and 2 colored pencils.
Don’t write personal notes or pictures on your music.
Don’t forget to put your music back in its folder at the end of the rehearsal.
Go to the bathroom before rehearsal or during the break. You are old enough to wait.
Don’t have anything in your mouth during the rehearsal. It is dangerous and affects your singing.
If you are late, enter the rehearsal quietly with the note from your parent explaining your tardiness.
Never skip a rehearsal or performance. Your parent must either write a note or call Mrs. Karapetian or Ms. Turner to get you excused.
Stay safe in class. Don’t run, jump or fool around during the breaks.
Treble Makers Chorus Choral Music Curriculum
The Treble Makers choral curriculum is based on effective teaching practices that are reinforced by collaborative support from faculty and family. This curriculum is designed not only to develop vocal skills, but also to improve students’ critical thinking and creative abilities.
Our instructional methods are designed to challenge students to the fullest. We don’t set high standards without teaching students how to achieve them. Our believe is that all children can become confident and successful learners if we teach them how to learn. We help our students find joy in life and music.
Content Standards
Content Standard One: Perform vocally, alone and with others, a varied repertoire of music.
Students at the first assessment level will be able to:
- Sing in groups and ensembles, using age-appropriate tone quality, matching pitch (alone and with others), and dynamic levels, responding to the cues of the conductor
- Perform 2-part music literature
- Perform with attention to and awareness of the 7 musical concepts
- (Rhythm, melody, harmony, pitch, form, timbre, and expression)
- Perform music including, but not limited to the following genres: Classical, folk songs (American and international), jazz and speech choruses
- Perform music including, but not limited to, Classical, folk songs, jazz, and speech choruses, with appropriate expression
Content Standard Two:: Perform on instruments, alone and with others, a varied repertoire of music.
While instrumental accompaniment is an integral component of choral music, performance skills on instruments are taught in the band and orchestra curricula.
Content Standard Three: Improvise melodies, variations, and accompaniments.
Students at the first assessment level will be able to:
- Improvise simple rhythmic and/or melodic variations using body percussion or instruments.
Content Standard Four: Compose and arrange music within specified guidelines using a variety of compositional tools such as traditional instruments, digital keyboard, MIDIs and notational software programs.
Students at the first assessment level will be able to:
- Complete a melodic musical phrase
- Compose a short phrase demonstrating unity, variety and balance
Content Standard Five: Read and notate music.
Students at the first assessment level will be able to:
- Demonstrate knowledge by performing, in writing, and/or using technology tools
- Use traditional rhythmic vocabulary at a basic level
- Use a standard sight-singing system (solfege, numbers, or note names) to sight-sing in appropriate clefs, alone and with others
- Demonstrate knowledge of standard notation in performing
- Sight-read a simple piece with accuracy alone and with others
Content Standard Six: Listen to, analyze and describe music.
Students at the first assessment level will be able to:
- Identify these forms when presented aurally: AB, ABA, round, canon, partner song, rondo
- Use musically accurate terminology to describe an aural example from any performance medium
- Describe, from an aural example, using accurate musical terminology, the combination of the 7 musical concepts to create a musical event
- Analyze aural examples of a varied repertoire of music, based upon previous classroom knowledge and prior experiences
Content Standard Seven: Evaluate music and music performances.
Students at the first assessment level will be able to:
- Develop evaluation criteria for performance
- Express, in verbal or written format, musical preferences using accurate musical terminology
- Develop standards for evaluating quality and effectiveness of student’s personal listening repertoire and classroom performance literature, using established criteria
- Evaluate the quality and effectiveness of students’ personal listening repertoire and classroom performance literature, using established criteria
- Share constructive evaluation information based on prior knowledge and previous classroom experience
Content Standard Eight: Understand relationships between music, the other arts, and disciplines outside the arts.
First assessment level indicators: Grade 6
Students at the first level assessment will be able to:
- Describe and explain the correlation between music and other curricular areas
- Compare characteristics of two or more art forms within a particular historical period or style
Content Standard Nine: Understand music in relation to history and culture.
Students at the first level will be able to:
- Identify style and/or genre.
- Identify various uses of music in the student’s daily experiences and describe characteristics that make music suitable for each use
- React appropriately as a member of the audience
- Demonstrate an understanding of the evolution of jazz, folk music, and musical theater
Children should be prepared to:
- Vocalize a simple pattern. (Do-re-mi-fa-so-fa-mi-re-Do)
- Sing a well-known song, e.g. “Silent Night” or “My Country ‘Tis of Thee”
- Listen and repeat simple rhythmic patterns
- Identify the number of the sounds played on a piano